000170326 001__ 170326
000170326 005__ 20260410165451.0
000170326 0247_ $$2doi$$a10.17979/sportis.2026.12.2.12787
000170326 0248_ $$2sideral$$a148795
000170326 037__ $$aART-2026-148795
000170326 041__ $$aspa
000170326 100__ $$0(orcid)0009-0003-6879-8813$$aVillafaña-Samper, Zilia$$uUniversidad de Zaragoza
000170326 245__ $$aImpacto de las conductas docentes en Educación Física sobre la intención de practicar actividad física y las necesidades psicológicas básicas del alumnado
000170326 260__ $$c2026
000170326 5060_ $$aAccess copy available to the general public$$fUnrestricted
000170326 5203_ $$aThe high rate of physical inactivity during adolescence makes physical education a key context for promoting healthy habits. In this process, teachers play an essential role through the motivational styles they use in their classes. Based on Self-Determination Theory and the circumplex model, this study aimed to analyze which (de)motivating teaching styles influence students’ autonomy and competence satisfaction and frustration, and how these variables predict their intention to be physically active. A cross-sectional design was used, with a sample of 260 students aged between 12 and 18 (Mage = 14.54; SD = 1.28; 51.5% girls). The findings highlighted the importance of need-supportive strategies, especially participative behaviours, and avoiding need-thwarting strategies, such as demanding, domineering, and abandoning behaviours, to facilitate students’ competence satisfaction and to prevent autonomy frustration, which conduce to a more active lifestyle for students. Therefore, it is essential to train teachers in participative behaviours and minimize the use of need thwarting behaviours, given the effect they have on students’ intention to be physically active.
000170326 536__ $$9info:eu-repo/grantAgreement/ES/MCIU/FPU23-03297$$9info:eu-repo/grantAgreement/ES/MCIU/PID2025-171520NA-I00
000170326 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-sa$$uhttps://creativecommons.org/licenses/by-nc-sa/4.0/deed.es
000170326 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000170326 700__ $$0(orcid)0000-0001-8245-349X$$aGarcía-Cazorla, Javier$$uUniversidad de Zaragoza
000170326 700__ $$0(orcid)0000-0002-4869-6698$$aMayo-Rota, Carlos$$uUniversidad de Zaragoza
000170326 700__ $$0(orcid)0009-0005-6811-7218$$aEsteban-Torres, Diego$$uUniversidad de Zaragoza
000170326 700__ $$0(orcid)0000-0002-1543-5109$$aAbós, Ángel$$uUniversidad de Zaragoza
000170326 7102_ $$13001$$2187$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres.Corporal
000170326 773__ $$g12, 2 (2026), 1-23$$pSportis (A Coruña)$$tSPORTIS-SCIENTIFIC TECHNICAL JOURNAL OF SCHOOL SPORT PHYSICAL EDUCATION AND PSYCHOMOTRICITY$$x2386-8333
000170326 8564_ $$s522873$$uhttps://zaguan.unizar.es/record/170326/files/texto_completo.pdf$$yVersión publicada
000170326 8564_ $$s1837930$$uhttps://zaguan.unizar.es/record/170326/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
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000170326 951__ $$a2026-04-10-13:46:37
000170326 980__ $$aARTICLE