An De Meester
Biographic Data
| ID | 6685532 |
|---|---|
| NAME | An De Meester |
| GIVEN NAMES | An |
| FAMILY NAME | De Meester |
| SIGNATURE | DE MEESTER A |
| AFFILIATIONS | University of South Carolina |
| ORCID | 0000-0003-2270-719X |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
A pre-longitudinal screen of performance in an integrated assessment of throwing and catching competence
Background: The ability to adapt motor skill performance to a variety of conditions is vital to success in physical activity settings. Valid and reliable measurements of motor competence (MC) are critical for understanding its impact on physical health. Many widely used MC assessments evaluate the performance of isolated motor skills, place performers in highly standardized environments, and limit opportunities to adapt performance. Consequently,…
Effects of a gamified physical education intervention on motor competence and emotional intelligence among disadvantaged primary-school children
Disadvantaged children are at risk of low motor competence (MC) and emotional intelligence (EI), which are both important for holistic development. Gamification offers a promising approach in physical education (PE), but evidence of effectiveness remains limited. This study investigated the effectiveness and acceptability of a gamified PE intervention on MC, EI, perceived MC, and self-determined motivation in 9–10-year-old children from deprived …
Co-development of a gamified physical education movement competence intervention with school stakeholders
Movement competence (MC) and emotional intelligence (EI) are positively associated and important for child development. Intervention research is needed to determine causal relationships between these outcomes. Gamification is a pedagogical model that may enhance MC and EI, but implementing interventions in schools is complex and requires multi-stakeholder involvement to ensure feasibility, acceptability and sustainability. However, methodological…
Feasibility, acceptability and preliminary effectiveness of a gamified physical education intervention on motor competence and emotional intelligence
This study evaluated (a) the feasibility and acceptability of a gamified physical education (PE) intervention among 9- to 10-year-old children and (b) intervention effectiveness on emotional intelligence (EI), motor competence (MC), basic psychological needs (BPNs) and motivational regulations. A mixed-method, single-group, pre-post trial was conducted in three primary schools in North West England. Classroom teachers taught a 10-week gamified PE…
Relationships among peer- relatedness, self-confidence, peer victimization, social anxiety and school satisfaction in American high school students
Background Poor peer relationships and peer victimization can enhance anxiety and diminish adolescents’ school experiences, whereas positive peer relationships and self-confidence can enhance school satisfaction. These experiences may be particularly relevant in physical education (PE) settings; yet, little is known about the roles that peers in PE play in students’ adjustment (e.g. self-confidence, anxiety, school satisfaction). Purpose: The pur…
Perseverance in motor tasks
Background It is widely recommended for teachers to provide positive feedback to foster the development and maintenance of children’s motivation and perseverance. However, not all positive feedback has positive consequences and an important differentiation can be made between positive person-oriented feedback (i.e. ‘you are very talented’) and process-oriented feedback (i.e. ‘you showed great perseverance’). Specific evidence- and theory-based re…
Learning to Cycle
Background Learning to cycle is an important milestone for children, but the popularity of cycling and the environmental factors that promote the development and practice of this foundational movement skill vary among cultures and across time. This present study aimed to investigate if country of residence and the generation in which a person was born influence the age at which people learn to cycle. Methods Data were collected through an online …
Differences in Weight Status and Autonomous Motivation towards Sports among Children with Various Profiles of Motor Competence and Organized Sports Participation
This study aimed (1) to identify profiles in children based on actual motor competence (AMC), perceived motor competence (PMC), and organized sports participation (OSP), and (2) to examine differences among these profiles in weight status as well as autonomous motivation towards sports. Children's ( N = 206; 112 boys; M age = 10.83 ± 0.92 years) AMC, PMC, OSP, weight status, and autonomous motivation towards sports were measured using validated a…
An experimental, video-based investigation into the motivating impact of choice and positive feedback among students with different motor competence levels
Background: Research stemming from Self-Determination Theory (SDT) shows that physical education (PE) teachers who endorse an autonomy-supportive and structuring motivating style positively affect students’ motivation, engagement and learning. Choice provision and positive feedback are two concrete strategies that are part of an autonomy-supportive and structuring style, respectively. While the benefits of choice provision and positive feedback h…
Developmental sequences for observing and assessing forceful kicking
While football/soccer is the most influential sport in the world, it is surprising that developmental sequences of forceful kicking have not been adequately described and validated in the literature. The purpose of this study was to explore potential developmental sequences for forceful kicking using a prelongitudinal screening method. Data were derived from videotapes of 255 children (girls n = 138, boys: n = 117), ages 4–11 years. Seven potenti…
Different combinations of perceived autonomy support and control
Background: According to Self-Determination Theory, teachers and sport coaches can differ in the motivating style they rely upon to motivate young people. When endorsing an autonomy-supportive motivating style, instructors try to identify, vitalize, and nurture youngsters’ inner motivational resources. In contrast, instructors with a dominant controlling motivating style rather pressure youngsters to think, feel, or behave in prescribed ways. Whi…
The Effect of the eHealth Intervention ‘MyPlan 1.0’ on Physical Activity in Adults Who Visit General Practice
Physical inactivity is one of the major risk factors for poor health in the world. Therefore, effective interventions that promote physical activity are needed. Hence, we developed an eHealth intervention for adults, i.e., ‘MyPlan 1.0’, which includes self-regulation techniques for behaviour change. This study examined the effect of ‘MyPlan 1.0’ on physical activity (PA) levels in general practice. 615 adults (≥18 years) were recruited in 19 Flem…
Developmental sequences for observing and assessing forceful kicking
While football/soccer is the most influential sport in the world, it is surprising that developmental sequences of forceful kicking have not been adequately described and validated in the literature. The purpose of this study was to explore potential developmental sequences for forceful kicking using a prelongitudinal screening method. Data were derived from videotapes of 255 children (girls n = 138, boys: n = 117), ages 4–11 years. Seven potenti…
Different combinations of perceived autonomy support and control
Background: According to Self-Determination Theory, teachers and sport coaches can differ in the motivating style they rely upon to motivate young people. When endorsing an autonomy-supportive motivating style, instructors try to identify, vitalize, and nurture youngsters’ inner motivational resources. In contrast, instructors with a dominant controlling motivating style rather pressure youngsters to think, feel, or behave in prescribed ways. Whi…
The Effect of the eHealth Intervention ‘MyPlan 1.0’ on Physical Activity in Adults Who Visit General Practice
Physical inactivity is one of the major risk factors for poor health in the world. Therefore, effective interventions that promote physical activity are needed. Hence, we developed an eHealth intervention for adults, i.e., ‘MyPlan 1.0’, which includes self-regulation techniques for behaviour change. This study examined the effect of ‘MyPlan 1.0’ on physical activity (PA) levels in general practice. 615 adults (≥18 years) were recruited in 19 Flem…
An experimental, video-based investigation into the motivating impact of choice and positive feedback among students with different motor competence levels
Background: Research stemming from Self-Determination Theory (SDT) shows that physical education (PE) teachers who endorse an autonomy-supportive and structuring motivating style positively affect students’ motivation, engagement and learning. Choice provision and positive feedback are two concrete strategies that are part of an autonomy-supportive and structuring style, respectively. While the benefits of choice provision and positive feedback h…
Developmental sequences for observing and assessing forceful kicking
While football/soccer is the most influential sport in the world, it is surprising that developmental sequences of forceful kicking have not been adequately described and validated in the literature. The purpose of this study was to explore potential developmental sequences for forceful kicking using a prelongitudinal screening method. Data were derived from videotapes of 255 children (girls n = 138, boys: n = 117), ages 4–11 years. Seven potenti…
Differences in Weight Status and Autonomous Motivation towards Sports among Children with Various Profiles of Motor Competence and Organized Sports Participation
This study aimed (1) to identify profiles in children based on actual motor competence (AMC), perceived motor competence (PMC), and organized sports participation (OSP), and (2) to examine differences among these profiles in weight status as well as autonomous motivation towards sports. Children's ( N = 206; 112 boys; M age = 10.83 ± 0.92 years) AMC, PMC, OSP, weight status, and autonomous motivation towards sports were measured using validated a…
Learning to Cycle
Background Learning to cycle is an important milestone for children, but the popularity of cycling and the environmental factors that promote the development and practice of this foundational movement skill vary among cultures and across time. This present study aimed to investigate if country of residence and the generation in which a person was born influence the age at which people learn to cycle. Methods Data were collected through an online …
Relationships among peer- relatedness, self-confidence, peer victimization, social anxiety and school satisfaction in American high school students
Background Poor peer relationships and peer victimization can enhance anxiety and diminish adolescents’ school experiences, whereas positive peer relationships and self-confidence can enhance school satisfaction. These experiences may be particularly relevant in physical education (PE) settings; yet, little is known about the roles that peers in PE play in students’ adjustment (e.g. self-confidence, anxiety, school satisfaction). Purpose: The pur…
Perseverance in motor tasks
Background It is widely recommended for teachers to provide positive feedback to foster the development and maintenance of children’s motivation and perseverance. However, not all positive feedback has positive consequences and an important differentiation can be made between positive person-oriented feedback (i.e. ‘you are very talented’) and process-oriented feedback (i.e. ‘you showed great perseverance’). Specific evidence- and theory-based re…
Co-development of a gamified physical education movement competence intervention with school stakeholders
Movement competence (MC) and emotional intelligence (EI) are positively associated and important for child development. Intervention research is needed to determine causal relationships between these outcomes. Gamification is a pedagogical model that may enhance MC and EI, but implementing interventions in schools is complex and requires multi-stakeholder involvement to ensure feasibility, acceptability and sustainability. However, methodological…
Feasibility, acceptability and preliminary effectiveness of a gamified physical education intervention on motor competence and emotional intelligence
This study evaluated (a) the feasibility and acceptability of a gamified physical education (PE) intervention among 9- to 10-year-old children and (b) intervention effectiveness on emotional intelligence (EI), motor competence (MC), basic psychological needs (BPNs) and motivational regulations. A mixed-method, single-group, pre-post trial was conducted in three primary schools in North West England. Classroom teachers taught a 10-week gamified PE…
A pre-longitudinal screen of performance in an integrated assessment of throwing and catching competence
Background: The ability to adapt motor skill performance to a variety of conditions is vital to success in physical activity settings. Valid and reliable measurements of motor competence (MC) are critical for understanding its impact on physical health. Many widely used MC assessments evaluate the performance of isolated motor skills, place performers in highly standardized environments, and limit opportunities to adapt performance. Consequently,…
Effects of a gamified physical education intervention on motor competence and emotional intelligence among disadvantaged primary-school children
Disadvantaged children are at risk of low motor competence (MC) and emotional intelligence (EI), which are both important for holistic development. Gamification offers a promising approach in physical education (PE), but evidence of effectiveness remains limited. This study investigated the effectiveness and acceptability of a gamified PE intervention on MC, EI, perceived MC, and self-determined motivation in 9–10-year-old children from deprived …
Psychology (9 works) · Children's Physical and Motor Development (8 works) · Social Psychology (7 works) · Motivation and Self-Concept in Sports (5 works) · Physical Education and Pedagogy (4 works) · Competence (human resources (3 works) · Computer Science (3 works) · Developmental psychology (3 works) · Educational Games and Gamification (3 works) · Medicine (3 works)