Jeanette M. López-Walle

Bio: Jeanette M. López-Walle is an academic researcher from Universidad Autónoma de Nuevo León. The author has contributed to research in topics: Athletes & Corrective feedback. The author has an hindex of 9, co-authored 50 publications receiving 382 citations. Previous affiliations of Jeanette M. López-Walle include University of Valencia & University of Málaga.

Autonomy support, basic psychological needs and well-being in Mexican athletes.

Abstract: Based on Basic Needs Theory, one of the mini-theories of Self-determination Theory (Ryan & Deci, 2002), the present study had two objectives: (a) to test a model in the Mexican sport context based on the following sequence: perceived coach autonomy support, basic psychological needs satisfaction, and psychological well-being, and b) to analyze the mediational effect of the satisfaction of perceived coach autonomy support on indicators of psychological well-being (satisfaction with life and subjective vitality). Six hundred and sixty-nine young Mexican athletes (Boys = 339; Girls = 330; Mage = 13.95) filled out a questionnaire assessing the study variables. Structural equations analyses revealed that perceived coach autonomy support predicted satisfaction of the basic psychological needs for autonomy, competence, and relatedness. Furthermore, basic need satisfaction predicted subjective vitality and satisfaction with life. Autonomy, competence and relatedness partially mediated the path from perceived coach autonomy support to psychological well-being in young Mexican athletes.

Clima motivacional percibido, motivación autodeterminada y autoestima en jóvenes deportistas mexicanos

Abstract: En el marco de la Teoria de las Metas de Logro (Ames, 1992; Dweck, 1999; Nicholls, 1989), y de la Teoria de la Autodeterminacion (Deci y Ryan, 1985, 2000) en el presente trabajo se puso a prueba un modelo con la siguiente secuencia: Clima motivacional percibido (clima de implicacion en la tarea y clima de implicacion en el ego) ÞMotivacion Autodeterminada Þ Autoestima. Ademas, se analizo si la motivacion autodeterminada actuaba como mediadora entre cada una de las dos dimensiones del clima motivacional percibido (clima de implicacion en la tarea y clima de implicacion en el ego) y la autoestima. Participaron 651 deportistas juveniles mexicanos ( M edad = 13,99; DT = 1,88), 330 chicas y 321 chicos que contestaron a las tres versiones espanolas de los siguientes cuestionarios: PMCSQ-2; SMS y SDQ-III. Los resultados del modelo de ecuaciones estructurales mostraron que el clima de implicacion en la tarea y el clima de implicacion en el ego se asociaban respectivamente de forma positiva y negativa con la motivacion autodeterminada, mientras que esta ultima se asocio positivamente con la autoestima. Finalmente, la motivacion autodeterminada actuo como mediadora de la relacion entre el clima motivacional y la autoestima.

Adaptación a la población mexicana del Cuestionario de Orientación al Ego y a la Tarea en el Deporte (TEOSQ)

Abstract: ADAPTATION OF TASK AND EGO ORIENTATION IN SPORT QUESTIONNAIRE (TEOSQ) TO THE MEXICAN POPULATION

Physical Activity, Sports Practice, and Cognitive Functioning: The Current Research Status

Abstract: The evidence for the benefits of physical activity on cognitive functioning has increased in recent years. Although the relationship between these variables has been analyzed for decades, the development of evaluation techniques has resolved several issues and advanced this area of knowledge. Moreover, several authors have pointed out the association between the cognitive functioning of athletes and their performance in competition. These recent studies suggest that some specific cognitive abilities of athletes could help them become more effective and improve their chances of success. The objective of this paper was to identify the most relevant advances in these areas of study and to highlight more promising lines of research for the next few years. We have discussed findings from the application of different physical activity programs as well as the most significant cognitive performance variables for sports practice. The limitations of the findings were also discussed.

The Competitive Ethos And Democratic Education

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A systematic review and meta-analysis of moderate-to-vigorous physical activity levels in secondary school physical education lessons

Abstract: Schools play an important role in physical activity promotion for adolescents. The systematic review aimed to determine the proportion of secondary (middle and high) school physical education (PE) lesson time that students spend in moderate to vigorous physical activity (MVPA), and to assess if MVPA was moderated by school level (middle and high school), type of physical activity measurement and type of PE activities. A systematic search of nine electronic databases was conducted (PROSPERO2014:CRD42014009649). Studies were eligible if they were published between 2005 and 2014; written in English; assessed MVPA in PE lessons of secondary (middle and high) school students; and used a quantitative MVPA measure (i.e., accelerometry, heart rate monitoring, pedometers or observational measures). Two reviewers examined the retrieved articles, assessed risk of bias, and performed data extraction. Random effects meta-analysis was used to calculate a pooled estimate of the percent of PE lesson time spent in MVPA and to assess moderator effects where data allowed. The search yielded 5,132 potentially relevant articles; 28 articles representing 25 studies (7 middle and 18 high school) from seven countries were included. Twelve studies measured MVPA through observational measures, seven used accelerometers, five used heart rate monitors and four used pedometers (including three studies using a mix of measures). Meta-analysis of 15 studies found that overall, students spent a mean (95% CI) of 40.5% (34.8–46.2%) of PE in MVPA. Middle school students spent 48.6% (41.3–55.9%) of the lesson in MVPA (n = 5 studies) and high school students 35.9% (28.3–43.6%) (n = 10 studies). Studies measuring MVPA using accelerometers (n = 5) showed that students spent 34.7% (25.1–44.4%) of the lesson in MVPA, while 44.4% (38.3–50.5%) was found for lessons assessed via observation (n = 9), 43.1% (24.3–61.9%) of the lesson for a heart rate based study, and 35.9% (31.0–40.8%) for a pedometer-measured study. The proportion of PE spent in MVPA (40.5%) is below the US Centre for Disease Control and Prevention and the UK Associations for Physical Education recommendation of 50%. Findings differed according to the method of MVPA assessment. Additional strategies and intervention research are needed to build more active lesson time in PE.

The Coach-Created Motivational Climate, Young Athletes' Well-Being, and Intentions to Continue Participation

Abstract: Drawing from the theories of self-determination (SDT; Ryan & Deci, 2000) achievement goals (AGT; Nicholls, 1989), and, in particular, Vallerand’s four-stage casual sequence embedded in his hierarchical model of intrinsic and extrinsic motivation (HMIEM; Vallerand, 1997, 2001), this study tested a motivational model in the sport context via structural equation modeling (SEM). Based on the responses of 370 young male soccer players (M age = 14.77), the path analysis results offered overall support for the proposed model. A perceived task-involving climate emerged as a positive predictor of the satisfaction of the three psychological needs, while a perceived ego-involving climate was a negative predictor of related-ness satisfaction. The results also support positive paths between satisfaction of the three psychological needs and intrinsic motivation, while intrinsic motivation was positively linked to subjective vitality and future intention to participate. The implications of the coach-created motivational...