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espanolEl objetivo de este trabajo fue hallar un modelo de prediccion de la satisfaccion y diversion hacia la Educacion Fisica partiendo del clima de aprendizaje y teniendo en cuenta el apoyo a la autonomia del profesorado y la propia percepcion de autonomia del alumnado. Se utilizo una muestra de 758 alumnos de secundaria con edades entre 13 y 18 anos. Se aplico a los participantes de la investigacion, la version espanola adaptada a la educacion fisica, de los siguientes instrumentos: Learning and Performance Orientations in Physical Education Classes Questionnaire, Learning Climate Questionnaire, Sport Satisfaction Instrument y el factor autonomia del Basic Psychological Needs in Exercise Scale. Los resultados senalaron que el clima motivacional implicado en el aprendizaje predecia positivamente el apoyo a la autonomia por parte del profesor y esta predecia la propia percepcion de autonomia del alumno. Asimismo, la percepcion de autonomia predijo positivamente la satisfaccion/diversion y negativamente el aburrimiento en las clases. Como conclusion, los docentes deben favorecer un clima aprendizaje que apoye la autonomia y favorezca la percepcion de esta en el alumno para conseguir que se diviertan en las clases de Educacion Fisica. EnglishThe aim of this work was to find a model to predict satisfaction and fun to the physical education based on learning climate and considering supporting to the autonomy of teachers and the perception of autonomy of students. A sample of 758 secondary school students aged between 13 and 18 was used. The following instruments were used: the Spanish version adapted to Physical Education of Learning and Performance Orientations in Physical Education Classes Questionnaire, Learning Climate Questionnaire, Sport Satisfaction Instrument and autonomy factor in Basic Psychological Needs in Exercise Scale. The results showed that learning motivational climate positively predicted perceived autonomy support on the teacher part and this predicted the self perception of autonomy on the part of students. In the same way, the perceived autonomy positively predicted satisfaction/fun and negatively boredom in class. In conclusion, teachers should foster a learning climate that supports and promotes the autonomy perceived autonomy in students for them to have fun in physical education classes.

Modelo de predicción de la satisfacción y diversión en Educación Física a partir de la autonomía y el clima motivacional