# Association between Motivational Climate, Emotional Intelligence, and Bicycle Use in Schoolchildren
## 1 Introduction
Recently, interest in EI has continued to grow in schools, especially in PE due to the possibilities it offers for the implementation of attractive and exciting educational proposals [33], such as outdoor activities like cycling, which contribute to generating positive emotional states among those who practice it [34]. Another variable that has received special consideration in previous research is MC [35], which is linked to the guarantee of success in learning situations proposed by PE teachers [36]. MC is a factor linked to the concept of goal orientation based on the Achievement Goal Theory (AGT), understood as the main reference framework of MC [37] to interpret characteristic behaviors triggered in certain domains, such as PE. According to this theory, the perceptions and feelings linked to success regulate the behavior of each individual [35; 38]. MC is influenced by both environmental variables and the role played by the different educational actors (teachers, parents, coaches, peers, group of friends, etc.) [39]. From a theoretical point of view, two different climates can be distinguished: the task-oriented climate (TC), referring to the development of competence through mastery of the task, where the teacher or coach pays more attention to intrinsic aspects such as self-improvement or effort [40]; and the ego-oriented climate (EC) representing competition, comparisons with others, success based on ability, and reward/punishment for success and failure [24]. Several studies have associated the promotion of TC with the achievement of more positive affective and behavioral patterns [36] compared to EC, which is more specifically related to less adaptive patterns [24]. In this sense, the physical activity cycling involves a specific type of motivation linked to specific aspects such as self-affirmation, self-confidence, and life satisfaction [7; 41] factors associated with TC. Taking into account that physical activity contributes to the development of EI [42] and fosters a better MC in PE [40], and considering that cycling can be conceived as an engaging form of physical activity, the present study aims to explore the specific potential of cycling practice for developing these variables. Based on the above arguments, the following research objectives and hypotheses are proposed: (a) determine the levels of EI, describe the perceived MC concerning PE, and determine the frequency of cycling in primary school students; (b) explore the association degree between MC and its categories concerning gender and frequency of cycling; (c) examine the relationship between EI and its dimensions as a function of gender and the frequency of cycling; and (d) analyze the relationship between MC and EI, identifying those dimensions or categories that show a greater strength of association. Finally, the research hypotheses proposed in this study are as follows:  
**H1. **: _Most students in Primary Education use their bicycles moderately, with boys using them more frequently per week than girls._
**H2. **: _EI and its dimensions are more developed in girls than boys, and among students who show a higher frequency of bicycle use._
**H3. **: _Primary Education students have a more task-oriented MC, with girls and subjects who use bicycles more frequently reaching higher levels in this category._
**H4. **: _There is a greater predominance of EC in male students._
**H5. **: _EI is positively associated with TC and negatively with EC, with a greater development of EI being found when there is a greater predominance of TC, producing an inverse effect when there is a greater predominance of EC._