Frustración de las necesidades psicológicas en Educación Física e intención de ser físicamente activo desde un enfoque centrado en la persona
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Aunque se han evidenciado los beneficios asociados a la actividad física, los niveles de práctica entre los jóvenes siguen siendo bajos. La clase de Educación Física es el contexto ideal para promocionar la adquisición de estilos de vida activos en el alumnado, por lo que promover su motivación resultará fundamental. Este estudio persigue identificar perfiles de estudiantes de Educación Física según la frustración de sus necesidades psicológicas básicas y explorar la asociación entre los perfiles emergentes y la intención de ser físicamente activo según si practicaban actividad física extraescolar. Participaron 580 alumnos, de los cuales 413 realizaban actividad física extraescolar, completando un cuestionario validado. Se llevó a cabo un análisis clúster seleccionado las variables frustración de autonomía, competencia y relación para la formación de los grupos. Los resultados revelaron la existencia de tres perfiles (alta, media y baja frustración), así como diferencias en la intención de ser físicamente activo en función de la práctica de actividad física extraescolar. Los hallazgos del estudio apuntan a que la frustración de las necesidades podría tener un papel más determinante en el estudiantado que ya practica actividad física fuera del horario escolar.
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