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. 2022 Oct 6;19(19):12812.
doi: 10.3390/ijerph191912812.

Motivational Climate, Anxiety and Physical Self-Concept in Trainee Physical Education Teachers-An Explanatory Model Regarding Physical Activity Practice Time

Eduardo Melguizo-Ibáñez  1 , Félix Zurita-Ortega  1 , José Luis Ubago-Jiménez  1 , Pilar Puertas-Molero  1 , Gabriel González-Valero  1
Affiliations

Motivational Climate, Anxiety and Physical Self-Concept in Trainee Physical Education Teachers-An Explanatory Model Regarding Physical Activity Practice Time

Eduardo Melguizo-Ibáñez et al. Int J Environ Res Public Health. .

Abstract

There is an increase in sedentary lifestyles among young people. However, the development of a certain motivational climate can play a key role in the prevention of such lifestyles. Taking into account the aforementioned, the present research aims to establish the relationship between the motivational climate towards sport, anxiety and physical self-concept and to identify and clarify the existing relationships between anxiety, motivational climate and physical self-concept, by breaking down this objective into (a) developing an explanatory model of the motivational climate towards sport and its relationship with anxiety and physical self-concept and (b) contrasting the structural model by means of a multi-group analysis, according to the time spent doing physical activity per week. For this purpose, a cross-sectional descriptive and comparative study was carried out with a total of 568 university students (M = 25.09; SD = 6.22). A sociodemographic questionnaire, the Spanish version of the Perceived Motivation Climate Questionnaire in Sport, the Self-Concept Form-5 and the Beck Anxiety Inventory were used for data collection. The results show that more time spent doing physical activity brings benefits in terms of physical self-concept and homework climate, helping to reduce anxiety levels. As conclusions, it is observed that a longer time spent doing physical activity brings benefits in the channelling of disruptive states and improvements in physical self-concept.

Keywords: active lifestyle; body image; disruptive states; education science students.

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Conflict of interest statement

The authors declare no conflict of interest.

Figures

Figure 1
Figure 1
Proposed Theoretical Model. Note: Ego climate (EC); Punishment for mistakes (PM); Unequal recognition (UR); Member rivalry (MR); Physical self-concept (P-SC); Anxiety (ANX); Task climate (TC); Cooperative learning (CL); Effort/improvement (EI); Important role (IR).
Figure 2
Figure 2
Theoretical model proposed for participants practising less than 150 min of PA per week. Note: Task climate (TC); Cooperative learning (CL); Effort/improvement (EI); Important role (IR); Ego climate (EC); Punishment for mistakes (PM); Unequal recognition (UR); Member rivalry (MR); Physical self-concept (P-SC); Anxiety (ANX).
Figure 3
Figure 3
Theoretical model proposed for participants practising between 150 and 300 min of PA per week. Note: Task climate (TC); Cooperative learning (CL); Effort/improvement (EI); Important role (IR); Ego climate (EC); Punishment for mistakes (PM); Unequal recognition (UR); Member rivalry (MR); Physical self-concept (P-SC); Anxiety (ANX).
Figure 4
Figure 4
Theoretical model proposed for participants practising more than 300 min of PA per week. Note: Task climate (TC); Cooperative learning (CL); Effort/improvement (EI); Important role (IR); Ego climate (EC); Punishment for mistakes (PM); Unequal recognition (UR); Member rivalry (MR); Physical self-concept (P-SC); Anxiety (ANX).
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