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
Datos Bibliográficos
| ID | 21783749 |
|---|---|
| Autores | Anne G M De Bruijn (0000-0001-6609-0967, Vrije Universiteit Amsterdam, autor de correspondencia), Remo Mombarg (0000-0001-8289-990X, University of Groningen), A C Timmermans (Groningen Institute for Educational Research, University of Groningen, Groningen, the Netherlands), Anneke Timmermans (0000-0003-2017-7818, University of Groningen) |
| Año | 2022 |
| Volumen | 27 |
| Número | 4 |
| Páginas | 422-439 |
| Fecha de publicación | 2022-07-04 |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Physical Education and Sport Pedagogy (JOURNAL) |
| Identificadores de la revista | ISSN: 1740-8989 • E-ISSN: 1742-5786 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/17408989.2021.1906217 |
| OpenAlex | W3144994646 |
| Idioma | EN |
| Citas recibidas | 8 |
| Referencias citadas | 50 |
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
Autonomy · Developmental psychology · Intrinsic motivation · Mathematics education · Motor skill · Physical education · Self-determination theory · Structural equation modeling · Children's Physical and Motor Development · Motivation and Self-Concept in Sports · Physical Education and Pedagogy · Psychology · Social Psychology
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| Citas por año | 2 |
|---|---|
| Intervalo de citas | 2022 - 2026 (5) |
| Altamente citado | No |