Association between enjoyment, motor self-efficacy, physical activity and academic performance in physical education

El objetivo de esta investigación fue analizar la relación entre disfrute con la actividad física, autoeficacia motriz, nivel de actividad física realizada y rendimiento académico en Educación Física (EF). El estudio se llevó a cabo en 17 centros escolares de la Comunidad de Madrid (España) y siguió un diseño ex post facto en el que participaron 1.452 estudiantes (49,6% varones) con edades comprendidas entre 10 y 18 años. Se utilizaron las siguientes escalas: PACES (Physical Activity Enjoyment Scale), E-AEM (Escala de Autoeficacia Motriz) y PAQ-A (Physical Activity Questionnaire for Adolescents). Los instrumentos mostraron alta consistencia interna con coeficientes de fiabilidad alfa entre ,85 y ,89. Procediendo con correlación parcial y controlando los posibles efectos de interacción de las variables sexo y edad, el rendimiento académico en EF se relacionó significativamente con disfrute con la actividad física (r = ,28), autoeficacia motriz (r = ,27) y nivel de actividad física realizada (r = ,21). Mediante regresión logística se observó que tienen mayor posibilidad de suspender la materia de EF los estudiantes con bajos niveles de disfrute con la actividad física (OR = 2,72), baja autoeficacia motriz (OR = 2,39) y baja práctica de actividad física (OR = 2,19).The purpose of this study was to analyze the relationship between physical activity enjoyment, motor self-efficacy, physical activity and level academic performance in Physical Education (PE). The study was conducted in 17 schools of Madrid (Spain) and it followed an ex post facto design. A total of 1,452 students participated in the study (49.6% male), aged between 10 and 18 years. The following measuring scales were used: PACES (Physical Activity Enjoyment Scale), E-AEM (Self-Efficacy Motor Scale) and PAQ-A (Physical Activity Questionnaire for Adolescents). These instruments showed high internal consistency with Alpha coefficients of reliability between .85 and .89. Proceeding with partial correlation and controlling for sex and age, academic performance in PE was significantly related with enjoyment during physical activity (r = .28), motor selfefficacy (r = .27) and level of physical activity (r = .21). Using logistic regression was observed that is more likely to fail physical education the students with low levels of enjoyment (OR = 2.72), low motor self-efficacy (OR = 2.39) and low practice of physical activity (OR = 2.19)