Please use this identifier to cite or link to this item: http://hdl.handle.net/10553/72512
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dc.contributor.authorHuescar, Elisaen_US
dc.contributor.authorAntonio Moreno-Murcia, Juanen_US
dc.contributor.authorDomenech, Jose F.en_US
dc.contributor.authorNúñez Alonso, Juan Luisen_US
dc.date.accessioned2020-05-18T09:10:27Z-
dc.date.available2020-05-18T09:10:27Z-
dc.date.issued2020en_US
dc.identifier.issn1664-1078en_US
dc.identifier.otherWoS-
dc.identifier.urihttp://hdl.handle.net/10553/72512-
dc.description.abstractThe purpose of this study was to examine the effects of a physical activity-based intervention conducted during recess time for Spanish students with special needs. The intervention was designed to utilize an autonomy-supportive motivational style to promote feelings of autonomy and to contribute to increased physical activity involvement in these students. Participants were 62 students in the fifth and sixth year of elementary school, with ages between 10 and 12 years (M = 10.75 years, SD = 0.80 years). Students' perceptions of autonomy support, satisfaction of basic psychological needs, sport and physical activity motivation and actual physical activity level were assessed. A quasi-experimental design was employed with two intervention groups (autonomy-supportive and controlling styles), as well as a control group. Results indicated that students in the autonomy-supportive condition demonstrated a significant increase in feelings of autonomy and increased their physical activity levels while demonstrating a significant decrease in extrinsic motivation over the course of the intervention. The results provide support for the expectation that well-designed and theoretically based physical activity interventions can optimize learning and motivational outcomes for students in inclusive physical education settings.en_US
dc.languageengen_US
dc.relation.ispartofFrontiers in Psychologyen_US
dc.sourceFrontiers In Psychology[ISSN 1664-1078],v. 10, (Enero 2020)en_US
dc.subject.otherPsychological Need Satisfactionen_US
dc.subject.otherSelf-Determinationen_US
dc.subject.otherQuestionnaireen_US
dc.subject.otherInterventionsen_US
dc.subject.otherValidationen_US
dc.subject.otherMotivationen_US
dc.subject.otherEducationen_US
dc.subject.otherHealthyen_US
dc.subject.otherScaleen_US
dc.subject.otherPhysical Activityen_US
dc.subject.otherMotivationen_US
dc.subject.otherSpecial Education Studentsen_US
dc.subject.otherSelf-Determination Theoryen_US
dc.subject.otherPrimary Educationen_US
dc.titleEffects of an Autonomy-Supportive Physical Activity Program for Compensatory Care Students During Recess Timeen_US
dc.typeinfo:eu-repo/semantics/Articleen_US
dc.typeArticleen_US
dc.identifier.doi10.3389/fpsyg.2019.03091en_US
dc.identifier.isi000512681500001-
dc.description.lastpage9en_US
dc.description.firstpage1en_US
dc.relation.volume10en_US
dc.investigacionCiencias Sociales y Jurídicasen_US
dc.type2Artículoen_US
dc.contributor.daisngid32232440-
dc.contributor.daisngid31519445-
dc.contributor.daisngid16992764-
dc.contributor.daisngid30501963-
dc.description.numberofpages9en_US
dc.utils.revisionen_US
dc.contributor.wosstandardWOS:Huescar, E-
dc.contributor.wosstandardWOS:Moreno-Murcia, JA-
dc.contributor.wosstandardWOS:Domenech, JF-
dc.contributor.wosstandardWOS:Nunez, JL-
dc.date.coverdateEnero 2020en_US
dc.identifier.ulpgces
dc.description.sjr0,947
dc.description.jcr2,99
dc.description.sjrqQ2
dc.description.jcrqQ2
dc.description.ssciSSCI
item.fulltextCon texto completo-
item.grantfulltextopen-
crisitem.author.deptMotivación, Educación y Salud-
crisitem.author.deptPsicología, Sociología y Trabajo Social-
crisitem.author.orcid0000-0002-2400-7843-
crisitem.author.parentorgPsicología, Sociología y Trabajo Social-
crisitem.author.fullNameNúñez Alonso, Juan Luis-
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