Javier Sevil-Serrano
Biographic Data
| ID | 328921 |
|---|---|
| NAME | Javier Sevil-Serrano |
| GIVEN NAMES | Javier |
| FAMILY NAME | Sevil-Serrano |
| SIGNATURE | SEVIL-SERRANO J |
| AFFILIATIONS | Universidad de Zaragoza |
| ORCID | 0000-0002-2077-1983 |
| VERIFIED | Yes |
| TOTAL WORKS | 28 |
| TOTAL CITATIONS | 25 |
| WORKS AS AUTHOR | 28 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Transforming Physical Education teaching through “MotivaDosEF”
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…
A motivational training program for secondary physical education teachers based on the circumplex model
In most self-determination theory (SDT) research, improving (de)motivating teaching styles provides numerous benefits for students and teachers, although there is less evidence of the latter. Although the recent circumplex model provides a fine-grained picture of the different (de)motivating teaching styles (i.e., autonomy support, structure, control, and chaos) that physical education (PE) teachers can use in their lessons, no previous motivatio…
Students’ motivational experiences across profiles of perceived need-supportive and need-thwarting teaching behaviors in physical education
Background: Consistent with self-determination theory (SDT), teachers may differ in the motivating style used to motivate students in physical education (PE). When relying on need-supportive behaviors, teachers attempt to provide students with opportunities for choices and initiative (autonomy support), valuable information and feedback (competence support), and an emotional and affective environment (relatedness support). Alternatively, teachers…
Students’ perceptions of physical education teachers’ (de)motivating styles via the circumplex approach
Grounded in self-determination theory, an integrative and fine-grained circumplex model, based on teachers’ autonomy support, structure, control, and chaos, has been proposed. The present study aimed to examine possible differences in students’ perceptions of physical education (PE) teachers’ motivating and demotivating styles and the eight different approaches, respectively, regarding students’ socio-demographic variables, and different affectiv…
How coaches’ need-supportive and controlling behaviors are related to different (mal)adaptive outcomes in water polo players
The relationship between both coaches’ need-supportive and controlling behaviors and different athletes’ motivational outcomes has been previously examined. However, little is known about the coexistence of coaches’ need-supportive and controlling behaviors in the sports context and even less, about what coach’s motivating style configuration may yield the most and the least adaptive pattern of outcomes in relation to athletes’ motivating experie…
Students’ need satisfaction and frustration profiles
Grounded in self-determination theory, the objectives of the present research were to identify latent profiles based on need-based experiences in physical education (PE), and to examine differences in outcomes in PE (i.e. motivation, experiences, and oppositional defiance) and outside of PE (i.e. physical activity intention, moderate-to-vigorous physical activity, and meeting physical activity recommendations) across the identified profiles. A pu…
Is high teacher directiveness always negative? Associations with students’ motivational outcomes in physical education
This study investigates how perceived competence-supportive and externally and internally controlling styles can be combined and associated with different students' motivational outcomes in Physical Education (PE). In a sample of 1107 students, results revealed that while competence-support positively related to need satisfaction and autonomous motivation, external and internal control positively related to need frustration, controlled motivation…
Prevalence of meeting 24-Hour Movement Guidelines from pre-school to adolescence
Is adherence to the 24-Hour Movement Guidelines associated with Mediterranean dietary patterns in adolescents
Evaluation of a 20-Month Physical Activity Intervention to Improve Motivational and Affective Outcomes Among Disadvantaged Adult Women
Grounded in self-determination theory, this study aimed to qualitatively examine women’s perception of a set of motivational and affective consequences during and immediately after a physical activity intervention. In total, 11 disadvantaged adult women participated in this 20-month intervention. A total of 102 physical activity sessions based on need-supportive strategies were performed. Six discussion groups, 14 semi-structured interviews, and …
Adherence to 24-Hour Movement Guidelines among Spanish Adolescents
Given that 94.4% of Spanish adolescents did not meet 24-Hour Movement Guidelines, promoting all these three movement behaviours in both boys and girls is an urgent public health priority
Evaluating the Psychometric Properties of a Scale to Measure Perceived External and Internal Faces of Controlling Teaching among Students in Physical Education
There are no validated instruments to date that have examined the students' perceptions of externally and internally controlling teaching practices in physical education (PE). Grounded in self-determination theory, the objective of this research was to provide validity and reliability evidence of the Controlling Teaching Scale for Physical Education (CTS-PE) to assess the external and internal faces of controlling teaching in PE through two seque…
The Influence of the Coach’s Autonomy Support and Controlling Behaviours on Motivation and Sport Commitment of Youth Soccer Players
The coach is one of the most influential agents in the sport commitment of youth players. Grounded in self-determination theory (SDT), numerous studies have examined the influence of the coach's autonomy-supportive behaviours on athletes' motivation. However, fewer studies have examined the influence of the coach's controlling behaviours. The aim of this cross-sectional study was to analyse the influence of young soccer players' perception of the…
Understanding students’ novelty satisfaction in physical education
Novelty satisfaction has recently been associated with positive outcomes in physical education (PE) lessons. Grounded in self-determination theory, this study aimed to examine the relationships between need-supportive teaching behaviours in PE and students’ satisfaction of basic psychological needs (BPNs), novelty satisfaction, and intention to be physically active. From a final sample of 1118 students (49.1% boys; 50.9% girls; mean age = 14.11 ±…
Does gender moderate the relationship between physical activity and body dissatisfaction among adolescents
Body dissatisfaction (BD) is a significant concern among adolescents. We extend previous research by testing whether gender could moderate the relationship between physical activity (PA) and BD according to adolescents’ body mass index (BMI). 2,026 adolescents; 1,127 boys (13.13 ± 0.92) and 899 girls (13.06 ± 0.86), from 22 high schools in Spain, participated in this cross-sectional study. BMI was assessed by the research team, while PA levels an…
Orientaciones para la comunidad científica sobre el diseño, implementación y evaluación de intervenciones escolares sobre promoción de comportamientos saludables (Guidelines for the scientific communi…
Despite the benefits of adopting a healthy lifestyle, a large percentage of young people do not meet the established recommendations for these health-related behaviors. Developing multiple health behavior interventions are, therefore, required. Although school has been considered an ideal setting to promote healthy lifestyles in children and adolescents, most school-based interventions reported small or non-significant effects, diminishing over t…
A Hybrid TGfU/SE Volleyball Teaching Unit for Enhancing Motivation in Physical Education
Grounded in self-determination theory, this pre-experimental study analyzed the effects of a hybrid teaching games for understanding/sport education (TGfU/SE) volleyball teaching unit on students' motivational outcomes, using a mixed-method approach. It also examined whether the intervention was equally effective for boys and girls. Participants were 53 secondary school students ( M age = 15.50, SD age = 0.57) who were taught through a hybrid TGf…
How Should Stressors Be Examined in Teachers? Answering Questions about Dimensionality, Generalizability and Predictive Effects Using the Multicontext Stressors Scale
Using the Multicontext Stressors Scale (MSS), this study investigates which factorial structure should be used to measure teacher stressors, and the extent to which this factorial structure of MSS remains invariant across gender. Subsequently, grounded in self-determination theory, the present study also examines the extent to which stressors may differentially predict teachers' psychological functioning. Participants were 584 ( M age = 45.04; SD…
Healthy or Unhealthy? The Cocktail of Health-Related Behavior Profiles in Spanish Adolescents
The aim of this study was to identify the prevalence and clustering of health-related behaviors in Spanish adolescents and to examine their association with sex, body mass index (BMI), different types of sedentary screen time, and adherence to 24-hour movement guidelines. A final sample of 173 students (M = 12.99 ± 0.51) participated in this study. Cluster analysis was conducted based on five health-related behaviors: PA and sedentary time derive…
Centre for the Promotion of Physical Activity and Health (Capas-City)
This study describes a Pyrenean cross-cultural structure called Centre for the Promotion of Physical Activity and Health (CAPAS-City) that was created to promote physical activity (PA) in Huesca (Spain) and Tarbes (France). The main aim of this centre is to lead the way in the design, implementation, and evaluation of multilevel PA interventions to improve their efficacy and sustainability inside the city. CAPAS-City responds to the main challeng…
Does the Level of Motivation of Physical Education Teachers Matter in Terms of Job Satisfaction and Emotional Exhaustion? A Person-Centered Examination Based on Self-Determination Theory
Grounded in self-determination theory (SDT), prior research has demonstrated that physical education (PE) teachers may have different reasons to engage in teaching. Although some person-centered studies have identified varied motivational profiles in PE teachers, none of these studies have included the three forms of motivation (i.e., autonomous motivation, controlled motivation, and amotivation). This study aims to identify teachers' motivationa…
Which School Community Agents Influence Adolescents’ Motivational Outcomes and Physical Activity? Are More Autonomy-Supportive Relationships Necessarily Better
The first aim of this work was to examine the independent influence of students' perceived autonomy support for leisure-time physical activity (LTPA), from different school community agents, on motivational outcomes in a LTPA context and objective PA levels. Using both a variable- and person-centered approach, the second aim was to examine how different combinations of autonomy-support were associated with students' motivational outcomes in a LTP…
Teachers’ motivation in relation to their psychological functioning and interpersonal style
Compliance with physical activity guidelines and barriers to physical activity in High School students
El objetivo de este estudio fue conocer los niveles de actividad fsica (AF) as como la percepcin de barreras para la realizacin de AF en estudiantes de Bachillerato, analizando dichas variables en funcin del gnero, curso acadmico, prctica deportiva extraescolar y tipo de jornada. Se realiz un estudio descriptivo transversal en el que participaron 248 adolescentes, 120 chicos y 128 chicas (M = 15.32; DT = 1.81), 144 de 1 de Bachillerato y 104 de 2…
Teachers’ motivation in relation to their psychological functioning and interpersonal style
Is high teacher directiveness always negative? Associations with students’ motivational outcomes in physical education
This study investigates how perceived competence-supportive and externally and internally controlling styles can be combined and associated with different students' motivational outcomes in Physical Education (PE). In a sample of 1107 students, results revealed that while competence-support positively related to need satisfaction and autonomous motivation, external and internal control positively related to need frustration, controlled motivation…
Students’ perceptions of physical education teachers’ (de)motivating styles via the circumplex approach
Grounded in self-determination theory, an integrative and fine-grained circumplex model, based on teachers’ autonomy support, structure, control, and chaos, has been proposed. The present study aimed to examine possible differences in students’ perceptions of physical education (PE) teachers’ motivating and demotivating styles and the eight different approaches, respectively, regarding students’ socio-demographic variables, and different affectiv…
Students’ need satisfaction and frustration profiles
Grounded in self-determination theory, the objectives of the present research were to identify latent profiles based on need-based experiences in physical education (PE), and to examine differences in outcomes in PE (i.e. motivation, experiences, and oppositional defiance) and outside of PE (i.e. physical activity intention, moderate-to-vigorous physical activity, and meeting physical activity recommendations) across the identified profiles. A pu…
Autonomy support in Physical Education
Las experiencias del alumnado en Educacin Fsica estn determinadas por la intervencin del docente, que puede ejercer su labor desde un extremo controlador hasta otro basado en el soporte de autonoma (Moreno
Gender and corporal expression activity in physical education
Grounded in Self-Determination Theory and Achievement Goal Theory, the objective of this study was to assess the effectiveness of an intervention programme on a series of motivational variables in a corporal expression teaching unit. An analysis was also conducted in terms of whether the impact of the intervention would be effective in boys and girls, given the social stereotypes inherent to this type of expression activity. A sample of 224 stude…
Improving students’ predisposition towards physical education by optimizing their motivational processes in an acrosport unit
Grounded in self-determination theory and achievement goal theory, this quasi-experimental study evaluated the effectiveness of a teaching intervention programme to improve predisposition towards physical education based on developing a task-oriented motivational climate and supporting basic psychological needs. The final sample consisted of 35 secondary education students, aged 15–17 ( M age = 15.35, SD = 0.49), divided into two groups: control …
Compliance with physical activity guidelines and barriers to physical activity in High School students
El objetivo de este estudio fue conocer los niveles de actividad fsica (AF) as como la percepcin de barreras para la realizacin de AF en estudiantes de Bachillerato, analizando dichas variables en funcin del gnero, curso acadmico, prctica deportiva extraescolar y tipo de jornada. Se realiz un estudio descriptivo transversal en el que participaron 248 adolescentes, 120 chicos y 128 chicas (M = 15.32; DT = 1.81), 144 de 1 de Bachillerato y 104 de 2…
Which School Community Agents Influence Adolescents’ Motivational Outcomes and Physical Activity? Are More Autonomy-Supportive Relationships Necessarily Better
The first aim of this work was to examine the independent influence of students' perceived autonomy support for leisure-time physical activity (LTPA), from different school community agents, on motivational outcomes in a LTPA context and objective PA levels. Using both a variable- and person-centered approach, the second aim was to examine how different combinations of autonomy-support were associated with students' motivational outcomes in a LTP…
Teachers’ motivation in relation to their psychological functioning and interpersonal style
How Should Stressors Be Examined in Teachers? Answering Questions about Dimensionality, Generalizability and Predictive Effects Using the Multicontext Stressors Scale
Using the Multicontext Stressors Scale (MSS), this study investigates which factorial structure should be used to measure teacher stressors, and the extent to which this factorial structure of MSS remains invariant across gender. Subsequently, grounded in self-determination theory, the present study also examines the extent to which stressors may differentially predict teachers' psychological functioning. Participants were 584 ( M age = 45.04; SD…
Healthy or Unhealthy? The Cocktail of Health-Related Behavior Profiles in Spanish Adolescents
The aim of this study was to identify the prevalence and clustering of health-related behaviors in Spanish adolescents and to examine their association with sex, body mass index (BMI), different types of sedentary screen time, and adherence to 24-hour movement guidelines. A final sample of 173 students (M = 12.99 ± 0.51) participated in this study. Cluster analysis was conducted based on five health-related behaviors: PA and sedentary time derive…
Centre for the Promotion of Physical Activity and Health (Capas-City)
This study describes a Pyrenean cross-cultural structure called Centre for the Promotion of Physical Activity and Health (CAPAS-City) that was created to promote physical activity (PA) in Huesca (Spain) and Tarbes (France). The main aim of this centre is to lead the way in the design, implementation, and evaluation of multilevel PA interventions to improve their efficacy and sustainability inside the city. CAPAS-City responds to the main challeng…
Does the Level of Motivation of Physical Education Teachers Matter in Terms of Job Satisfaction and Emotional Exhaustion? A Person-Centered Examination Based on Self-Determination Theory
Grounded in self-determination theory (SDT), prior research has demonstrated that physical education (PE) teachers may have different reasons to engage in teaching. Although some person-centered studies have identified varied motivational profiles in PE teachers, none of these studies have included the three forms of motivation (i.e., autonomous motivation, controlled motivation, and amotivation). This study aims to identify teachers' motivationa…
Orientaciones para la comunidad científica sobre el diseño, implementación y evaluación de intervenciones escolares sobre promoción de comportamientos saludables (Guidelines for the scientific communi…
Despite the benefits of adopting a healthy lifestyle, a large percentage of young people do not meet the established recommendations for these health-related behaviors. Developing multiple health behavior interventions are, therefore, required. Although school has been considered an ideal setting to promote healthy lifestyles in children and adolescents, most school-based interventions reported small or non-significant effects, diminishing over t…
A Hybrid TGfU/SE Volleyball Teaching Unit for Enhancing Motivation in Physical Education
Grounded in self-determination theory, this pre-experimental study analyzed the effects of a hybrid teaching games for understanding/sport education (TGfU/SE) volleyball teaching unit on students' motivational outcomes, using a mixed-method approach. It also examined whether the intervention was equally effective for boys and girls. Participants were 53 secondary school students ( M age = 15.50, SD age = 0.57) who were taught through a hybrid TGf…
Evaluation of a 20-Month Physical Activity Intervention to Improve Motivational and Affective Outcomes Among Disadvantaged Adult Women
Grounded in self-determination theory, this study aimed to qualitatively examine women’s perception of a set of motivational and affective consequences during and immediately after a physical activity intervention. In total, 11 disadvantaged adult women participated in this 20-month intervention. A total of 102 physical activity sessions based on need-supportive strategies were performed. Six discussion groups, 14 semi-structured interviews, and …
Adherence to 24-Hour Movement Guidelines among Spanish Adolescents
Given that 94.4% of Spanish adolescents did not meet 24-Hour Movement Guidelines, promoting all these three movement behaviours in both boys and girls is an urgent public health priority
Evaluating the Psychometric Properties of a Scale to Measure Perceived External and Internal Faces of Controlling Teaching among Students in Physical Education
There are no validated instruments to date that have examined the students' perceptions of externally and internally controlling teaching practices in physical education (PE). Grounded in self-determination theory, the objective of this research was to provide validity and reliability evidence of the Controlling Teaching Scale for Physical Education (CTS-PE) to assess the external and internal faces of controlling teaching in PE through two seque…
The Influence of the Coach’s Autonomy Support and Controlling Behaviours on Motivation and Sport Commitment of Youth Soccer Players
The coach is one of the most influential agents in the sport commitment of youth players. Grounded in self-determination theory (SDT), numerous studies have examined the influence of the coach's autonomy-supportive behaviours on athletes' motivation. However, fewer studies have examined the influence of the coach's controlling behaviours. The aim of this cross-sectional study was to analyse the influence of young soccer players' perception of the…
Understanding students’ novelty satisfaction in physical education
Novelty satisfaction has recently been associated with positive outcomes in physical education (PE) lessons. Grounded in self-determination theory, this study aimed to examine the relationships between need-supportive teaching behaviours in PE and students’ satisfaction of basic psychological needs (BPNs), novelty satisfaction, and intention to be physically active. From a final sample of 1118 students (49.1% boys; 50.9% girls; mean age = 14.11 ±…
Does gender moderate the relationship between physical activity and body dissatisfaction among adolescents
Body dissatisfaction (BD) is a significant concern among adolescents. We extend previous research by testing whether gender could moderate the relationship between physical activity (PA) and BD according to adolescents’ body mass index (BMI). 2,026 adolescents; 1,127 boys (13.13 ± 0.92) and 899 girls (13.06 ± 0.86), from 22 high schools in Spain, participated in this cross-sectional study. BMI was assessed by the research team, while PA levels an…
Prevalence of meeting 24-Hour Movement Guidelines from pre-school to adolescence
Is adherence to the 24-Hour Movement Guidelines associated with Mediterranean dietary patterns in adolescents
How coaches’ need-supportive and controlling behaviors are related to different (mal)adaptive outcomes in water polo players
The relationship between both coaches’ need-supportive and controlling behaviors and different athletes’ motivational outcomes has been previously examined. However, little is known about the coexistence of coaches’ need-supportive and controlling behaviors in the sports context and even less, about what coach’s motivating style configuration may yield the most and the least adaptive pattern of outcomes in relation to athletes’ motivating experie…
Students’ need satisfaction and frustration profiles
Grounded in self-determination theory, the objectives of the present research were to identify latent profiles based on need-based experiences in physical education (PE), and to examine differences in outcomes in PE (i.e. motivation, experiences, and oppositional defiance) and outside of PE (i.e. physical activity intention, moderate-to-vigorous physical activity, and meeting physical activity recommendations) across the identified profiles. A pu…
Is high teacher directiveness always negative? Associations with students’ motivational outcomes in physical education
This study investigates how perceived competence-supportive and externally and internally controlling styles can be combined and associated with different students' motivational outcomes in Physical Education (PE). In a sample of 1107 students, results revealed that while competence-support positively related to need satisfaction and autonomous motivation, external and internal control positively related to need frustration, controlled motivation…
A motivational training program for secondary physical education teachers based on the circumplex model
In most self-determination theory (SDT) research, improving (de)motivating teaching styles provides numerous benefits for students and teachers, although there is less evidence of the latter. Although the recent circumplex model provides a fine-grained picture of the different (de)motivating teaching styles (i.e., autonomy support, structure, control, and chaos) that physical education (PE) teachers can use in their lessons, no previous motivatio…
Students’ motivational experiences across profiles of perceived need-supportive and need-thwarting teaching behaviors in physical education
Background: Consistent with self-determination theory (SDT), teachers may differ in the motivating style used to motivate students in physical education (PE). When relying on need-supportive behaviors, teachers attempt to provide students with opportunities for choices and initiative (autonomy support), valuable information and feedback (competence support), and an emotional and affective environment (relatedness support). Alternatively, teachers…
Psychology (24 works) · Motivation and Self-Concept in Sports (20 works) · Social Psychology (17 works) · Social Psychology (14 works) · Medicine (13 works) · Physical education (11 works) · Physical therapy (11 works) · Autonomy (10 works) · Developmental psychology (10 works) · Mathematics education (10 works)