Validación española del «intention to partake in leisure-time physical activity»

  1. Granero Gallegos, Antonio
  2. Baena Extremera, Antonio
  3. Pérez Quero, Francisco Javier
  4. Ortiz Camacho, María del Mar
  5. Bracho Amador, Clara
Revista:
Retos: nuevas tendencias en educación física, deporte y recreación

ISSN: 1579-1726,  1988-2041

Año de publicación: 2014

Número: 26

Páginas: 40-45

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Retos: nuevas tendencias en educación física, deporte y recreación

Resumen

El objetivo de esta investigación ha sido validar al español la escala Intention to partake in leisure-time physical activity mediante la realización de dos estudios independientes. En el primero se utilizó una muestra piloto de 224 alumnos de educación secundaria de 12 a 19 años y se realizó una exploración de la estructura dimensional de la prueba. En el segundo estudio se ha utilizado la totalidad de la muestra con 856 alumnos de educación secundaria de 12 a 19 años, analizándose la estructura del instrumento mediante procedimientos confirmatorios. La versión española de la escala mostró niveles aceptables de consistencia interna y estabilidad temporal. La validez de constructo se exploró mediante correlación con otras dimensiones y diferencias por sexo y edad. Las correlaciones fueron positivas con la satisfacción, importancia de la Educación Física y motivación intrínseca, y negativa con aburrimiento. Asimismo, se obtuvieron diferencias significativas tanto por sexo como por edad

Referencias bibliográficas

  • Ajzen, I. (1991). The theory of planned behaviour. Organizational Behaviour and Human Decision Processes, 50, 179-211.
  • Ajzen, I., & Fishbein, M. (1980). Understanding Attitudes and Predicting Social Behaviour. Englewood-Cliffs, NJ: Prentice-Hall.
  • Ajzen, I., & Madden, T. (1986). Prediction of goal-directed behaviour: Attitudes, intentions and perceived behavioural control. Journal of Experimental Social Psychology, 22, 453-474.
  • Ardoy, D., Fernández-Rodríguez, J. M., Chillón, P., Artero, E., España-Romero, V., Jiménez-Pavón, D.,… Ortega, F. B. (2010). Educando para mejorar el estado de forma física, estudio EDUFIT: antecedentes, diseño, metodología y análisis del abandono/adhesión al estudio. Revista Española de Salud Pública, 84, 151-168.
  • Azjen, I. (1985). From intentions to actions: A Theory of Planned Behaviour. In J. Kuhl & J. Beckman (Eds.), Action-Control: From cognition to behaviour (pp. 11-39). NY: Springer.
  • Baena-Extremera, A., Granero-Gallegos, A., Bracho-Amador, C., & Pérez-Quero, F. J. (2012). Versión española del «Sport Satisfaction Instrument (SSI)» adaptado a la Educación Física. Revista de Psicodidáctica, 17(2), 375-365.
  • Bandura, A. (1977). Self-efficacy: Howard a unifying theory of behaviour change. Psychological Review, 84, 191-215.
  • Barrett, P. (2007). Structural equation modelling: Adjudging model fit. Personality and Individual Differences 42, 815–824.
  • Bentler, P. M. (2007). On tests and indices for evaluating structural models. Personality and Individual Differences 42, 825–829.
  • Bollen, K. A., & Long, J. (1994). Testing structural equation models. Newbury Park, CA: Sage.
  • Brière, N., Vallerand, R., Blais, N., & Pelletier, L. (1995). Développement et validation d’une mesure de motivation intrinsèque, extrinsèque et d’amotivation en contexte sportif: l‘Échelle de motivation dans les sports (ÉMS). International Journal of Sport Psychology, 26, 465-489.
  • Brislin, R. W. (1986). The wording and translation of research instruments. In W. Lonner & J. Berry (Eds.), Field methods in cross-cultural research (pp. 137- 164). Beverly Hills, CA: Sage.
  • Carretero-Dios, H., & Pérez, C. (2007). Standards for the development and the review of instrumental studies: Considerations about test selection in psychological research. International Journal of Clinical and Health Psychology, 7, 863-882.
  • Chatzisarantis, N. L. D., Biddle, S. J. H., & Meek, G. A. (1997). A self-determination theory approach to the study of intentions and the intention-behaviour relationship in children’s physical activity. British Journal of Health Psychology, 2, 343- 360.
  • Chatzisarantis, N. L. D., Frederick, C. M., Biddle, S. J. H., Hagger, M. S., & Smith, B. (2007). Influences of volitional and forced intentions on physical activity and effort within the theory of planned behavior. Journal of Sports Sciences, 25, 699-709.
  • Cox, A. E. Smith, A. L., & Williams, L. (2008). Change in physical education motivation and physical activity behavior during middle school. The Journal of Adolescent Health, 43, 506-513.
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self determination in human behavior. New York: Plenum.
  • Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In R. A. Dienstbier (Ed.), Nebraska symposium on motivation: Perspectives on Motivation (Vol. 38, pp. 237–288). Lincoln: University of Nebraska.
  • Deci, E. L., & Ryan, R. M. (2000). The «what» and «why» of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.
  • Duda, J. L., & Nicholls, J. G. (1992). Dimensions of achievement motivation in school work and sport. Journal of Educational Psychology, 84(3), 290-299.
  • Elosua, P., & Zumbo, B. D. (2008). Coeficientes de fiabilidad para escalas de respuesta categórica ordenada. Psicothema, 20(4), 896-901.
  • Gómez-López, M., Granero-Gallegos, A., & Baena-Extremera, A. (2010). Perceived barriers by university students in the practice of physical activities. Journal of Sports Science and Medicine, 9(3), 374-381.
  • Gómez-López, M., Granero-Gallegos, A., Baena-Extremera, A., & Ruiz-Juan, F. (2011). The abandonment of an active lifestyle within university students: reasons for abandonment and expectations of re-engagement. Psychologica Belgica, 51(2), 155-175.
  • Goudas, M., Biddle, S., & Fox, K. (1994). Perceived locus of causality, goal orientations, and perceived competence in school physical education classes. The British Journal of Educational Psychology, 64, 453-463.
  • Granda, J., Montilla, M., Barbero, J. C., Mingorance, A., & Alemán, I. (2010). Frecuencia de práctica y motivos de participación/no participación en actividades físicas en función del género de escolares de 10-12 años de Melilla. Revista Internacional de Ciencias del Deporte, 21(6), 280-296.
  • Granero-Gallegos, A., Baena-Extremera, A., Pérez-Quero, J., Ortiz-Camacho, & Bracho-Amador, C. (2012). Analysis of motivational profiles of satisfaction and importance of physical education in high school adolescents. Journal of Sports Science & Medicine. In press.
  • Guzmán, J. F., Carratalá, E., & Carratalá, V. (2005). Clima motivacional percibido y motivación deportiva: un estudio en deporte escolar. Comunicación presentada en el I Congreso de deporte en edad escolar «Propuestas para un nuevo modelo», Valencia, España.
  • Hagger, M. S. & Chatzisarantis, N. L. D. (2007). The trans-contextual model of motivation. In M. S. Haggery N. L. D. Chatisarantis (Eds.), Intrinsic motivation and self-determination in exercise and sport (pp. 53-70). Leeds, UK: Human Kinetics.
  • Hagger, M. S., Chatzisarantis, N. L. D., Barkoukis, V., Wang, C. K. J., & Baranowski, J. (2005). Perceive autonomy support in physical education promotes leisure-time physical activity intentions and behavior: A trans-contextual model. Journal of Educational Psychology, 95, 784-795.
  • Hagger, M. S., Chatzisarantis, N. L. D., Culverhouse, T., & Biddle, S. J. H. (2003). The processes by which perceived autonomy support in physical education promotes leisure-time physical activity intentions and behavior: a trans-contextual model. Journal of Educational Psychology, 95, 784-795.
  • Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2009). Multivariate Data Analysis (7th ed.). New York: Pearson Prentice Hall.
  • Hambleton, R. K. (2005). Issues, designs and technical guidelines for adapting tests into multiple languages and cultures. In R. K. Hambleton, P. F. Merenda, & S. D. Spielberger (Eds.), Adapting educational and psychological tests for cross-cultural assessment (pp. 3-38). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural Equation Modelling: Guidelines for Determining Model Fit. Electronic Journal of Business Research Methods, 6(1), 53-60.
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modelling, 6, 1-55.
  • Jöreskog, K. G. & Sörbom, D. (1993). Structural equation modelling with the SIMPLIS command language. Chicago: Scientific Software International.
  • Kim, J., Must, A., Fitzmaurice, G. M., Gillman, M. W., Chomitz, V., Kramer, E.,… Peterson, K. E. (2005). Relationship of physical fitness to prevalence and incidence of overweight among schoolchildren. Obesity Research, 13(7), 1246- 1254.
  • Kline, R. B. (2005), Principles and Practice of Structural Equation Modeling (2nd Edition ed.). New York: The Guilford Press.
  • León, J., Domínguez, E., Núñez, J. L., Pérez, A., & Marín-Albo, J. (2011). Traducción y validación de la versión española de la Échelle de Satisfacción des Besoins Psychologiques en el contexto educativo. Anales de Psicología, 27(2), 405-411.
  • Lintunen, T., Valkonen, A., Leskinen, E., & Biddle, S. J. H. (1999). Predicting physical activity intentions using a goal perspectives approach: A study of Finish youth. Scandinavian Journal of Medicine and Science in Sport, 9, 344- 352.
  • Markland, D. (2007). The golden rule is that there are no golden rules: A commentary on Paul Barrett’s recommendations for reporting model fit in structural equation modelling. Personality and Individual Differences 42, 851–858.
  • Martens, M. P. & Weber, S. N. (2002). Psychometric properties of the sport motivation scale: An evaluation with college varsity athletes from the U.S. Journal of Sport and Exercise Psychology, 24, 254-270.
  • Moreno, J. A. & Hellín, P. (2002). ¿Es importante la Educación Física? Su valoración según la edad del alumno y el tipo de centro. Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte, 2(8), 298-319.
  • Moreno, J. A., González-Cutre, D., & Ruiz, L. M. (2009). Self-determined motivation and physical education importance. Human Movement, 10(1), 1-7.
  • Muñiz, J., & Bartram, D. (2007). Improving international tests and testing. European Psychologist, 12, 206-219.
  • Ntoumanis N. (2002). Motivational clusters in a sample of British physical education classes. Psychology of Sport and Exercise, 3, 177-194.
  • Ntoumanis, N. (2001). A self-determination approach to the understanding of motivation in physical education. British Journal of Educational Psychology, 71, 225- 242.
  • Ntoumanis, N., Barkoukis, V., & Thøgersen-Ntoumani, E.C. (2009). Developmental trajectories of motivation in physical education: course, demographic differences and antecedents. Journal of Educational Psychology, 101, 717-728.
  • Núñez, J. L., Martín-Albo, J., Navarro, J. G., & González, V. M. (2006). Preliminary validation of a Spanish version of the Sport Motivation Scale. Perceptual and Motor Skills, 102, 919-930.
  • Nunnally, J. C., & Bernstein, I. J. (1995).Teoría psicométrica. Madrid: McGrawHill.
  • Osterlind, S. J. (1989). Constructing Test Items. Londres: Kluwer Academic Publishers.
  • Papaioannou, A. (2000). Attitudes, perceptions and behaviors (1) in the PE lesson, (2) in sport settings, (3) towards a healthy lifestyle, of individuals differing in gender, age, social class, religion and motor deficiency (Tech. Rep. No. 631). Thrace, Greece: Democritus University of Thrace.
  • Rhodes, R. E., Courneya, K. S., & Jones, L. W. (2004). Personality and social cognitive influences on exercise behavior: Adding the activity trait to the theory of planned behavior. Psychology of Sport y Exercise, 5, 243-254.
  • Roman, B., Serra, L., Ribas, L., Pérez-Rodrigo, C., & Aranceta, J. (2006). Actividad física en la población infantil y juvenil española en el tiempo libre. Estudio enKid (1998-2000). Apunts. Medicina de l’Esport, 41, 86-94.
  • Standage, M., Duda, J. L., & Ntoumanis, N. (2003). A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions. Journal of Educational Psychology, 95(1), 97-101.
  • Stevens, J. (1992). Applied multivariate statistics for the social sciences. Hillsdale, NJ: Lawrence Erlbaum.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using Multivariate Statistics (5th ed.). New York: Allyn and Bacon.
  • Taylor, I. M., Ntoumanis, N., Standage, M., & Spray, C. M. (2010). Motivational Predictors of Physical Education Students’ Effort, Exercise Intentions, and Leisure-Time Physical Activity: A Multilevel Linear Growth Analysis. Journal of Sport and Exercise Psychology, 32, 99-120.
  • Trost, S. G., Pate, R. R., Sallis, J. F., Freedson, P. S., Taylor, W. C., Dowda, M., & Sirard, J. (2002). Age and gender differences in objectively measured physical activity in youth. Medicine and Science in Sports and Exercise, 34, 350-355.
  • Trost, S. G. (2004). School physical education in the post-report era: an analysis from public health. Journal of Teaching in Physical Education, 23, 318-37.
  • Ullrich-French, S. & Cox, A. (2009). Using cluster analysis to examine the combinations of motivation regulations of physical education students. Journal of Sport and Exercise Psychology, 31,358-379.
  • Wilkin, T. J., Mallam, K. M., & Metcalf, B. S. (2006). Variation in physical activity lies with the child, not his environment: evidence for an «activity stat» in young children (Early Bird 16). International Journal of Obesity, 30, 1050- 1055.
Fuente de los datos: Dialnet