Influencia de un programa de intervención sobre variables motivacionales y emocionales en el ámbito de la actividad física y deportiva universitaria

Abstract

Based on self-determination theory, achievement goal theory and the model of emotional intelligence skills, this research aimed to apply and test the effectiveness of an intervention on motivational and emotional variables in monitors who teached physical-sporting activities offered by the University of Huelva. For this purpose, a series of questionnaires related to motivation, emotional intelligence and psychological well-being were used before and after such an intervention, which in turn would serve to describe the sample and to establish relationships between the variables studied. In addition, several subjects were interviewed to complement and contrast the results obtained in these questionnaires. At the same time, an observational instrument was adapted to evaluate the behavior of the monitors, which was later used to study the different evolutions of the climates generated before, during and after the training program. The present thesis is composed by five studies in which different methodological designs have been used. In study 1 (descriptive) a questionnaire was administered to a sample of 174 subjects (of whom 46 were men and 128 women) aged between 18 and 57 years. In study 2, an instrumental adaptation and validation was performed, in which the sample used consisted of a single monitor of directed-physical activity and he was 27 years old. This instrument was used later in study 3, in which the monitor of the previous study and another trainer of 32 years old participated and where it was verified the effectiveness of a training program based on the climate task transmitted by them by means of observations. For study 4 (quasi-experimental), the effects of the training program on the sample of study 1 were checked. Finally, for study 5 (qualitative), interviews were conducted on 10 subjects (5 women and 5 men) between the ages of 21 and 41 years old belonging to the experimental group to complement study 4. Among the results found, the following can be highlighted: in the descriptive study there were significant correlations between the different motivational variables and between the motivational, emotional and physchological well-being variables. In the instrumental study, the adaptation of the observation instrument proved to be valid and reliable to analyze the motivational climate transmitted by teachers / monitors. In the observational study, the monitors who received the training program improved the climate transmitted in their sessions after it (they increased the task-oriented climate and decreased the ego-oriented). In the quasi- experimental study, the experimental group obtained significant improvements in motivational variables (intrinsic regulation, climate task and ego climate, relationship, competence and support to autonomy) and emotional (increase of perceived emotional intelligence and a decrease in negative emotions). Finally, in the interpretive study based on interviews, the perception of change in one of the experimental groups was more pronounced than the other. The data of the different studies are discussed according to self-determination theory, achievement goal theory and emotional intelligence. Several strategies are proposed for improving the motivation and emotional intelligence of active college students aimed at increasing adherence to the physical activity.