Las habilidades para la vida en futuros profesores de educación física y entrenadores deportivos: un estudio bajo la Teoría de la Autodeterminación
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- Verónica Ortiz-Rodríguez+−
- Argenis P. Vergara-Torres+−
- Rubén Ramírez-Nava+−
- Jeanette M. López-Walle+−
- Eduardo Huerta-López+−
- José Tristán+−
Resumen
El análisis de los mecanismos para el desarrollo de habilidades para la vida en programas educativos y deportivos se ha vuelto relevante, y la Teoría de la Autodeterminación puede ser un marco para entender estos procesos, por lo que este estudio tuvo como propósito analizar las asociaciones existentes entre el estilo de apoyo a la autonomía adoptado por profesores universitarios, la satisfacción de las necesidades psicológicas básicas y las habilidades para la vida de futuros profesores de educación física y entrenadores deportivos. Participaron 588 estudiantes (Medad = 20.74 años; DE = 2.75; 199 eran mujeres) de un programa de grado de actividad física y deportes en México. El modelaje de ecuaciones estructurales encontró que el estilo de apoyo a la autonomía percibido por los futuros profesores y entrenadores estaba asociado positiva y significativamente con la satisfacción de sus necesidades psicológicas básicas, y estas, a su vez, se asociaron de forma positiva y significativa a cada una de las habilidades para la vida. Los análisis de efectos indirectos mostraron un rol mediador de la satisfacción de las necesidades psicológicas en la relación entre el apoyo a la autonomía y las habilidades para la vida. En conclusión, el estilo de apoyo a la autonomía que adoptan profesores universitarios está relacionado a mayores percepciones de autonomía, competencia y relación de futuros profesores de educación física y entrenadores, y la satisfacción de estas necesidades parece ser un mecanismo fundamental para el desarrollo de sus habilidades para la vida.
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