El objetivo de este estudio exploratorio es analizar las opiniones cualitativas y las percepciones de 56 participantes de un programa de actividad física Basado en la autonomía de seis meses de duración, en un centro de fitness. Pretendemos constatar los beneficios, las barreras, el rol del profesional y la importancia de las relaciones sociales establecidas para mejorar su motivación. Los participantes, 56 adultos sedentarios (8 hombres y 48 mujeres) de edades comprendidas entre 18 y 60 años (M = 36,02; DT = 10,15), siguieron las recomendaciones de la OMS de 150 minutos de ejercicio semanal de intensidad moderada y fueron divididos en dos grupos: uno de práctica libre y otro dirigido por un profesional con un estilo de apoyo a la autonomía. Las impresiones sobre los efectos del programa se registraron mediante un diario después de cada sesión y unas entrevistas semiestructuradas realizadas sobre una muestra de los participantes. Los resultados se analizaron siguiendo un diseño de mixed methods de triangulación cuantitativo-cualitativo. El análisis de contendido de todas las transcripciones se realizó con el Software Atlas-ti 6.2 y dio paso a una comparación de proporciones con el Software Statgraphics v.16 y a una interpretación cualitativa de estas unidades temáticas en cada grupo. Los resultados muestran que el apoyo del profesional y la cohesión del grupo han ocasionado una mayor asistencia e interés en las sesiones dirigidas, reduciendo el efecto negativo de las propias barreras. El estilo motivante y autónomo del profesional y la percepción de los beneficios que la actividad física ha aportado a ambos grupos, no han sido suficientes para crear una adherencia a esta actividad física una vez finalizada la intervención; pero sí que constituyen un potente facilitador en la consecución de los objetivos del grupo dirigido que ha mantenido un nivel mayor de compromiso en el programa.

Abstract

The aim of this exploratory study was to analyze the qualitative opinions and perceptions of adults who participated in a 6-month exercise motivation program at a fitness center to investigate perceived benefits and barriers, the role of the group leader, and the importance of social relationships to improve motivation. The participants were 56 sedentary adults (8 men and 48 women) aged between 18 and 60 years (mean ± SD age, 36.02 ± 10.15). Based on the recommendations of the World Health Organization for physical activity in adults, the program consisted of 150 minutes of moderate exercise a week and the participants were divided into two groups: a free group and a guided group aided by autonomy-support strategies. The participants recorded their impressions of the effects of the program in a diary after each session and semi-structured interviews were also held with a eight (n=8) participants. The results were analyzed using a mixed methods design with a triangulation model combining qualitative and quantitative data. The diary entries and interview transcripts were coded using criteria derived from the theoretical framework and analyzed in Atlas-ti 6.2. The resulting quantitative data was analized through a comparison of proportions in Statgraphics, v.16, followed by qualitative interpretation of the thematic units for each group. Our results show that support from the group leader and group cohesion were associated with better exercise adherence and interest in the guided group and reduced the negative effects of barriers to exercising. Neither the motivating, autonomy-supportive style of the group leader nor the perceived benefits of exercising were sufficient to ensure exercise adherence after the program. These factors, however, did have a positive impact on the attainment of goals during the program in the guided group, which showed a greater level of commitment throughout.

http://dx.doi.org/10.5232/ricyde2016.04303 

Referencias/references

Adie, J. W.; Duda, J. L., & Ntoumanis, N. (2012). Perceived coach-autonomy support, basic need satisfaction and the well- and ill-being of elite youth soccer players: A longitudinal investigation. Psychology of Sport and Exercise, 13, 51-59.
http://dx.doi.org/10.1016/j.psychsport.2011.07.008

Álvarez, M. S.; Balaguer, I.; Castillo, I., & Duda, J. L. (2009). Coach autonomy support and quality of sport engagement in young soccer players. The Spanish Journal of Psychology, 12, 138-148.
http://dx.doi.org/10.1017/S1138741600001554

Alves, S.; Franco, S.; Autor; Autor; Rodrigues, J., y Hileno, R. (2015). El análisis de la comunicación paraverbal cinésica y proxémica de los instructores de fitness mediante patrones temporales (T-patterns). Cuadernos de Psicología del Deporte, 15(1), 111–122.

Autor; Autor, O.; Autor, & Sánchez-Algarra, P. (2014). Mixed methods en la investigación de la actividad física y deporte. Revista de Psicología del Deporte, 23(1), 123-130.

Bartholomew, K. J.; Ntoumanis, N.; Ryan, R. M.: Bosch, J. A., & Thogersen-Ntoumani, C. (2011). Self-determination theory and diminished functioning: The role of interpersonal control and psychological need thwarting. Personality and Social Psychology Bulletin, 37(11), 1459–1473.
http://dx.doi.org/10.1177/0146167211413125

Chatzisarantis, N. L.; Hagger, M. S.; Smith, B., & Wang, C. K. (2003). A meta-analysis of perceived locus on causality in exercise, sport, and physical education contexts.Journal of Sport and Exercise Psychology, 25(3), 284-306.

Condon, R., & Collier, C. S. (2002). Student choice makes a difference in physical education. Journal of Physical Education, Recreation & Dance, 73(2), 26-30.
http://dx.doi.org/10.1080/07303084.2002.10607750

Conroy, D. E., & Coatsworth, J. D. (2007). Assessing autonomy-supportive coaching strategies in youth sport. Psychology Sport Exercise Journal, 8(5), 671-684.
http://dx.doi.org/10.1016/j.psychsport.2006.12.001

Creswell, J.W., & Plano Clark, V.L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. NY, USA: Plenum Press.
http://dx.doi.org/10.1007/978-1-4899-2271-7

Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality. En R. Dienstbier, (Ed.), Nebraska Symposium on Motivation: Perspectives on motivation (Vol. 38, pp. 237-288). Lincoln, NE: University of Nebraska Press.

Deci. E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11(4), 227-268.
http://dx.doi.org/10.1207/S15327965PLI1104_01

Edmunds, J.; Ntoumanis, N., & Duda, J. L. (2008). Testing a self-determination theory based teaching style in the exercise domain. European Journal of Social Psychology, 38(2), 375-388.
http://dx.doi.org/10.1002/ejsp.463

Gerring, J. (2007). Case study research. Principles and practices. Cambridge: Cambridge University Press.

Hagger, M. S.; Chatzisarantis, N. L., & Culverhouse, T. (2003). The process by which perceived autonomy support in physical education promotes leisure-time physical activity intentions and behavior. Journal of Educational Psychology, 95(4), 784-795.
http://dx.doi.org/10.1037/0022-0663.95.4.784

Jolly, K.; Duda, J. L.; Daley, A., Eves, F.; Nanette, M., Ntoumanis, N.; Rouse, P.; Lodhia, R., & Williams, G. C. (2009). Evaluations of a standard provision versus an autonomy promotive exercise referral programme: rationale and study design. BMC Public Health,9, 176-184.
http://dx.doi.org/10.1186/1471-2458-9-176

King A.C. (2001). Interventions to promote physical activity in older adults. The Journals of Gerontology, 56, 36-46.
http://dx.doi.org/10.1093/gerona/56.suppl_2.36

Kinnafick, F. E.; Thogersen-Ntoumani, C.; Duda, J. L., & Taylor, I. (2014). Sources of autonomy support, subjective vitality and physical activity behavior associated with participation in a lunchtime walking intervention for physically inactive adults. Psychology of Sport and Exercise, 15(2), 190-197.
http://dx.doi.org/10.1016/j.psychsport.2013.10.009

Leyton, M.; Jiménez, R.; Naranjo, J.; Castillo, M., y Morenas, J. (2013). Aplicación de un programa motivaciona para promocionar la actividad física en adultos y mayores. Archivos de Medicina del Deporte, 30(1), 25-33.

Moreno, J. A., y Martínez, A. (2006). Importancia de la teoría de la Autodeterminación en la práctica físico-deportiva: fundamentos e implicaciones prácticas. Cuadernos de Psicología del deporte, 6(2), 39-54.

Moreno, J. A.; Águila, C., y Borges, F. (2011). La socialización en la práctica físico-deportiva de carácter recreativo: predictores de los motivos sociales. Apunts Educació Física i Esports, 103, 76-82.

Moustaka, F. C., Vlachopoulos, S. P., Kabitsis, C., & Theodorakis, Y. (2012). Effects of an autonomy-supportive exercise instructing style on exercise motivation, psychological well-being, and exercise attendance in middle-age women. Journal of Physical Activity & Health, 9(1), 138-150.

Ng, J. Y. Y.; Ntoumanis, N.; Thogersen-Ntoumani, C.; Stott, K., & Hindle, L. (2013). Predicting psychological needs and well-being of individuals engaging in weight management. The role of important others. Applied Psychology: Health and Well-Being, 5, 291-310.
http://dx.doi.org/10.1111/aphw.12011

Ommundsen, Y., & Kvalo-Eikanger, S. (2007). Autonomy-mastery, supportive or performance focused? Different teacher behaviours and pupils’ outcomes in physical education. Scandinavian Journal of Medicine and Science in Sport, 51(4), 358-413.
http://dx.doi.org/10.1080/00313830701485551

Pope, J. P., & Wilson, P. M. (2012). Understanding motivational processes in university rugby players: A preliminary test of the hierarchical model of intrinsic and extrinsic motivation at the contextual level. International Journal of Sports Science and Coaching, 7, 89-107.
http://dx.doi.org/10.1260/1747-9541.7.1.89

Prochaska, J. O., & DiClemente, C. C. (1983). Stages ans processes of self-change of smoking. Towards an integrative model of change. Journal of Consulting and Clinical Psychology, 51(3), 390-395.
http://dx.doi.org/10.1037/0022-006X.51.3.390

Prochaska, J. O.; DiClemente, C. C., & Norcross, J. C. (1992). In search of the structure of behavior change. En J.D Fisher, JM Chensly & A. Nadler (Eds.) Initiating self-changes: Social Psychological and Clininal Perspectives. New York_ Springer- Verlag.

Prochaska, J.O., & Marcus, B.H. (1994). The transtheoretical model: Applications to exercise. En R.K. Dishman (Ed.): Advances in exercise adherence (pp. 161-180). Champaign, IL: Human Kinetics.

Puente, R., & Anshel, M. H. (2010). Exercisers’ perceptions of their fitness instructor’s interacting style, perceived competence, and autonomy as a function of self-determined regulation to exercise, enjoyment, affect, and exercise frequency. Scandinavian Journal of Psychology, 51(1), 38-45.
http://dx.doi.org/10.1111/j.1467-9450.2009.00723.x

Rahman, R. J.; Thogersen-Ntoumani, C.; Thatcher, J., & Doust, J. (2011). Changes in need satisfaction and motivation orientation as predictors of psychological and behavioural outcomes in exercise referral. Psychology & Health, 26(11), 1521-1539.
http://dx.doi.org/10.1080/08870446.2010.538849

Sallis, J. F., & Owen, N. (1999). Physical activity and behavioral medicine. Thousand Oaks, CA: Sage.

Silva M. N.; Markland, D. A.; Minderico, C. S.; Vieira, P. N.; Castro, M. M.; Coutinho, S. R.; Santos, T. C.; Matos, M. G.; Sardinha, L. B., & Teixeira, P. (2008). A randomized controlled trial to evaluate self-determination theory for exercise adherence and weight control: Rationale and intervention description. BMC Public Health, 8, 234-247.
http://dx.doi.org/10.1186/1471-2458-8-234

Stake, R.E. (1998). Investigación con estudio de casos, Madrid: Morata.

Stake, R.E. (1994). Case Studies. En N.K. Denzin y Y.S. Lincoln (Eds), Hanbook of qualitative research (pp. 236-247). Thousand Oaks, CA: Stage Publications.

Standage, M., Duda, J. L., & Ntoumanis, N. (2003). A model of contextual motivation in physical education: Using constructs and tenets from self-determination and goal perspective theories to predict physical activity intentions. Journal of Educational Psychology, 95(1), 97-110.
http://dx.doi.org/10.1037/0022-0663.95.1.97

Standage, M.; Duda, J. L., & Ntoumanis, N. (2005). A test of self-determination theory in school physical education. British Journal of Educational Psychology, 75(3), 411-433.

Standage, M.; Gillison, F., & Treasure, D.C. (2007). Self-determination and motivation in physical education. En M. S. Hagger, y N. L. D. Chatzisarantis (Eds.), Self-determination theory in exercise and sport (pp. 71-85). Champaign, IL: Human Kinetics.

Surbeck, E.; Han, E. & Moyer, J. (1991). Assessing Reflective Responses in Journals. Educational Leadership, 48(6), 25-27.

Vallerand, R. J. (2001). A hierarchical model of intrinsic and extrinsic motivation in sport and exercise. En G.C. Roberts (Ed.), Advances in motivation in sport and exercise (pp. 263-319). Champaign, IL: Human Kinetics.

Vallerand, R. J. (2007a). Intrinsic and extrinsic motivation in sport and physical activity: A review and a look at the future. En G. Tenenbaum, y R. E. Eklund (Eds.), Handbook of sport psychology (3^rd ed., pp. 49-83) NY: John Wiley.
http://dx.doi.org/10.1002/9781118270011.ch3

Vallerand, R. J. (2007b). A hierarchical model of intrinsic and extrinsic motivation for sport and physical activity. En M. S. Hagger, y N. L. D. Chatzisarantis (Eds.), Self-determination theory in exercise and sport (pp. 255-279). Champaign, IL: Human Kinetics.

Williams, G. C.; Lynch, M. F.; McGregor, H. A.; Ryan, R. M.; Sharp, D., & Deci, E. L. (2006). Validation of the “important other” climate questionnaire: assessing autonomy support for health-related change. Families, Systems & Health, 24(2), 179-194.
http://dx.doi.org/10.1037/1091-7527.24.2.179

Williams, G. C.; McGregor, H. A.; Sharp, D.; Levesque, C.; Kouides, R. W., & Ryan, R. M. (2006). Testing a self-determination theory intervention for motivating tobacco cessation: supporting autonomy and competence in a clinical trial. Health Psychology, 25(1), 91-101.
http://dx.doi.org/10.1037/0278-6133.25.1.91

Wilson, P.H.; Kaplan, B.J.; Crawford, S.G., & Roberts, G. (2007). The Developmental Coordination Disorder Questionnaire 2007. Calgary, Canada: Alberta Children’s Hospital Decision Support Research Team.

Yin, R.K. (2014). Case study research, design and methods, (5^th ed.), Beverly Hills, CA: Sage Publication.

Zabalza, M. A. (2008). Diarios de clase: un instrumento de investigación y desarrollo profesional. Madrid: Narcea.