Anne G M De Bruijn

Biographic Data

ID2748750
NAMEAnne G M De Bruijn
GIVEN NAMESAnne G M
FAMILY NAMEDe Bruijn
SIGNATUREDE BRUIJN A G M
AFFILIATIONSVrije Universiteit Amsterdam
ORCID0000-0001-6609-0967
VERIFIEDYes
TOTAL WORKS8
TOTAL CITATIONS2
WORKS AS AUTHOR8
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2022
LATEST PUBLICATION YEAR2026
H-INDEX1

  • Recess as a Setting for Child Development

    Open AccessJohanna E A Brocken, Martijn Meeter et al.ARTICLEJournal of School Health2026

    BACKGROUND: Recess can be beneficial for enhancing physical activity levels, but evidence on broader developmental outcomes remains mixed. METHODS: A randomized controlled trial (21 Dutch primary schools, N = 1154 children, mean age = 9.0 years) evaluated a one-year recess intervention. Physical activity behavior was measured using accelerometers and observation. Motor skills were assessed with the Athletic Skills Track, and social-emotional func…

  • Peer relationships and social networks in physical education

    Open AccessIlona MM Fassaert, Linda Schoonmade et al.ARTICLEEuropean Physical Education Review2026

    Physical education (PE) offers a dynamic environment that can foster peer relationships but may also amplify social challenges such as exclusion and isolation. This scoping review mapped research on peer relationships in PE, focusing on their antecedents, structure, and outcomes. Following systematic screening, 51 studies were included. Data were independently charted by three researchers, capturing study characteristics, theoretical frameworks, …

  • School and student characteristics related to primary and secondary school students’ social–emotional functioning

    Open AccessAnne G M De Bruijn, Melanie C M Ehren et al.ARTICLEFrontiers in Education2025

    Introduction A healthy social–emotional functioning is vital for students’ general development and wellbeing. The school environment is a major determinant of social–emotional functioning, yet little is known about school-level and student-level characteristics related to healthy social–emotional functioning. In this study, we examined school-level characteristics (school size, school disadvantage score, urbanization level, and school denominatio…

  • Catching up after Covid-19

    Open AccessAnne G M De Bruijn, Martijn MeeterARTICLEFrontiers in Education2023

    Introduction COVID-19 had a major impact on education, resulting in learning losses among students. The Dutch ministry set-up a subsidy for schools to implement catch-up programs in tackling learning losses. In this study, we examine (a) which students participated in the programs, and (b) effectiveness of these programs in remediating learning losses in secondary school students. Methods Sixteen program in eight secondary schools were analyzed u…

  • Development of fundamental motor skills between 2006 and 2016 in Dutch primary school children

    Remo Mombarg, Anne G M De Bruijn et al.ARTICLEPhysical Education and Sport…2023

    Background Fundamental Motor Skills (FMS) are important building blocks for children’s sport-participation and lifelong physical activity. In the last decade, several international studies have reported delays in the development of FMS. To get better insight into the Dutch situation and to provide future directions, this study examined the development of FMS in Dutch primary school children.Method The main goal of this study is to compare FMS of …

  • Social Acceptance in Physical Education and the Regular Classroom

    Open AccessAnne G M De Bruijn, Femke van der WiltARTICLEChildren2023

    This study examined relations of primary school children's perceived physical competence and sports participation (frequency and type) with social acceptance in the regular classroom and physical education (PE) and whether these relations differed depending on the type of sport children participated in (team vs. individual sports). In total, 182 children (48.9% boys, mean age 9.90 years, SD = 1.23) filled out questions on their perceived physical…

  • Objectively measured physical activity during primary school physical education predicts intrinsic motivation independently of academic achievement level

    Open AccessAnne G M De Bruijn, Johannes W De Greeff et al.ARTICLEBritish Journal of Educational…2023Cited by: 2References: 87

    BackgroundChildren's participation in physical education (PE) is seen as important for developing an active lifestyle and has been positively linked to academic achievement. Physical activity (PA) levels during PE are thought to be linked to PE-motivation, although this relation is poorly understood.AimsThis study examined (1) whether children's PA-levels during PE were predictive of their PE-motivation and (2) whether the relation between PA-lev…

  • 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

    Open AccessAnne G M De Bruijn, Remo Mombarg et al.ARTICLEPhysical Education and Sport…2022

    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 satis…