| Physical activity level and body image self-perception according to the stage of change in Mexican adolescents |
|
| Mexican validation of the instrument for continuous measure of the stages of change in the exercise context (URICA-E2) |
|
| Mental health in Mexican teachers of basic education. An approach from the Self-determination theory |
|
| Grit and motivation as predictors of stages of change towards weight control in an adult population |
|
| Basic Psychological Needs, Motivation, Engagement, and Disaffection in Mexican Students During Physical Education Classes |
|
| Quality Physical Education from the perspective of teaching practice: psychometric properties of an instrument for its evaluation |
|
| Grit, Self-Efficacy, Motivation and the Readiness to Change Index Toward Exercise in the Adult Population |
|
| Level of physical activity and sedentary behaviors before and during confinement due to COVID-19 in Mexican adults |
|
| Coaches’ Corrective Feedback, Psychological Needs, and Subjective Vitality in Mexican Soccer Players |
|
| Competitive Recovery–Stress and Mood States in Mexican Youth Athletes |
|
| Evaluation of the perceived quality of university sports volunteering programs in the Mexican context: National Universiade.,Avaliaçâo da percepção da qualidade dos programas de voluntariado desportivo universitário no contexto mexicano: Universiade Nacional,Evaluación de la calidad percibida de los programas de voluntariado deportivo universitario al contexto mexicano: Universiada Nacional |
|
| Understanding the antecedents of healthy and unhealthy weight-control behaviours: Grit, motivation, and self-control |
|
| Percepción del profesor de educación física respecto al nuevo modelo educativo en México (Physical education teacher's perception of the new educational model in Mexico) |
|
| Validación mexicana del instrumento de medición continua de las etapas de cambio en el contexto del ejercicio (URICA-E2) (Mexican validation of the instrument for continuous measure of the stages of change in the exercise context (URICA-E2)) |
|
| The Father in Youth Baseball: A Self-Determination Theory Approach |
|
| Basic psychological need satisfaction and frustration in Mexican teachers: psychometric properties, structure and factor invariance |
|
| Basic psychological need satisfaction and frustration in Mexican teachers: psychometric properties, structure and factor invariance | Satisfacción y frustración de necesidades psicológicas básicas en docentes mexicanos: propiedades psicométricas, estructura e invarianza factorial |
|
| Quality Physical Education from the perspective of teaching practice: Psychometric properties of an instrument for its evaluation,Educación Física de Calidad desde la perspectiva de la práctica docente: Propiedades psicométricas de un instrumento para su evaluación |
|
| Mexican Validation of the Engagement and Disaffection in Physical Education Scale (vol 17, 1821, 2020) |
|
| Pokémon GO and its relationship with physical activity, spatial orientation and socialization in mexican users,Pokémon GO y su relación con la actividad física, orientación espacial y socialización en usuarios mexicanos |
|
| Mexican Basic Psychological Need Satisfaction and Frustration Scale in Physical Education |
|
| Adaptability to social distancing due to COVID-19 and its moderating effect on stress by gender |
|
| Satisfaction, Enjoyment and Boredom with Physical Education as Mediator between Autonomy Support and Academic Performance in Physical Education |
|
| Pokemon GO and its relationship with physical activity, spatial orientation and socialization in mexican users |
|
| Psychometric Properties of the Interpersonal Styles Questionnaire for Physical Education in a Mexican Sample |
|
| Mexican Validation of the Engagement and Disaffection in Physical Education Scale |
|
| El balance decisional, etapas de cambio y nivel de actividad física en estudiantes de bachillerato |
|
| Change stages to practice of physical activity within free time in high school students of Victoria of Durango, Mexico,Etapas de cambio en la práctica de actividad física de tiempo libre en estudiantes de secundaria de Victoria de Durango, México |
|
| Teacher Autonomy Support in Physical Education Classes as a Predictor of Motivation and Concentration in Mexican Students |
|
| Change stages to practice of physical activity within free time in high school students of Victoria of Durango, Mexico |
|
| THE DECISIONAL BALANCE, STAGES OF CHANGE AND LEVEL OF PHYSICAL ACTIVITY IN HIGH SCHOOL STUDENTS |
|
| Influence of satisfaction, boredom and importance of physical education with the intention of performing extracurricular exercise amongst Mexican teenagers,Influencia de la satisfacción, aburrimiento e importancia de la educación física en la intención de realizar actividad física extraescolar en adolescentes mexicanos |
|
| Validation of the grit scale and the treatment self-regulation questionnaire (TSRQ) in the mexican context |
|
| Influence of the competences of secondary teachers on disruptive behavior in the classroom |
|
| Effect of teachers' gender on the importance of physical education, motivational climate, disruptive behaviors, future practice intentions, and academic performance,Efecto del género del docente en la importancia de la Educación Física, clima motivacional, comportamientos disruptivos, la intención de práctica futura y rendimiento académico |
|
| Change stages to practice of physical activity within free time in high school students of Victoria of Durango, Mexico,Etapas de cambio en la práctica de actividad física de tiempo libre en estudiantes de secundaria de Victoria de Durango, México |
|
| Motivational Regulations Across the Stages of Change for Exercise in the General Population of Monterrey (Mexico) |
|
| Effect of teachers' gender on the importance of physical education, motivational climate, disruptive behaviors, future practice intentions, and academic performance |
|
| Validación de la versión mexicana del Cuestionario de Auto-eficacia para el Ejercicio |
|
| Validación mexicana del cuestionario de clima de aprendizaje adaptado a la educación física |
|
| Mexican validation of learning climate questionnaire for physical education,Validación mexicana del cuestionario de clima de aprendizaje adaptado a la educación física |
|
| Mexican version of the basic psychological needs satisfaction in physical education scale,Escala Mexicana de satisfacción de las necesidades psicológicas básicas en educación física |
|
| Validation of the Mexican version of the Self-efficacy for Exercise Questionnaire,Validación de la versión Mexicana del Cuestionario de Auto-eficacia para el Ejercicio |
|
| Escala Mexicana de Satisfacción de las Necesidades Psicológicas
Básicas en Educación Física |
|
| Mexican validation of learning climate questionnaire for physical education |
|
| Psychometric parameters of the attitude/motivation test battery instrument in a mexican environment |
|
| MEXICAN VERSION OF THE BASIC PSYCHOLOGICAL NEEDS SATISFACTION IN PHYSICAL EDUCATION SCALE |
|
| VALIDATION OF THE MEXICAN VERSION OF THE SELF-EFFICACY FOR EXERCISE QUESTIONNAIRE |
|
| Decisional balance, motivation and exercise enjoyment in a Mexican population sample |
|
| Decisional balance, self-efficacy and its association to the exercise enjoyment in Mexican population |
|
| Self-determined motivation and stages of change in a Mexican community |
|
| Social support and self-efficacy as factors contributing to exercise enjoyment in a Mexican community |
|
| Processes Of Change Used To Fulfill With The Recommendations Of Healthy Practice Of Acsm |
|
| Cognitive Processes Of The Stages of Changes for Healthy Exercise Practice According To The ACSM |
|
| Behavioral Processes For Healthy Exercise According To The ACSM Through The Stages of Change |
|
| Mexican validation of the basic psychological needs support in physical education questionnaire,Validación mexicana del cuestionario de apoyo a las necesidades psicológicas básicas en la educación física |
|
| Validación mexicana de la escala de balance decisional para el ejercicio |
|
| VALIDACIÓN MEXICANA DEL CUESTIONARIO DE APOYO A LAS NECESIDADES PSICOLÓGICAS BÁSICAS EN LA EDUCACIÓN FÍSICA |
|
| El papel del profesor en la motivación y la salud mental de los estudiantes de educación física |
|
| Physical activity level, exercise self-efficacy, benefits and perceived barriers of independent mexican older women,Nivel de actividad física, autoeficacia, beneficios y barreras percibidas en mujeres mayores mexicanas independientes |
|
| Coach interpersonal styles, frustration of basic psychological needs and burnout: a longitudinal analysis in soccer players |
|
| Implicit beliefs and goal orientations in Mexican elite softball players | Creencias implícitas y orientaciones de meta de jugadoras mexicanas de sóftbol elite |
|
| Mexican validation of the decisional balance scale for exercise |
|
| MEXICAN VALIDATION OF THE BASIC PSYCHOLOGICAL NEEDS SUPPORT IN PHYSICAL EDUCATION QUESTIONNAIRE |
|
| The teacher's role on the motivation and mental health in physical education students |
|
| Influence Of Social Support On Adherence And Compliance With Recommendations Of Healthy Practice |
|
| Influence Of Self-efficacy On The Enjoyment And Fulfillment Of The Recommendations Of The Acsm |
|
| FREQUENCY, DURATION, INTENSITY AND PHYSICAL ACTIVITY LEVELS DURING LEISURE TIME IN ADULT PEOPLE IN MONTERREY (NUEVO LEON, MEXICO) |
|
| Physical activity and inactivity during leisure time in the adult population of Monterrey (Nuevo Leon, Mexico) |
|
| The self-determined motivation at the physical education class and its relation with the adherence to the teenager exercise |
|
| Actividad e inactividad física durante el tiempo libre en la población adulta de Monterrey (Nuevo León, México) |
|
| Alcohol y tabaco en adolescentes españoles y mexicanos y su relación con la actividad físico-deportiva y la familia |
|
| Amotivación en la actividad física de la población mayor de 15 años de Monterrey (México) |
|
| Amotivation in physical activity of the population over 15 years of Monterrey (Mexico) |
|
| Spanish version of the "Task and Ego Orientation in Sport Questionnaire or TEOSQ" adapted to Physical Education |
|
