Ingles

I) Introduction
    School failure has become one of the problems of our society. In Spain, the percentage of students aged 18 to 24 who do not finish their studies or obtain dubious academic results in compulsory secondary education, amounting to 28.4% (Ministry of Education, 2011). One of the factors associated with this problem is the lack of motivation or interest from teens. In this sense,Mantecón, Garcia Navarro and Gutiérrez (2004) argue that the reason lies not in the lack of intelligence or skills, but a lack of motivation.
    In the field of physical education, different authors (Moreno, Parra, and Gonzalez-Cutter, 2008; Shen, Wingert, Li, Su, and Rukavina, 2010) have addressed the issue of motivation by the students in this area. So, Moreno, Zomeño, Marin, Cervelló, andRuiz (2009) found a profile unmotivated between physical education students (EF, hereafter), which is further characterized as the least conducting extracurricular sports activities and for a shorter time . Furthermore, studies such as Shen, Li, Su, and Rukavina (2010) show that PE teachers do not provide support for meeting the psychological needs of competence, autonomy and relationships withothers were associated with demotivation in students. In turn, this prevents demotivation class effort and future intention to participate in PE classes. One of the theoretical models that have been used to explain the motivation of students in physical education classes is the self-determination theory (Deci and Ryan, 1985, 2000). In this sense, we can find in the literature quasi-experimental workshowing the effectiveness of interventions on student motivation (eg, Edmunds, Ntoumanis, and Duda, 2008; González-Cutre, Sicily, and Moreno, 2011; Moreno , Gomez and Cervelló, 2010).
    The self-determination theory (Deci and Ryan, 1985, 2000, Ryan and Deci, 2000) is one of the theories used in recent decades to analyze the motivation in physical and sporting contexts. One of its postulates ofthis theory, which is based on human behavior is motivated by three psychological needs: autonomy, competence and relationships with others. Based on this, it seems consistent design activities that promote the satisfaction of three basic psychological needs for competence, autonomy and relationships with f the three basic psychological needs can cause student motivation (Ryan & Deci, 2000).    Another major motivational others in order to improve motivation in students. On the other hand, the frustration of one o theories, along with the self-determination theory, has helped researchers better understand motivational processes is the Achievement Goal Theory (Nicholls, 1989). Specifically, in this paper we focus on a construct of this theory, the motivational climate created by the PE teacher.Since it has been shown in several studies involving motivational climate to the task is related to positive consequences as the satisfaction of basic psychological needs (eg, Sarrazin, Vallerand, Guillet, Pelletier and Cury, 2002) or intrinsic motivation (eg, Sproule, Wang, Morgan, McNeill, and McMorris, 2007).
    Following this line, we decided to design a proposal for intervention to improvestudent motivation in physical education through the Self-Determination Theory and Achievement Goal Theory, which was one of the objective of this work. Also, based on the literature review, a secondary goal is tried to establish general guidelines for intervention programs aimed at increasing student motivation EF.
    Below is a summary of the theoretical framework of the theory ofself-determination also includes a theoretical approach to motivational climates of Achievement Goal Theory.
Self-Determination Theory
    The self-determination theory (Deci and Ryan, 1985)
is a macro-theory of human motivation that has developed over the past three decades. Recently, Deci and Ryan (2012) define self-determination theory as an empirical theory of human motivation and personality...