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El objetivo de la presente investigacion es analizar diferentes procesos psicosociales en Educacion Fisica. Se examinan variables sociodeomograficas -tales como la edad, sexo y practica de actividad fisica fuera del horario escolar- en relacion a variables psicosociales como las actitudes (hacia el docente y el area), estrategias motivacionales (tarea/ego) y clima motivacional percibido (tarea/ego). A traves de diferentes analisis se ponen a prueba varias hipotesis en relacion a las mismas. La muestra se compone de 422 adolescentes de diferentes cursos de Educacion Secundaria Obligatoria, agrupados en 21 grupos-clase. Los resultados muestran que el alumnado mas joven y los chicos (vs. chicas) presentan actitudes mas positivas y una mayor motivacion hacia la Educacion Fisica. Los chicos presentan unas estrategias y un clima motivacional orientado al ego, en mayor medida que las chicas. En relacion a la practica de actividad fisica fuera del horario escolar, los que si la practican son los que muestran una actitud mas positiva hacia el area y el docente, asi como unas estrategias y clima motivacional orientadas a la tarea. Asimismo, en relacion con las actitudes que el alumnado desarrolla hacia la Educacion Fisica y el docente, los datos muestran la importancia relativa de las estrategias motivacionales y clima motivacional orientado hacia la tarea. Finalmente, se discuten los resultados en el marco de investigaciones previas y se proponen implicaciones practicas para la docencia y la intervencion psicosocial.  Abstract. The objective of this research is to analyze different psychosocial processes in physical education. Socio-demographic variables - such as age, sex, and hours of practice of physical activity outside the school - in relation to psycho-social variables like attitudes (towards the teacher and area), motivational strategies (task/ego), and perceived motivational climate (task/ego) are examined. Several hypotheses regarding those variables are tested through different analyses. The sample is composed by 422 adolescents from secondary education, grouped into 21 class groups. Results show that the youngest students, as well as boys (vs. girls), present more positive attitudes and greater motivation toward physical education. Boys present strategies and motivational climate aimed at the ego to a greater extent than girls. In relation to the practice of physical activity outside of school, those engaged in it show a more positive attitude towards subject and teacher, as well as task-oriented strategies and motivational climate. Additionally, in relation to attitudes that students develop towards physical education and teaching, data show the relative importance of task-oriented motivational strategies and motivational climate. Finally, the results are discussed in the framework of previous research, and several practical implications for teaching and psychosocial intervention are proposed.

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Procesos psicosociales en Educación Física: actitudes, estrategias y clima motivacional percibido (Psychosocial processes in Physical Education: attitudes, strategies, and perceived motivational climate)