ABSTRACT Although fear in early childhood is an emotion that permits survival of danger, fear of water can block and limit children's adaptive development towards this very fear. Aquatic competence is an important milestone in the improvement of general health in childhood, but there are no scales that measure how fear of water can hinder a child's development in the aquatic environment. This study aimed to design and analyze the validity of a Scale to Measure Fear of the Aquatic Environment (SFAE) to evaluate the perceived fear of the aquatic environment in three- to six-year-old children. Construct validity was also evaluated by verifying its relation to aquatic competence. The exploratory and confirmatory factor analyses support the use of five dimensions of influence on the perception of fear of the aquatic environment: social context, equipment/installations, attitude, experiences, and competence. The correlation pattern also supports construct validity showing negative and significant relations between fear and aquatic competence. The SFAE shows a promising initial validity for its use in the aquatic environment during early childhood.

Resumo O estilo interpessoal docente pode influenciar a motivação para as aulas de educação física. Os objetivos deste estudo foram validar para o contexto sul brasileiro instrumentos que avaliam o estilo docente de apoio à autonomia, o estilo controlador e a desmotivação nas aulas de educação física, assim como comprovar a relação entre a desmotivação nas aulas de educação física e o estilo interpessoal docente. Participaram do estudo 429 estudantes, de 10 a 14 anos. A análise dos dados foi feita por meio da estatística descritiva e inferencial. Os resultados apontam que os três instrumentos são válidos e fidedignos para avaliar o estilo interpessoal do docente, bem como a desmotivação para as aulas de educação física. O estilo controlador do docente prediz positivamente a desmotivação.

Abstract Teachers' interpersonal style can influence motivation for physical education classes. The aims of this study were to validate for the South Brazilian context a version of a measuring instrument to evaluate teacher's interpersonal style in physical education, and an instrument to measure amotivation in physical education, as well as to prove the relation between the demotivation in the classes of physical education and the teachers' interpersonal style. The questionnaires were applied in a sample of 429 students aged 10 to 14 years. The results indicate these are three valid and reliable instruments to evaluate the interpersonal style of teacher‘s physical education, and the amotivation in physical education classes. The teacher-controller style positively predicts amotivation.

Resumen El estilo interpersonal docente puede influir en la motivación para las clases de educación física. El objetivo de este estudio fue validar, para el contexto sur brasileño, instrumentos que evalúan el estilo docente de apoyo a la autonomía, el estilo controlador y la desmotivación en las clases de educación física, así como comprobar la relación entre la desmotivación en las clases de educación física y el estilo interpersonal docente. Participaron en el estudio 429 estudiantes de 10 a 14 años. Los resultados apuntan a que los tres instrumentos son válidos y fiables para evaluar el estilo interpersonal del docente, así como la desmotivación en las clases de educación física. El estilo controlador del docente predice positivamente la desmotivación.

This study sought to analyze how creating a task-oriented motivational climate through intervention affects various motivational variables, enjoyment, and the importance people attribute to physical education. A sample of sixth-grade elementary school students was used. Ages ranged from 11 to 12 years-old (M = 11.53, SD = .50). Groups were divided into an experimental group (n = 20), where a task-oriented climate was transmitted, and a control group (n = 20) that received no manipulation. A multivariate analysis of variance (MANOVA) was conducted on the data collected at the pretest. To detect intra-group differences between pre and posttest measures, a t-test for related samples was conducted in each group. Results revealed that the experimental group improved significantly more than the control group in social responsibility and social relationship goals, and scored higher on approach-mastery goals, basic psychological needs, intrinsic motivation, enjoyment, and importance attributed to physical education. They also exhibited lower external regulation and amotivation. The control group, conversely, had significantly lower intrinsic motivation posttest than the experimental group. We discuss the importance of transmitting a task-oriented motivational climate in physical education to accomplish positive motivational effects that favor enjoyment and interest in physical education.

Resumen El objetivo de este estudio consistió en comprobar la capacidad de predicción del apoyo a la autonomía del docente en educación física, las necesidades psicológicas básicas y la motivación autodeterminada sobre la diversión, la importancia e intención hacia la educación física y la actividad física habitual. Se empleó una muestra de 718 estudiantes (346 chicos y 372 chicas) con edades comprendidas entre los 13 y los 19 años (M = 15,76, DT = 1,20). Se midió el apoyo a la autonomía, las necesidades psicológicas básicas, la motivación, la diversión, la importancia de la educación física, la intencionalidad para ser físicamente activo y la actividad física habitual. Se realizaron análisis estadísticos descriptivos y las correlaciones bivariadas de todas las variables objeto de estudio, análisis factoriales confirmatorios de los instrumentos y un análisis mediante el modelo de regresión estructural. Los resultados revelaron relaciones positivas y significativas entre todas las variables. Así, el apoyo a la autonomía predijo positivamente la satisfacción de las necesidades psicológicas básicas, y esta, a su vez, predijo la motivación autodeterminada, que predijo la diversión. La diversión predijo la importancia concedida a la educación física, y esta la intención de ser físicamente activo, que finalmente predijo la tasa de actividad física habitual. Los resultados contribuyen a optimizar el compromiso de los jóvenes hacia la actividad física, tanto dentro como fuera del aula.

Abstract The objective of this study was to check the prediction capacity of teacher’s autonomy support in physical education, basic psychological needs and motivation self-determined about fun, importance and intention towards physical education and the usual physical activity. Participated a sample of 718 students (346 boys and 372 girls) with ages between 13 and 19 years (M = 15.76, SD = 1.20). Autonomy support perceived, basic psychological needs, motivation, fun, the importance of Physical education, intentionality to be physically active and habitual physical activity was measured. A descriptive statistical analyzes and bivariate correlations of all the variables object of study, confirmatory factor analyzes of the instruments and an analysis through the structural regression model was performed. The results revealed a positive and significant relationship between all the variables. Thus, the autonomy support positively predicted the satisfaction of the basic psychological needs, and this, in turn, predicted self-determined motivation, which predicted fun the fun, that predicted the importance given to physical education, and it the intention to be physically active, which finally predicted the usual physical activity rate. The results help to optimize the commitment of young people to physical activity, both inside and outside the classroom.

This study aimed to test an aquatic motivation healthy program based on the self determination theory (SDT), using a quasi-experimental study. The research data come from different physical, psycho-social and behavioral measures made on 49 women. The sample was divided into two groups, an experimental group consisting of 28 women (M= 43.64; SD= 12.06), with an average experience of 3.05 years, and a control group composed of 21 women (M= 47.14; SD= 10.01), with an average experience of 2.29 years doing physical exercise in an aquatic environment in a large Spanish city. After the intervention with a program based on the SDT and instructor's autonomy support, both groups perceived physical benefits for health, but the experimental group perceived a better instructor's autonomy support, a better relationship with others and a greater psychological well-being among the practitioners. The information offered in this study may be of interest to promote for instructor part, these type the aquatic physical exercise programs in favor of the population's health.

ABSTRACT: The objective of this study is to test the power of prediction of means of assessment for competences in university-level physical education students. Two studies were carried out with two different samples. A descriptive correlational study was carried out in which competences and means of assessment were measured to determine the degree of relation that might exist between these variables. Exploratory and confirmatory factor analysis showed appropriate psychometric measures of validity and reliability of both instruments. The scale of competences was composed of three dimensions (generic competence, specific competence in physical education, and personal competence) while the assessment instrument was composed of two dimensions (means of evaluation that require or do not require feedback). The leading conclusion shows a positive relation between teaching competences and means of assessment, and also demonstrates that means of assessment that required feedback positively predicted the teaching competences to a greater extent than those that did not require it.

RESUMEN: El objetivo del estudio es comprobar el poder de predicción de los medios de evaluación sobre las competencias en estudiantes de Educación Superior de Educación Física. Se llevaron a cabo dos estudios con muestras diferentes. Con la intención de determinar el grado de relación que podía existir entre dichas variables, se llevó a cabo un estudio descriptivo correlacional donde se midieron las competencias y los medios de evaluación. El análisis factorial exploratorio y el confirmatorio mostraron adecuadas medidas psicométricas de validez y fiabilidad de sendos instrumentos. La escala de competencias quedó compuesta por tres dimensiones (competencia genérica, competencia específica de Educación Física y competencia personal) y el instrumento de evaluación por dos dimensiones (medios de evaluación que requieren feedback y que no requieren). La principal conclusión indica que existe una relación positiva entre las competencias docentes y los medios de evaluación y además que los medios de evaluación que requieren feedback han predicho positivamente las competencias docentes en mayor medida que los medios que no lo requieren.

Resumen El objetivo fue identificar el perfil motivacional y relacionarlo con el apoyo docente a la autonomía, a las necesidades psicológicas básicas, la satisfacción para la práctica de actividades físicas y el nivel de actividad física, en una muestra de 615 adolescentes. Se obtuvo un grupo con “perfil autodeterminado” con puntuación más alta de la motivación intrínseca y regulación introyectada; y un grupo con “perfil no autodeterminado” con puntuaciones elevadas de regulación externa y desmotivación. Los adolescentes con perfil más autodeterminado son los que perciben mayor apoyo docente a la autonomía; ; presenta más satisfacción con las necesidades psicológicas básicas de autonomía, competencia y relación con los demás; sienten mayor satisfacción para la práctica de educación física y practican más actividad física.

Abstract The aim of this study was to identify the motivational profile and relate it to teacher autonomy support, basic psychological needs, exercise enjoyment, and level of physical activity in a sample of 615 Brazilian adolescents (327 girls and 288 boys), aged between 12 and 14 years (M = 13.3, DT = .79). One group was identified as more self-determined with high intrinsic motivation and introjected regulation scores, while the other showed no self-determination, with high external regulation and demotivation. Self-determined adolescents perceive greater teacher support; exhibit better fulfillment of basic psychological needs for autonomy, competence, and relatedness; show greater enjoyment in physical education classes and engage in more physical activity.

Resumen Este estudio analizó la relación predictiva entre la percepción de apoyo a la autonomía de la familia y del técnico deportivo, los mediadores psicológicos, la motivación intrínseca, la salud, la práctica de actividad física habitual y la satisfacción con la vida en un grupo de mujeres. Participaron 355 practicantes de ejercicio físico con edades comprendidas entre 18 y 82 años (M = 35.30, SD = 12.20). Los resultados del análisis del modelo de ecuaciones estructurales mostraron que la percepción de apoyo a la autonomía predecía positivamente los mediadores psicológicos, que a su vez, fueron predictores positivos de la motivación intrínseca.

Abstract This study examined the predictive relationship between perceived autonomy sup port from the family and fitness instructors, psychological needs, intrinsic motivation, health goal, regular physical activity and life satisfaction in a group of women. 355 physically active women aged 18-82 (M = 35.30, SD = 12.20) participated in the study. The results of the struc tural equation model showed that the results of the analysis of the structural equations model established a positive relation between perceived autonomy support and psychological needs, which related positively to intrinsic motivation. Likewise, intrinsic motivation related positively to health goal, which in turn related positively to regular physical activity, and finally, physical education showed a positive relation with life satisfaction. The results of this study show the need for social-cognitive physical interventions in order to maximize the benefits of physical exercise among women.

Resumen El objetivo de este estudio fue comprobar la predicción del compromiso en practicantes de musculación a través de las estrategias de comunicación (verbal, no verbal y evitación de barreras) del monitor, la motivación intrínseca y el disfrute en la actividad. Participaron 287 personas practicantes de musculación de centros deportivos, a los que se les midió la percepción de comunicación y las barreras de comunicación con el técnico, la motivación intrínseca, el disfrute y el grado de compromiso deportivo. El resultado del análisis de regresión lineal mostró que el uso adecuado de estrategias de comunicación verbal, no verbal y la evitación de barreras en la comunicación, así como altos niveles de motivación intrínseca y de disfrute en la práctica predecían el compromiso futuro de los practicantes. De esta forma, el uso de estrategias eficaces de comunicación del técnico de musculación durante la interacción con los practicantes, siempre que la motivación sea alta, posibilitaría una mayor adherencia a la práctica.

Abstract The purpose of this paper was to test the predictive power of the channels of communication used by fitness monitor, the intrinsic motivation and the enjoyment of the activity, in the commitment of fitness. 287 gym fitness were involved in the study to which were analyzed the degree of perceived communication and the communicational barriers with the monitor, the intrinsic motivation, the enjoyment and the level of sport commitment. The result of linear regression analysis showed that the use of channels of communication verbal, no-verbal and the avoidance of communication barriers, as well as high levels of intrinsic motivation and enjoyment during the practice, predicted a future commitment of the participants. In this way, the use of effective communication strategies by the fitness monitor during the interaction with practitioners would increase the motivation of individuals allowing a greater adherence to practice.

El objetivo de este estudio fue analizar el poder de predicción de las creencias implícitas de habilidad, las orientaciones de meta y la percepción de competencia deportiva sobre el conocimiento procedimental en jugadores de baloncesto. En la investigación participaron 339 jugadores de edades comprendidas entre los 12 y 15 años. Se les midió la orientación motivacional (POSQ), las creencias de habilidad en el deporte (CNAAQ-2), la competencia deportiva y el conocimiento procedimental en baloncesto (CCPB). Los resultados mostraron que la creencia incremental de habilidad predecía positivamente el conocimiento procedimental, mientras que la creencia de entidad lo hacía de forma negativa. La relación entre las creencias de habilidad y el conocimiento procedimental fue directa, sin mediación de las orientaciones de meta y la competencia percibida. Los resultados se discuten en relación con el papel de la motivación sobre el conocimiento procedimental en el deporte.

The objective of this study was to analyze the prediction of ability beliefs, goal orientations and perceptions of athletic competence on procedural knowledge in basketball players. The research involved 339 players aged between 12 and 15. The motivational orientation (POSQ), the ability beliefs in sport (CNAAQ-2), sport competence and procedural knowledge in basketball (CCP) were measured. The results of the structural equation modeling, showed that incremental ability belief predicted positively procedural knowledge, while the entity ability belief predicted procedural knowledge negatively. The relationship between the ability beliefs and procedural knowledge was direct, without the mediation of goal orientations and perceived competence. The results are discussed in relation to the role of motivation on procedural knowledge on the sport.

Objetivo: Describir la experiencia clínica de una serie de casos de pacientes adultos con hipertensión pulmonar tromboembólica crónica, llevados a tromboendarterectomía pulmonar. Métodos: Estudio descriptivo, retrospectivo, de ocho pacientes adultos llevados a tromboendarterectomía pulmonar en la Fundación Cardiovascular de Colombia, entre febrero de 2010 y abril de 2013. Resultados: se evaluaron 5 mujeres y 3 hombres, con promedio de edad 45 ± 18 años, datos basales promedio de SpO2 92 ± 2%, PaO2/FiO2 244 ± 82, PaCO2 28,8 ± 3,4 mm Hg, presión pulmonar media 53 ± 11 mm Hg y resistencia vascular pulmonar (RVP) 999 ± 414 dyn/s/cm−5. Al tercer día postoperatorio un paciente necesitó oxigenación con membrana extracorpórea (ECMO) venoarterial por 11 días. A los 4 ± 1días de tromboendarterectomía pulmonar, la RVP descendió 71 ± 21% respecto al valor basal (p = 0,002, IC 95%) y la presión pulmonar media disminuyó 32 ± 27 mm Hg (p = 0,001). La SpO2 basal aumentó 96 ± 3%. La sobrevida fue del 100% a los 24 meses de seguimiento, sin reingresos ni recurrencia de tromboembolia pulmonar. Conclusiones: Los resultados institucionales fueron adecuados a corto y mediano plazo. En casos de edema por reperfusión la alternativa de ECMO como soporte vital extracorpóreo es indispensable.

Motivation: To describe clinical experience of a series of cases of adult patients with chronic thromboembolic pulmonary hypertension who underwent pulmonary thromboendarterectomy. Methods: Descriptive retrospective study of eight adults who underwent pulmonary thromboendarterectomy at the Fundación Cardiovascular de Colombia between February 2010 and April 2013. Results:5 women and 3 men were assessed, with an average age of 45 ± 18 years, with avergae baseline data of SpO2 92 ± 2%, PaO2/FiO2 244 ± 82, PaCO2 28.8 ± 3.4 mmHg, average pukmonary pressure of 53 ± 11 mmHg and pulmonary vascular resistance (PVR) of 999 ± 414 dyn/s/cm−5. On the third postoperative day one patient required veno-arterial extracorporeal membrane oxygenation (ECMO) during 11 days. At 4 ± 1 days after pulmonary thromboendarterectomy, PVR decreased 71 ± 21% with regards to baseline value (p = 0.002, IC 95%) and pulmonary pressure was reduced to 32 ± 27 mmHg (p = 0.001). Baseline SpO2 increased 96 ± 3%. Survival rate was 100% after 24 months of follow-up, without readmissions or recurrence of pulmonary thromboembolism. Conclusions: Institutional results were adequate in the short and medium term. Cases with reperfusion edema, the alternative of ECMO as an extracorporeal life support is imperative.

El estudio comprobó un modelo predictivo del apoyo social de autonomía del practicante sobre la relación con los demás, a su vez sobre la motivación intrínseca; está sobre el disfrute, y por último, se comprobó la predicción del disfrute sobre el motivo fitness/salud. Se utilizó una muestra de 682 practicantes de actividades físicas no competitivas con una edad media de 35.50 ± 11.70 años. Los resultados del modelo de ecuaciones estructurales mostraron una predicción positiva del apoyo a la autonomía del practicante hacia la relación con los demás, esta predijo la motivación intrínseca, que a su vez predijo el disfrute y finalmente el motivo de fitness/salud. Se discuten los resultados en pro de valorar la importancia de fomentar el disfrute en los practicantes para incrementar la práctica física saludable.

This study tested a predictive model of perception of supportive autonomy coaching on the relatedness mediator, this mediator on intrinsic motivation, intrinsic motivation on enjoyment and enjoyment on the fitness / health motive. A sample of 682 practitioners of non-competitive physical activities with a mean age of 35.50 ± 11.70 years, participated in the study. The results of structural equation model showed a positive prediction of supportive autonomy coaching on the relatedness mediator, relatedness on intrinsic motivation, intrinsic motivation on enjoyment and enjoyment on the fitness/health motive with 51% of variance. These results do appreciate the importance of promoting the enjoyment on practitioners to enhance the healthy physical practice.

O objetivo foi testar a capacidade preditiva das metas sociais (responsabilidade e socialização), a importância do comportamento autônomo, a satisfação das necessidades psicológicas básicas e motivação intrínseca no compromisso com o esporte. Contribuindo assim, com os fundamentos da teoria da autodeterminação, o modelo hierárquico da motivação intrínseca e extrínseca de Vallerand e as metas sociais. Participaram do estudo, 264 jovens futebolistas espanhóis de 14 a 16 anos (M = 14.74, SD = .77). Os resultados do modelo de equações estruturais mostrou que as metas de responsabilidade e socialização, e a importância do comportamento autônomo preveem a competência percebida. Além disso, a meta de socialização também previu a necessidade de vínculo social. Também, a satisfação das necessidades psicológicas básicas de competência percebida e vínculo social previram a motivação intrínseca. A motivação intrínseca predigo positivamente o compromisso esportivo. Estes resultados reafirmam a importância das metas sociais, a importância do comportamento autônomo e os mediadores psicológicos no sentido de incentivar maior compromisso esportivo em jovens jogadores de futebol. Futuras pesquisas que pretendem um maior compromisso esportivo, deveriam dar especial atenção na análise de como os técnicos realizam suas metodologias de intervenção, e como aplicam as estratégias motivacionais e as metas sociais.

The aim of this study was to contribute to the postulates of the self-determination theory, the hierarchical model of intrinsic and extrinsic motivation by Vallerand, and social goals. A structural regression model was estimated to analyze the relations between social goals (responsibility and relationships), praise for autonomous behavior, satisfaction of the basic psychological needs and intrinsic motivation in commitment to sport. A sample of 264 young Spanish soccer players aged between 14 and 16 (M =14.74, SD =.77) participated in the study. Structural Equation Modeling results showed that the social responsibility goal, the social relationship goal and praise for autonomous behavior predicted perceived competence. Furthermore, the relationship goal also predicted the need for relatedness. Satisfaction of the basic psychological needs for competence and relatedness predicted intrinsic motivation. Intrinsic motivation positively predicted future commitment to sport. These results highlighted the importance of social goals, praise for autonomous behavior and psychological mediators in encouraging greater commitment in young soccer players. Future research should focus on the coach’s role in generating greater commitment to sport through the development of intervention methodologies based on social goals.

Resumo O objetivo desse estudo foi comprovar a predição das orientações disposicionais, autoeficácia geral e a motivação autodeterminada sobre a diversão e o aborrecimento nas aulas de educação física, com uma amostra composta por 459 adolescentes de 13 a 18 anos com uma média de idade de 15 anos (DP= 0.88). Os adolescentes responderam a quatro escalas do tipo Likert: Questionário de Percepção do Êxito, Escala Geral da Auto-eficácia, Escala de Motivação no Esporte e Questionário de Satisfação Intrínseca no Esporte. Os resultados do modelo de regressão estrutural mostraram que a orientação para a tarefa e a autoeficácia geral prediziam positivamente a motivação autodeterminada, e esta última predizia positivamente a mais diversão e menos ao aborrecimento nas aulas de educação física. Promover um ambiente educativo orientado à tarefa, onde os discentes percebam seus progressos e que se sintam mais competentes permitirá que eles possam superar tarefas com uma motivação intrínseca, portanto, se divertirão mais. Indaga-se sobre as diferentes pedagogias para diminuir o aborrecimento em aula.

Abstract The aim of this study was to test the predictive power of dispositional orientations, general self-efficacy and self-determined motivation on fun and boredom in physical education classes, with a sample of 459 adolescents between 13 and 18 with a mean age of 15 years (SD = 0.88). The adolescents responded to four Likert scales: Perceptions of Success Questionnaire, General Self-Efficacy Scale, Sport Motivation Scale and Intrinsic Satisfaction Questionnaire in Sport. The results showed the structural regression model showed that task orientation and general self-efficacy positively predicted self-determined motivation and this in turn positively predicted more fun and less boredom in physical education classes. Consequently, the promotion of an educational task-oriented environment where learners perceive their progress and make them feel more competent, will allow them to overcome the intrinsically motivated tasks, and therefore they will have more fun. Pedagogical implications for less boredom and more fun in physical education classes are discussed.

Resumen El objetivo de este estudio fue comprobar el poder de predicción de las orientaciones disposicionales, la autoeficacia general y la motivación autodeterminada sobre la diversión y el aburrimiento en clases de educación física, con una muestra compuesta por 459 adolescentes de entre 13 y 18 años con una media de edad de 15 años (DS = 0.88). Los adolescentes contestaron a cuatro escalas tipo Likert: Cuestionario de Percepción de Éxito, Escala de Autoeficacia General, Escala de Motivación en el Deporte y Cuestionario de Satisfacción Intrínseca en el Deporte. Los resultados revelan que el modelo de regresión estructural mostró que la orientación hacia la tarea y la autoeficacia general predecían positivamente la motivación autodeterminada, y ésta a su vez, predecía positivamente una mayor diversión y un menor aburrimiento en las clases de educación física. El fomento de un entorno educativo orientado a la tarea, donde los discentes perciban sus progresos y les hagan sentir más competentes, les permitirán superar las tareas motivados intrínsecamente, y por tanto, se divertirán más. Se discuten las implicaciones pedagógicas para un menor aburrimiento.

The aim of this study was to analize effects of manipulating the motivational climate and positive verbal and nonverbal feedback in connection with the fear of failure, intrinsic motivation and the importance that students attribute to physical education, using psychological needs as mediators. In this study, we use pretest-posttest and quasi-experimental design with nonequivalent control group. The sample consisted of first-year secondary students, aged between 12 and 13 (M = 12.14, TD = .42): an experimental group (n = 20), assigned a mastery climate, and a control group (n = 17) where there was no manipulation. The intervention consisted of 30 class sessions of 50 minutes twice a week. It was measured before and at the end of the intervention. The results showed an increase in positive feedback, perceived competence, intrinsic motivation and the importance attributed to physical education, and a decrease in all the variables of fear of failure in the experimental group. Therefore, the intervention was effective since motivational variables improved, and decreased the fear of failure.

O objectivo deste estudo foi analisar os efeitos da manipulação do clima motivacional, e do feedback positivo, verbal e não verbal, em relação com o medo a se equivocar, a motivação intrínseca, e a importância que lhe concede o estudante à educação física, tendo como mediadores as necessidades psicológicas básicas. Utilizou-se um desenho cuasi experimental com grupo controle não equivalente. A mostra esteve composta por estudantes de primeiro curso de Educação Secundária, com idades entre 12 e 13 anos (M = 12.14, DT = .42). No grupo experimental (n = 20) transmitiu-se um clima tarefa e um grupo controle (n = 17) sobre o que não teve manipulação. A intervenção durou 30 sessões de 50 minutos, com uma frequência de duas sessões semanais. Mediu-se dantes e após a mesma. Os resultados revelaram um incremento no grupo experimental no feedback positivo, percepção de concorrência, motivação intrínseca, na concessão de importância à educação física, diminuindo todas as variáveis do medo a se equivocar. Assim, a intervenção foi eficaz, pois houve melhorias no grupo experimental em variáveis ??motivacionais, vendo diminuiu o medo do fracasso.

El objetivo de este estudio fue analizar los efectos de la manipulación del clima motivacional, y del feedback positivo, verbal y no verbal, en relación con el miedo a equivocarse, la motivación intrínseca, y la importancia que le concede el estudiante a la Educación Física, teniendo como mediadores las necesidades psicológicas básicas. Se utilizó un diseño cuasi experimental con grupo control no equivalente. La muestra estuvo compuesta por estudiantes de primer curso de Educación Secundaria, con edades entre 12 y 13 años (M = 12.14, DT = .42). En el grupo experimental (n = 20) se transmitió un clima tarea y un grupo control (n = 17) sobre el que no hubo manipulación. La intervención duró 30 sesiones de 50 minutos, con una frecuencia de dos sesiones semanales. Se midió antes y después de la misma. Los resultados revelaron un incremento en el grupo experimental en el feedback positivo, percepción de competencia, motivación intrínseca, en la concesión de importancia a la Educación Física, disminuyendo todas las variables del miedo a equivocarse. Por lo que la intervención fue efectiva ya que hubo mejoras en el grupo experimental en las variables motivacionales, viéndose disminuida la del miedo a fallar.