Abstract
The aim of this study was to analyze the relationship between levels of leisure-time sports and physical activity and the stages of change in high school students with goal orientations. Methods: The sample was conformed of 2168 students randomly selected to participate in a longitudinal study in Costa Rica (423), Mexico (408), and Spain (1337), with 1052 being boys, 1037 girls, and 79 who did not specify sex, aged between 11 and 16 years old (M = 12.49, SD = 0.81). We used a questionnaire to ask students about their leisure-time sports and physical activity, about stages of change and to measure achievement goals. Results: The results show that students are more active in Costa Rica, most of them being in a stage of active change. Conclusions: We found significant differences in achievement goals in all three countries, which shows that students in active stages have higher values than those in the inactive stage.
Highlights
Physical education students develop a series of psychological characteristics throughout their school years, for example the perception of motivational climates, their stage of change or the motivation, which can strongly affect their academic and personal environment [1]
In view of all this, the object of this study is to find out the relationship between levels of leisure-time sports and physical activity and the stages of change in high school students and goal orientations across three countries, so as to assess if each tendency is general in all of them or otherwise
The highest percentages of active students are in Costa Rica (88.5%), whereas only 34.8% of students are active in Mexico, which causes this country to have the highest dropout rate (52.0%) and no practice ever (13.2%) percentages
Summary
Physical education students develop a series of psychological characteristics throughout their school years, for example the perception of motivational climates (the psychological atmosphere in which they are training), their stage of change or the motivation, which can strongly affect their academic and personal environment [1]. Physical education teachers should be aware of the most suitable conditions for their students’ learning and how to attain them, as the positive effect of teachers with such information on their students would be beneficial. Students can have different goal orientations (in the knowledge that some of them are more suitable for learning) and place themselves in a stage of change which negatively affects physical education practice. According to Granero-Gallegos et al [4], boys tend to show higher levels of physical education practice than girls
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