Abstract
Physical Education is an essential educational area to develop physical-healthy habits and motivational orientations, which are fundamental to guide the situation of future Physical Education teachers. These professionals will have a fundamental role in teaching different types of motivations, active lifestyles, and healthy habits in youths. For this reason, the objective of the study is to know the association between motivational climate, adherence to the Mediterranean Diet (MD), and the practice of physical activity in future Physical Education teachers. A cross-sectional and nonexperimental study was carried out using a single measurement within a single group. The sample consisted of 775 university students from the cities of Andalusia (Spain). Motivational climate was evaluated through the Perceived Motivational Climate in Sport Questionnaire (PMCSQ-2), levels of physical activity were evaluated through the adolescent version of the Physical Activity Questionnaire (PAQ-A), and level of adherence to the MD was assessed through Mediterranean Diet Quality Index (KIDMED). On one hand, the healthy and self-improvement component promoted by physical activity favors an orientation focused on process and learning. Likewise, the competitive component is key to motivation focused on product and social recognition. In addition, future Physical Education teachers should pay special attention to the unequal recognition among members that physical activity can generate, in order to avoid personal disregard and social rejection. The ego climate is related to a high adherence to the MD. On the other hand, the future Physical Education teachers who manifest motivational processes based on fun and their own satisfaction have low levels of adherence to the MD.
Highlights
Numerous studies have found a positive relationship between the performance of physical sporting activities and psychosocial, physical, and health benefits
Ongoing research highlights that the development of motivational aspects within the classroom determines a greater persistence of physical sports practice and the acquisition of healthy habits inside and outside the classroom [5,6]
According to the data provided by the administrations of the different universities, the students enrolled in courses including a Physical Education specialist in Andalusia, totaled 1167 for the 2016/2017 academic year
Summary
Numerous studies have found a positive relationship between the performance of physical sporting activities and psychosocial, physical, and health benefits. These benefits improved the quality of life, emotional well-being, and motivation towards this practice in young adolescents. This life stage represents a period in which behavior patterns are consolidated and influenced [1]. For this reason, it is vitally important to work on motivation in order to establish healthy habits to the detriment of disruptive behaviors that will be the basis of adult behavior [2,3,4]. The motivational theories that have facilitated the understanding of motivation in the physical sports and educational context in recent decades have been the theory
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