| Exploring the perceived benefits of a motivational exercise program (FIT-CANCER) in colorectal cancer patients during chemotherapy treatment: A qualitative study from self-determination theory |
|
| Development of a Web Platform to Facilitate the Implementation and Evaluation of Health Promoting Schools: Protocol for a Double Diamond Design Approach |
|
| A Self-Determined Exploration of Adolescents’ and Parents’ Experiences Derived From a Multidimensional School-Based Physical Activity Intervention |
|
| The effects of modifying contact, duration, and teaching strategies in awareness interventions on attitudes towards inclusion in physical education |
|
| Validation of the Satisfaction Questionnaire with Physical Context |
|
| Agents of the educational community, novelty satisfaction, and physical activity |
|
| Attitudes toward students with disabilities in physical education: Validation of the eaadef-ep to the stage of primary education |
|
| Percepción de autoeficacia hacia la inclusión en futuros maestros de educación física |
|
| Physically active undergraduates: Motivational and emotional profiles |
|
| Validation of a Physical Education Teachers’ Self-Efficacy Instrument Toward Inclusion of Students With Disabilities |
|
| Perception of self-efficacy towards inclusion in pre-service teachers of physical education |
|
| Aprendizaje dialógico y educación física: principios metodológicos, competencias clave y evidencias científicas |
|
| Cuestionario de la motivación para adoptar un estilo de vida saludable: Adaptación del Treatment Self-Regulation Questionnaire. |
|
| Qualitative evaluation of a school intervention for the promotion of physical activity: learning from the perspective of the target population |
|
| Factorial analysis of the attitudes´ scale towards students with disabilities in physical education (ASSDPE) |
|
| Motivation Questionnaire to Adopt a Healthy Lifestyle: Adaptation of the Treatment Self-Regulation Questionnaire |
|
| Psychometric properties of the Exercise Addiction Inventory (EAI) in a sample of brazilian university students |
|
| Predicting healthy and unhealthy behaviors through physical education: A self-determination theory-based longitudinal approach |
|
| Social Physique Anxiety and Intention to Be Physically Active: A Self-Determination Theory Approach |
|
| Understanding the need for novelty from the perspective of self-determination theory |
|
| Revisión de la Escala del Locus Percibido de Causalidad (PLOC) para la Inclusión de la Medida de la Regulación Integrada en Educación Física |
|
| Analysing the Influence of Autonomous and Controlling Social Factors Within the Theory of Planned Behaviour |
|
| Sport commitment in adolescent soccer players |
|
| Reasons why people do exercise: A study using self-determination theory |
|
| Reasons why people do exercise: A study using Self-Determination Theory |
|
| Spanish adaptation and validation of the physical activity class satisfaction questionnaire (PACSQ) |
|
| Exercise Motivation and Social Physique Anxiety In Adolescents |
|
| Promotion of autonomy for participation in physical activity: A study based on the trans-contextual model of motivation |
|
| Validación española de la escala de frustración de las necesidades psicológicas (EFNP) en el ejercicio físico |
|
| Un estudio preliminar de la frustración de las necesidades psicológicas básicas en el ejercicio físico |
|
| Resultados preliminares para medir la ansiedad físico social en adolescentes |
|
| Spanish adaptation and validation of the Exercise Addiction Inventory (EAI) |
|
| Psychometric Properties of the Social Physique Anxiety Scale (SPAS-7) in Spanish Adolescents |
|
| Validación de la escala de grado de compromiso deportivo en el contexto español |
|
| Proposal of a model for personal and social improvement through the promotion of responsibility for physical and sporting activity |
|
| El papel del clima motivacional, la relación con los demás, y la orientación de metas en la predicción del flow disposicional en educación física |
|
