Francisco M Leo
Biographic Data
| ID | 1496889 |
|---|---|
| NAME | Francisco M Leo |
| GIVEN NAMES | Francisco M |
| FAMILY NAME | Leo |
| SIGNATURE | LEO F M |
| AFFILIATIONS | Universidad de Extremadura |
| ORCID | 0000-0003-0971-9188 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Teachers’ Relatedness Support/Thwarting Behaviors in Physical Education and Their Associations with Student Outcomes: A Scoping Review
This scoping review examined the role of teachers’ relatedness support (RS) and relatedness thwarting (RT) behaviors in Physical Education (PE) and their impact on students’ behavioral, affective, and cognitive outcomes. It addressed three key questions: (1) What is the scope and nature of existing research on RS and RT in PE? (2) What are the consequences of teachers’ RS and RT for students? (3) How might improving RS and reducing RT benefit bot…
Validación inicial de la escala de percepción del profesorado sobre la motivación académica del alumnado de Educación Física
La percepción que tienen los docentes de la motivación de sus alumnos influye de forma decisiva en el desarrollo del proceso de enseñanza-aprendizaje. En la asignatura de Educación Física (EF), esta percepción puede influir en cómo los docentes diseñan sus clases y experimentan su propia motivación y, en última instancia, repercute en la implicación y en los resultados de aprendizaje del alumnado. Conforme al marco de la teoría de la autodetermin…
Self-determination theory intervention to promote out-of-school motivation and physical activity through physical education in primary school students
Background Achieving adequate physical activity (PA) levels remains challenging for many children and adolescents. Schools – and particularly physical education (PE) teachers – play a central role in promoting motivation and engagement in PA. In recent years, interventions grounded in Self-Determination Theory (SDT) have been increasingly implemented in PE settings. However, limited evidence exists on the impact of PE teachers’ need-supportive st…
Sow the seeds of your teaching: Trajectories of perceived usefulness and academic performance in physical education as predicted by need-supportive/thwarting teaching
Background Scant research drawing from self-determination theory has examined how need-supportive and need-thwarting teaching can explain changes in relevant outcomes in Physical Education (PE).Aim To explore to what extent two important outcomes in PE, perceived usefulness, and academic performance, change across a school year and whether these changes could be moderated by students’ perceptions of the degree to which their PE teacher is need su…
Motivational processes matter: Understanding the choice of physical education as an elective in secondary school
Most motivational studies related to physical education (PE) have been conducted in contexts where PE was mandatory. This study aims to analyze the significance of motivational processes in predicting the choice of PE as an elective in secondary school. This is a retrospective study involving 1606 students aged 16–27 years ( M = 17.09; SD = 0.68) enrolled in 31 schools in Spain. Participants completed questionnaires to assess their perception of …
Do pedagogical models alone have the same impact as integrating need-supportive strategies? An intervention study in secondary physical education
Interventions based on pedagogical models have been shown to improve various motivational variables in physical education (PE) students, but to date, need-supportive strategies grounded in self-determination theory (SDT) have not been implemented alongside these models to explore their potential added benefits. This study examines the effect of an educational project based on hybridizing the pedagogical models Sport Education (SE) and Teaching Ga…
Is identity leadership provided by coaches and athlete leaders associated with performance? A cross‐cultural study in football teams
The social identity approach to leadership contends that the most effective leaders represent, advance, create, and embed a shared social identity (i.e., a sense of ‘we’ and ‘us’) within the groups they lead. Building on previous research, our study examines whether the perceived identity leadership of coaches and athlete leaders is associated with a range of key performance indicators (notably team and individual performance and effort) through …
The role of identity leadership in promoting athletes' mental health: A cross‐cultural study
Identity leadership is the process through which leaders create, advance, represent, and embed a sense of ‘we’ and ‘us’ (i.e., social identities) within the teams they lead. This paper extends the existing sports psychology literature by investigating the relationship between identity leadership and athletes' mental health, as mediated by team identification and social support. Additionally, the study explores the generalisability of these relati…
Intervention Programme Based on Self-Determination Theory to Promote Extracurricular Physical Activity through Physical Education in Primary School: A Study Protocol
Low levels of physical activity (PA) are a concern among students, producing negative physical, health and mental consequences. This study aims to present a protocol intervention in physical education (PE) based on self-determination theory (SDT) to enhance students' motivation towards performing PA and increasing their PA levels in their leisure time. This protocol is a convenience study with two allocation arms (intervention group versus contro…
Perceived teachers’ behavior and students’ engagement in physical education: The mediating role of basic psychological needs and self-determined motivation
Background Although several studies that rely on self-determination theory have shown the positive interrelations among perceived need supportive learning environment, needs satisfaction, quality of motivation, and desired outcomes in the context of physical education, only few studies have tested so far the full sequence of relations within a single integrated model.Purpose The main aim of this study was to test whether indeed needs satisfaction…
Assessing class cohesion in primary and secondary education: Development and preliminary validation of the class cohesion questionnaire (CCQ)
See the forest by looking at the trees: Physical education teachers’ interpersonal style profiles and students’ engagement
On the basis of self-determination theory, we aimed to identify students’ perceptions of interpersonal teaching style profiles (i.e. within-teacher combinations of six dimensions of need-supportive and need-thwarting behaviours of autonomy, competence and relatedness) and to examine, through a cross-sectional design, the possible associations between these teaching profiles and students’ behavioural and emotional engagement. Participants were 206…
Teacher leadership and students’ psychological needs: A multilevel approach
This study aimed to determine the association between students' perception of teacher leadership (i.e., transformational, transactional, and passive) and students' psychological needs (i.e., need satisfaction and need frustration) in Mathematics, English as a foreign language, Spanish Language and Literature, and Physical Education. Participants were 858 students (346 boys and 512 girls), who completed questionnaire measures at three temporal poi…
Validación al español de la Escala de Comunicación Efectiva en el Fútbol
El objetivo de la presente investigación era traducir al español y validar la Escala de Comunicación Efectiva en Deportes de Equipo (SECTS-2S). Para ello, se realizaron dos estudios. El Estudio 1 contó con 276 jugadores de fútbol de género masculino (88.40 %) y femenino (11.60 %) con un rango de edad de 16-42 años (M = 18.42; DT = 2.71). Los resultados mostraron una estructura factorial con tres factores de primer orden (aceptación, conflicto neg…
Metodologías de enseñanza-aprendizaje y su relación con la motivación e implicación del alumnado en las clases de Educación Física (Teaching-learning methodologies and its relation with students’ moti…
Given the low motivation and engagements of some students during the Physical Education (PE) lessons, the main aim of this study is to analyze the relationship between the learning methods adopted by teachers (constructive, productive, reproductive, and laissez-faire) from the students’ perspective, and the motivational processes and the engagement of the students during the PE lessons. Participants were 465 male (n = 223) and female students (n …
Understanding Physical Activity Intentions in Physical Education Context: A Multi-Level Analysis from the Self-Determination Theory
Using self-determination theory as a framework, we aimed to study the relationships between perceived need support and need satisfaction with self-determined motivation and extracurricular physical activity intentions in the physical education (PE) classroom, including sex and out-of-school sport participation as moderators. Additionally, we aimed to test whether a need-supportive classroom environment in PE moderates these associations. Particip…
Desarrollo y validación de un cuestionario para analizar la percepción de comportamientos positivos en las clases de educación física
En este estudio se ha elaborado y validado un instrumento para analizar la percepción de los alumnos de secundaria sobre el desarrollo de comportamientos positivos en las clases de educación física. Formaron parte de la muestra un total de 984 alumnos y alumnas con edades comprendidas entre los 12 y los 19 años, que cursaban la Educación Secundaria Obligatoria en centros de la comunidad autónoma de Extremadura. Los resultados obtenidos en los aná…
Análisis de la incidencia del clima motivacional y la cohesión de equipo sobre el grado de compromiso de jóvenes futbolistas. (Study of the motivational climate and team cohesion as antecedents of spo…
El principal objetivo del estudio es analizar la importancia que tiene el clima motivacional del entrenador y el nivel de cohesin de equipo sobre el grado de compromiso deportivo. La muestra est formada por 867 jugadores de ftbol de edades comprendidas entre los 11 y los 16 aos que rellenaron cuestionarios que medan el clima motivacional, la cohesin grupal y el compromiso deportivo. Los resultados ms destacados son que el clima tarea y los nivele…
See the forest by looking at the trees: Physical education teachers’ interpersonal style profiles and students’ engagement
On the basis of self-determination theory, we aimed to identify students’ perceptions of interpersonal teaching style profiles (i.e. within-teacher combinations of six dimensions of need-supportive and need-thwarting behaviours of autonomy, competence and relatedness) and to examine, through a cross-sectional design, the possible associations between these teaching profiles and students’ behavioural and emotional engagement. Participants were 206…
The role of identity leadership in promoting athletes' mental health: A cross‐cultural study
Identity leadership is the process through which leaders create, advance, represent, and embed a sense of ‘we’ and ‘us’ (i.e., social identities) within the teams they lead. This paper extends the existing sports psychology literature by investigating the relationship between identity leadership and athletes' mental health, as mediated by team identification and social support. Additionally, the study explores the generalisability of these relati…
Assessing class cohesion in primary and secondary education: Development and preliminary validation of the class cohesion questionnaire (CCQ)
Teacher leadership and students’ psychological needs: A multilevel approach
This study aimed to determine the association between students' perception of teacher leadership (i.e., transformational, transactional, and passive) and students' psychological needs (i.e., need satisfaction and need frustration) in Mathematics, English as a foreign language, Spanish Language and Literature, and Physical Education. Participants were 858 students (346 boys and 512 girls), who completed questionnaire measures at three temporal poi…
Análisis de la incidencia del clima motivacional y la cohesión de equipo sobre el grado de compromiso de jóvenes futbolistas. (Study of the motivational climate and team cohesion as antecedents of spo…
El principal objetivo del estudio es analizar la importancia que tiene el clima motivacional del entrenador y el nivel de cohesin de equipo sobre el grado de compromiso deportivo. La muestra est formada por 867 jugadores de ftbol de edades comprendidas entre los 11 y los 16 aos que rellenaron cuestionarios que medan el clima motivacional, la cohesin grupal y el compromiso deportivo. Los resultados ms destacados son que el clima tarea y los nivele…
Desarrollo y validación de un cuestionario para analizar la percepción de comportamientos positivos en las clases de educación física
En este estudio se ha elaborado y validado un instrumento para analizar la percepción de los alumnos de secundaria sobre el desarrollo de comportamientos positivos en las clases de educación física. Formaron parte de la muestra un total de 984 alumnos y alumnas con edades comprendidas entre los 12 y los 19 años, que cursaban la Educación Secundaria Obligatoria en centros de la comunidad autónoma de Extremadura. Los resultados obtenidos en los aná…
Validación al español de la Escala de Comunicación Efectiva en el Fútbol
El objetivo de la presente investigación era traducir al español y validar la Escala de Comunicación Efectiva en Deportes de Equipo (SECTS-2S). Para ello, se realizaron dos estudios. El Estudio 1 contó con 276 jugadores de fútbol de género masculino (88.40 %) y femenino (11.60 %) con un rango de edad de 16-42 años (M = 18.42; DT = 2.71). Los resultados mostraron una estructura factorial con tres factores de primer orden (aceptación, conflicto neg…
Metodologías de enseñanza-aprendizaje y su relación con la motivación e implicación del alumnado en las clases de Educación Física (Teaching-learning methodologies and its relation with students’ moti…
Given the low motivation and engagements of some students during the Physical Education (PE) lessons, the main aim of this study is to analyze the relationship between the learning methods adopted by teachers (constructive, productive, reproductive, and laissez-faire) from the students’ perspective, and the motivational processes and the engagement of the students during the PE lessons. Participants were 465 male (n = 223) and female students (n …
Understanding Physical Activity Intentions in Physical Education Context: A Multi-Level Analysis from the Self-Determination Theory
Using self-determination theory as a framework, we aimed to study the relationships between perceived need support and need satisfaction with self-determined motivation and extracurricular physical activity intentions in the physical education (PE) classroom, including sex and out-of-school sport participation as moderators. Additionally, we aimed to test whether a need-supportive classroom environment in PE moderates these associations. Particip…
Perceived teachers’ behavior and students’ engagement in physical education: The mediating role of basic psychological needs and self-determined motivation
Background Although several studies that rely on self-determination theory have shown the positive interrelations among perceived need supportive learning environment, needs satisfaction, quality of motivation, and desired outcomes in the context of physical education, only few studies have tested so far the full sequence of relations within a single integrated model.Purpose The main aim of this study was to test whether indeed needs satisfaction…
Assessing class cohesion in primary and secondary education: Development and preliminary validation of the class cohesion questionnaire (CCQ)
See the forest by looking at the trees: Physical education teachers’ interpersonal style profiles and students’ engagement
On the basis of self-determination theory, we aimed to identify students’ perceptions of interpersonal teaching style profiles (i.e. within-teacher combinations of six dimensions of need-supportive and need-thwarting behaviours of autonomy, competence and relatedness) and to examine, through a cross-sectional design, the possible associations between these teaching profiles and students’ behavioural and emotional engagement. Participants were 206…
Teacher leadership and students’ psychological needs: A multilevel approach
This study aimed to determine the association between students' perception of teacher leadership (i.e., transformational, transactional, and passive) and students' psychological needs (i.e., need satisfaction and need frustration) in Mathematics, English as a foreign language, Spanish Language and Literature, and Physical Education. Participants were 858 students (346 boys and 512 girls), who completed questionnaire measures at three temporal poi…
Intervention Programme Based on Self-Determination Theory to Promote Extracurricular Physical Activity through Physical Education in Primary School: A Study Protocol
Low levels of physical activity (PA) are a concern among students, producing negative physical, health and mental consequences. This study aims to present a protocol intervention in physical education (PE) based on self-determination theory (SDT) to enhance students' motivation towards performing PA and increasing their PA levels in their leisure time. This protocol is a convenience study with two allocation arms (intervention group versus contro…
Self-determination theory intervention to promote out-of-school motivation and physical activity through physical education in primary school students
Background Achieving adequate physical activity (PA) levels remains challenging for many children and adolescents. Schools – and particularly physical education (PE) teachers – play a central role in promoting motivation and engagement in PA. In recent years, interventions grounded in Self-Determination Theory (SDT) have been increasingly implemented in PE settings. However, limited evidence exists on the impact of PE teachers’ need-supportive st…
Sow the seeds of your teaching: Trajectories of perceived usefulness and academic performance in physical education as predicted by need-supportive/thwarting teaching
Background Scant research drawing from self-determination theory has examined how need-supportive and need-thwarting teaching can explain changes in relevant outcomes in Physical Education (PE).Aim To explore to what extent two important outcomes in PE, perceived usefulness, and academic performance, change across a school year and whether these changes could be moderated by students’ perceptions of the degree to which their PE teacher is need su…
Motivational processes matter: Understanding the choice of physical education as an elective in secondary school
Most motivational studies related to physical education (PE) have been conducted in contexts where PE was mandatory. This study aims to analyze the significance of motivational processes in predicting the choice of PE as an elective in secondary school. This is a retrospective study involving 1606 students aged 16–27 years ( M = 17.09; SD = 0.68) enrolled in 31 schools in Spain. Participants completed questionnaires to assess their perception of …
Do pedagogical models alone have the same impact as integrating need-supportive strategies? An intervention study in secondary physical education
Interventions based on pedagogical models have been shown to improve various motivational variables in physical education (PE) students, but to date, need-supportive strategies grounded in self-determination theory (SDT) have not been implemented alongside these models to explore their potential added benefits. This study examines the effect of an educational project based on hybridizing the pedagogical models Sport Education (SE) and Teaching Ga…
Is identity leadership provided by coaches and athlete leaders associated with performance? A cross‐cultural study in football teams
The social identity approach to leadership contends that the most effective leaders represent, advance, create, and embed a shared social identity (i.e., a sense of ‘we’ and ‘us’) within the groups they lead. Building on previous research, our study examines whether the perceived identity leadership of coaches and athlete leaders is associated with a range of key performance indicators (notably team and individual performance and effort) through …
The role of identity leadership in promoting athletes' mental health: A cross‐cultural study
Identity leadership is the process through which leaders create, advance, represent, and embed a sense of ‘we’ and ‘us’ (i.e., social identities) within the teams they lead. This paper extends the existing sports psychology literature by investigating the relationship between identity leadership and athletes' mental health, as mediated by team identification and social support. Additionally, the study explores the generalisability of these relati…
Teachers’ Relatedness Support/Thwarting Behaviors in Physical Education and Their Associations with Student Outcomes: A Scoping Review
This scoping review examined the role of teachers’ relatedness support (RS) and relatedness thwarting (RT) behaviors in Physical Education (PE) and their impact on students’ behavioral, affective, and cognitive outcomes. It addressed three key questions: (1) What is the scope and nature of existing research on RS and RT in PE? (2) What are the consequences of teachers’ RS and RT for students? (3) How might improving RS and reducing RT benefit bot…
Validación inicial de la escala de percepción del profesorado sobre la motivación académica del alumnado de Educación Física
La percepción que tienen los docentes de la motivación de sus alumnos influye de forma decisiva en el desarrollo del proceso de enseñanza-aprendizaje. En la asignatura de Educación Física (EF), esta percepción puede influir en cómo los docentes diseñan sus clases y experimentan su propia motivación y, en última instancia, repercute en la implicación y en los resultados de aprendizaje del alumnado. Conforme al marco de la teoría de la autodetermin…
Motivation and Self-Concept in Sports (18 works) · Psychology (14 works) · Physical education (10 works) · Physical Education and Pedagogy (9 works) · Mathematics education (7 works) · Social Psychology (7 works) · Medicine (6 works) · Physical activity (6 works) · Youth Development and Social Support (6 works) · Physical therapy (5 works)