Abstract
(1) Background: Different authors have established that each type of motivation to sports can favor healthy habits in men and women, being important to promote more self-determined motivations. (2) Methods: The present study was designed to assess selected psychometric properties of the Perceived Motivational Climate in Sport Questionnaire and study the relationship between motivational climate, physical activity and gender in adolescents. Research was conducted with a sample of 2134 Spanish children (12.5 ± 1.4 years). (3) Results: The final scale was formed of two factors. The fit of factor 1 (ego climate) was 0.867, the fit for factor 2 was 0.851 (task climate) and the overall fit was 0.765. Structural equation modelling identified a negative relationship between ego climate and task climate. This relationship was strong in women. A direct relationship was found between the ego climate and task climate in relation to physical activity in men and women. Nevertheless, this positive relationship was stronger in men. (4) Conclusions: PMCSQ-2 test is a good instrument to measure the motivation towards sports practice. Moreover, it is important to promote adaptive types of motivation in physical education classes in order to generate pleasure for learning and long-term physical activity engagement.
Highlights
In recent decades, physical inactivity has been identified as an important public health problem globally [1,2]
Given the associations between fostering healthy habits early in life, early life-stage development, and the lifestyle adopted throughout adulthood, physical education could be an important setting for intervention
The purpose of this study was to analyse the psychometric properties of the Perceived Motivational Climate in Sport Questionnaire-2 (PMCSQ-2) and the relationship between motivational climate and physical activity according to gender in adolescents
Summary
Physical inactivity has been identified as an important public health problem globally [1,2]. Physical education plays an important role in promoting physical activity and healthy lifestyle behaviours. Given the associations between fostering healthy habits early in life, early life-stage development, and the lifestyle adopted throughout adulthood, physical education could be an important setting for intervention. Self-determination theory and achievement goal theory have been the main theories to explain the motivational processes that operate in the behaviours of students and athletes in different contexts [6,7,8]. Achievement goal theory has been employed to explain motivational processes. It suggests that the goals set by individuals are largely dictated by the perception they have of their skills and principle objectives. An individual’s aims tend relate to successful mastery or performance of a task [10,11]
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