Analysis of motivational climate on anxiety and physical self-concept in Physical Education pre-service teachers. A multigroup explanatory model
DOI:
https://doi.org/10.47197/retos.v71.116534Keywords:
Anxiety, Ego climate, Self-concept, Sedentary behavior, Task climateAbstract
Introduction: The type of motivational focus driving physical and sports practice can influence the formation of physical self-concept and anxiety levels.
Objective: This study seeks (a) to develop and to refine a theoretical model explaining the causal relationship of motivational climate on physical self-concept and anxiety and (b) to examine how motivational climate causally influences these variables.
Methodology: An exploratory and cross-sectional study was carried out in a sample of 568 students of physical education. Reliable and validated instruments were used for data collection.
Results: A task-oriented environment is related to a reduction in anxiety and an increase in physical self-concept. In contrast, an ego-centered climate shows an increase in anxiety levels in the most active participants.
Discussion: Previous studies have highlighted that physical activity practice promoted by an intrinsic motivation favors the decrease of anxiety and the increase of physical self-concept.
Conclusions: It is emphasized that teachers should adopt pedagogical strategies that stimulate intrinsic motivations to promote well-being.
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