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espanolIntroduccion. La investigacion tiene dos objetivos: (1) establecer diferencias entre variables internas (autoconcepto y prosocialidad) y externas (frecuencia de actividad fisica) que rodean al adolescente en el contexto escolar, segun condiciones sociales (sexo, tipo de practica de actividad fisica y edad. (2) Proponer relaciones de causalidad y predictibilidad entre las diferentes dimensiones del autoconcepto y conducta prosocial hacia la practica de actividad fisica en una muestra de adolescentes. Metodo. Se trata de un estudio de caracter descriptivo y de asociacion lineal, cuya muestra esta formada por 409 participantes de ESO y Bachillerato. Se ha utilizado un cuestionario sociodemografico, el Cuestionario de Autoconcepto (AF-5), la Escala de prosocialidad en adolescentes y adultos, y la Escala de Dificultades de Socializacion de Cantoblanco (SOC). Resultados. El principal ambito donde se fomentan las relaciones sociales en la adolescencia es en el de los amigos (42.3%), seguido de la escuela (34%), senalando el deporte como el entorno menos propicio para fomentar sus relaciones sociales (42.1%). La practica de actividad fisica, se relaciona positivamente con las dimensiones de autoconcepto, excepto con el emocional, contemplando una relevante influencia de la condicion de estar federado, para tal relacion negativa. Ademas, se confirma la relacion entre autoconcepto y conducta prosocial para una respuesta adaptada psicosocialmente, de cara al aumento de la frecuencia de practica de actividad fisica en la adolescencia. Discusion y Conclusiones. La practica de actividad fisica provoca que los adolescentes tengan una mejor percepcion de sus propias condiciones personales, aumentando asi su confianza para establecer relaciones sociales con companeros y docentes, en el desarrollo de actitudes de busqueda de experiencias sociales positivas. Todo ello contribuyendo al aumento de la frecuencia de la practica deportiva, mediada por el entendimiento y comprension de su bienestar ante las conductas prosociales. EnglishIntroduction. The research has two objetives: to establish differences between internal variables (self-concept and pro-sociality) and external variables (frequency of physical activity) that surround adolescents in the school context, according to social conditions (sex, type of physical activity and age); and to propose causality and predictability relationships between the different dimensions of self-concept and prosocial behavior towards the practice of physical activity in a sample of adolescents. Method. This is a descriptive and lineal association study, whose sample is made up of 409 participants of ESO and Bachillerato. A sociodemographic questionnaire has been used, the self-concept questionnaire (AF-5), the scale of pro-sociality in adolescents and adults, and the Cantoblanco scale of socialization difficulties (SOC). Results. The main area where social relations are encouraged in adolescence is friends (42.3%), followed by school (34%), indicating sport as the least favorable environment to foster their social relations (42.1%). The practice of physical activity is positively related to the dimensions of self-concept, except for the emotional, contemplating a relevant influence of the condition of being federated, for such a negative relationship. In addition, the relationship between self-concept and prosocial behaviour is confirmed for a psychosocially adapted response to the increased frequency of physical activity in adolescence. Discussion and Conclusion. The practice of physical activity causes adolescents to have a better perception of their own personal conditions, thus increasing their confidence to establish social relationships with peers and teachers, in the development of attitudes seeking positive social experiences. All this contributes to the increase in the frequency of sports practice, mediated by the understanding and comprehension of their well-being in relation to prosocial behaviors.

Práctica de actividad física, conducta prosocial y autoconcepto en adolescentes: conexiones en el contexto escolar