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No More Bricks in the Wall: Adopting Healthy Lifestyles through Physical Education Classes

Author

Listed:
  • Rubén Trigueros

    (Department of Language and Education, University of Antonio de Nebrija, 28015 Madrid, Spain)

  • Adolfo J. Cangas

    (Department of Psychology, University of Almería, 04120 Almería, Spain)

  • José M. Aguilar-Parra

    (Department of Psychology, University of Almería, 04120 Almería, Spain)

  • Joaquín F. Álvarez

    (Department of Psychology, University of Almería, 04120 Almería, Spain)

  • Alexandre García-Más

    (Faculty of Psychology, GICAFE research group, University of the Balearic Islands, 07122 Palma, Spain)

Abstract

Despite the multiple benefits associated with practicing physical activity regularly, less than 20% of the population do it on a daily basis. Physical education classes could contribute, during childhood and adolescence, to consolidating adherence to healthy lifestyle habits. The present study involved 606 secondary school students between the ages of 13 and 19. We analysed the relationships between the perception of psychological control and support for autonomy, the satisfaction and frustration of psychological needs, mind-wandering and mindfulness, positive and negative emotions, motivation towards physical education classes, physical activity and the intention to be physically active—all through a structural equation model, which presented acceptable goodness-of-fit indices. The results showed that students who feel more autonomous see that their psychological needs are met and feel emotionally positive; this will result in the development of autonomous motivation towards physical education classes and physical activity that, in turn, could lead to a greater intention to be physically active.

Suggested Citation

  • Rubén Trigueros & Adolfo J. Cangas & José M. Aguilar-Parra & Joaquín F. Álvarez & Alexandre García-Más, 2019. "No More Bricks in the Wall: Adopting Healthy Lifestyles through Physical Education Classes," IJERPH, MDPI, vol. 16(23), pages 1-16, December.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:23:p:4860-:d:293469
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    References listed on IDEAS

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    1. Rubén Trigueros & José M. Aguilar-Parra & Joaquín F. Álvarez & Adolfo J. Cangas, 2019. "Adaptation and Validation of the Mind-Wandering Questionnaire (MWQ) in Physical Education Classes and Analysis of Its Role as Mediator between Teacher and Anxiety," Sustainability, MDPI, vol. 11(18), pages 1-10, September.
    2. Rubén Trigueros & José M. Aguilar-Parra & Adolfo J. Cangas & Joaquín F. Álvarez, 2019. "Validation of the Scale of Emotional States in the Physical Education Context," Sustainability, MDPI, vol. 11(18), pages 1-13, September.
    3. Rubén Trigueros & José M. Aguilar-Parra & Adolfo J. Cangas & Remedios López-Liria & Joaquín F. Álvarez, 2019. "Influence of Physical Education Teachers on Motivation, Embarrassment and the Intention of Being Physically Active During Adolescence," IJERPH, MDPI, vol. 16(13), pages 1-11, June.
    4. Rubén Trigueros & José M. Aguilar-Parra & Adolfo J. Cangas & Rosario Bermejo & Carmen Ferrandiz & Remedios López-Liria, 2019. "Influence of Emotional Intelligence, Motivation and Resilience on Academic Performance and the Adoption of Healthy Lifestyle Habits among Adolescents," IJERPH, MDPI, vol. 16(16), pages 1-12, August.
    5. Rubén Trigueros & Jose M. Aguilar-Parra & Adolfo J. Cangas & David Mullor & Joaquín F. Álvarez & Alexandre García-Mas, 2019. "Adaptation and Validation the State Mindfulness Scale (SMS) to Physical Education in a Spanish Context," Sustainability, MDPI, vol. 11(20), pages 1-10, October.
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    Cited by:

    1. Ruben Trigueros & José M. Aguilar-Parra & Ana I. Sánchez-Iglesias & Jerónimo J. González-Bernal & Isabel Mercader, 2020. "Adaptation and Validation of the Multi-Dimensional Perceived Autonomy Support Scale for Physical Education to the Spanish Physical Exercise Context," IJERPH, MDPI, vol. 17(11), pages 1-10, May.
    2. Rafael Burgueño & Ángel Abós & Luis García-González & Henri Tilga & Javier Sevil-Serrano, 2021. "Evaluating the Psychometric Properties of a Scale to Measure Perceived External and Internal Faces of Controlling Teaching among Students in Physical Education," IJERPH, MDPI, vol. 18(1), pages 1-15, January.
    3. Unai Sáez de Ocáriz & Pere Lavega-Burgués, 2020. "Development and Validation of Two Questionnaires to Study the Perception of Conflict in Physical Education," IJERPH, MDPI, vol. 17(17), pages 1-16, August.
    4. João Martins & Adilson Marques & Miguel Peralta & Duarte Henriques-Neto & João Costa & Marcos Onofre & Miguel González Valeiro, 2020. "A Comparative Study of Participation in Physical Education Classes among 170,347 Adolescents from 54 Low-, Middle-, and High-Income Countries," IJERPH, MDPI, vol. 17(15), pages 1-12, August.
    5. Ruben Trigueros & Marta García-Tascón & Ana M. Gallardo & Antonio Alías & José M. Aguilar-Parra, 2020. "The Influence of the Teacher’s Prosocial Skills on the Mindwandering, Creative Intelligence, Emotions, and Academic Performance of Secondary Students in the Area of Physical Education Classes," IJERPH, MDPI, vol. 17(4), pages 1-10, February.
    6. Rubén Trigueros & Antonio Alias & Ana M. Gallardo & Marta García-Tascón & José M. Aguilar-Parra, 2020. "Validation and Adaptation of the Prosocial and Antisocial Behavior in Sport Scale to the Spanish context of Physical Education," IJERPH, MDPI, vol. 17(2), pages 1-9, January.

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