Abstract

Objectives: The aim of the present study was to analyze the relationships among physical activity, academic stress, and motivation in Physical Education, as well as to determine differences according to sex and grade level. Methods: A total of 310 secondary education students participated in the study. Data were collected using the PAQ-C, the Questionnaire on Academic Stress in Secondary Education, and the Motivation in Physical Education Questionnaire. Spearman’s correlation test and a MANOVA were used for the statistical analysis. Results: The findings revealed that physical activity was positively correlated with more self-determined forms of motivation and negatively correlated with amotivation. The dimensions of academic stress were positively associated with amotivation. Regarding sex differences, statistically significant differences were found in physical activity, with higher levels among males, and in academic overload, with higher values among females. According to grade level, differences were identified in academic overload, intrinsic motivation, and identified regulation. Furthermore, the sex × grade interaction was also statistically significant, showing that females reported higher levels of stress as they progressed through educational stages, whereas in males, levels of academic stress decreased and both physical activity and intrinsic motivation showed a differential increase in the final year of secondary education. Conclusions: In this regard, it is concluded that sex and grade level influence the variables analyzed. However, further research is needed to better understand these dimensions, their impact, and their interrelationships, considering the potential benefits of promoting self-determined motivation in Physical Education and encouraging regular physical activity practice, particularly in reducing and coping with academic stress, with the aim of comprehensively improving the physical and mental well-being of the adolescent population and contributing to their healthy and balanced development.

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