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Mario
Universidad Politécnica Salesiana
Ecuador
https://orcid.org/0000-0002-1390-8216
Franklin
Universidad Politécnica Salesiana
Ecuador
https://orcid.org/0000-0002-7261-1914
Ruth
Universidad de Extremadura
España
Karol
Universidad Politécnica Salesiana
Ecuador
https://orcid.org/0000-0002-2320-2364
Marta
Universidad Rey Juan Carlos
España
https://orcid.org/0000-0002-2989-5245
Vol. 8 Núm. 3 (2022), Artículos Originales, Páginas 370-395
DOI: https://doi.org/10.17979/sportis.2022.8.3.8920
Recibido: ene. 12, 2022 Aceptado: may. 4, 2022 Publicado: sept. 1, 2022
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En la actualidad los componentes psicológicos han alcanzado una importancia muy notable en la adquisición de comportamientos saludables.  Por lo tanto, este estudio analiza las diferencias entre variables psicológicas que se relacionan con la práctica deportiva en estudiantes universitarios durante el confinamiento causado por la COVID-19. El estudio tuvo una muestra de 1239 participantes (765 varones y 474 mujeres), de edades comprendidas entre los 16 y 45 años (M = 21,44; DT = 3,94). Se utilizó un cuestionario que incluyó la Behavioral Regulation in Sport Questionnaire (BRSQ), la Escala de las Necesidades Psicológicas Básicas en el Ejercicio; la Escala de Autoeficacia para la Actividad Física; y la Escala de Grado de Compromiso Deportivo.  Los resultados más relevantes muestran diferencias significativas (p<0,01) en favor del género masculino en casi todas las variables psicológicas excepto en la desmotivación, así mismo en lo que respecta a la motivación controlada y desmotivación, se encontraron diferencias significativas entre las localidades pequeñas y grandes, siendo los valores más altos en las primeras (p<0,05 y <0,01).   Se discuten los resultados con objeto de determinar las diferencias en cuanto a qué componentes psicológicos permitirían plantear intervenciones que sean más efectivas para lograr la práctica regular de actividades deportivas así como su compromiso y adherencia, mediante el uso de estrategias que vayan encaminadas a fomentar la motivación autónoma de los universitarios y contrarrestar los efectos de la motivación controlada y la desmotivación.

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