The Importance of Satisfying Children's Basic Psychological Needs in Primary School Physical Education for PE-Motivation, and Its Relations with Fundamental Motor and PE-Related Skills

Autor/inn/en	de Bruijn, A. G. M.; Mombarg, R.; Timmermans, A. C.
Titel	The Importance of Satisfying Children's Basic Psychological Needs in Primary School Physical Education for PE-Motivation, and Its Relations with Fundamental Motor and PE-Related Skills
Quelle	In: Physical Education and Sport Pedagogy, 27 (2022) 4, S.422-439 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (de Bruijn, A. G. M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-8989
DOI	10.1080/17408989.2021.1906217
Schlagwörter	Childhood Needs; Physical Education; Elementary School Students; Student Motivation; Psychomotor Skills; Skill Development; Personal Autonomy; Competence; Student Satisfaction; Psychological Patterns; Peer Relationship; Teacher Student Relationship; Self Determination; Foreign Countries; Netherlands; Bruininks Oseretsky Test of Motor Proficiency + Suchen Sie Ihr Suchwort? Childhood; needs; Kindheit; Bedürfnis; Körpererziehung; Sportunterricht; Schulische Motivation; Psychomotorische Aktivität; Kompetenzentwicklung; Qualifikationsentwicklung; Individuelle Autonomie; Kompetenz; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Selbstbestimmung; Ausland; Niederlande
Abstract	Background: Motivation for physical education (PE) is considered an important factor for the development of children's physical skills during PE. According to self-determination theory, satisfaction of the psychological needs of autonomy, relatedness, and competence is related to higher levels of autonomous motivation, and lower levels of controlled motivation. To get a better insight into these relations, the present study examines whether satisfaction of the psychological needs is predictive of fundamental motor skills (FMS) and PE-related skills, both directly, and indirectly (via motivation, i.e. 'the motivational sequence'). As PE-related skills are more representative to the skills that are generally practiced during PE, the strongest relations are expected for these types of skills. Method: In this study, 2224 children (51.6% boys, mean age 11.8 ± 0.55) of 89 primary schools filled out questionnaires assessing the satisfaction of their basic psychological needs and their motivation for PE. Using a block design, FMS were assessed using standardized tests, and a diverse set of PE-related skills that are explicitly practiced during PE-lessons were tested using valid and reliable tests. Structural equation models were built in Mplus to examine the hypothesized relations. Results: Competence, peer-relatedness, and teacher-relatedness were predictive of autonomous motivation, whereas only peer-relatedness was predictive of controlled motivation. Different relations with psychological needs and motivation were found for FMS and PE-related skills. Autonomous and controlled motivation predicted PE-related skills, whereas only controlled motivation predicted FMS, in both cases via direct and indirect paths. In addition, direct relations were found between competence and both FMS and PE-related skills, and of peer-relatedness and teacher-relatedness with FMS specifically. Conclusions: Satisfaction of the psychological needs seems important for children's PE-motivation and for their skill development, both directly and indirectly. These results underline the important role that PE-teachers play in constructing a need-satisfying environment. The motivational sequence seems to be more applicable to PE-related skills than to FMS, showing that is important to choose adequate outcome measures when examining PE-motivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01