Many children aged 9–12 appear to have low levels of fundamental movement skills (FMS). Physical education (PE) is important because PE-teachers can teach children a variety of FMS and can influence PE-motivation. However, declined levels of PE-motivation are reported in the final grades of elementary school. Therefore, more insight in the relations between PE-motivation and FMS is needed.Purposes: In the first phase, instruments to measure the satisfaction of basic psychological needs (competence, autonomy, classmate relatedness and teacher relatedness) and PE-motivation (autonomous and controlled) in 9–12-year-old children were developed and validated. The purpose of the second phase was to examine the influence of basic psychological needs on PE-motivation, the influence of PE-motivation on locomotor skills, object control skills and balance skills, and the direct influence of basic psychological needs on FMS for boys and girls aged 9–12.Participants and data collection: In the first phase, 172 children (82 boys, 90 girls, M = 10.72 years ± 0.77) filled out questionnaires assessing the satisfaction of their basic psychological needs and motivation for PE. Forty-eight children completed the questionnaires again 4 weeks later. In the second phase, a total of 138 children (66 boys, 72 girls, 10.8 years ± .79) (three schools from phase 1 and one new school) participated. Children from the new school also completed the questionnaires and all children conducted the subtest for speed and agility, upper limb coordination and balance of the Bruininks-Oseretsky Test of Motor Proficiency 2.Data analysis: In phase 1, linear weighted Kappa's and the Mokken Scale Program for polychotomous items were used to test reliability and validity. In phase 2, Pearson's correlations and multiple linear regression analyses were performed to examine the relations.Findings: Regarding phase 1, all subscales were reliable and the validity was considered moderate to strong except for the autonomy subscale, which was not reliable and valid. With respect to phase 2, all basic psychological needs, except autonomy among girls, had moderate to strong correlations with autonomous PE-motivation. Teacher relatedness was the most important predictor for boys and girls, while the second predictor was classmate relatedness for boys and competence for girls. No positive significant relations between basic psychological needs and FMS and between PE-motivation and FMS were found. In contrary, moderate but negative relations between teacher relatedness and balance skills and between autonomous PE-motivation and balance skills were found for boys.Conclusions: The results confirmed the importance of the basic psychological needs in the prediction of autonomous PE-motivation in 9–12-year-old children. Although all needs should be supported by the PE-teacher, it is important to be aware of the different impact of the needs on autonomous PE-motivation for boys and girls. Despite the missing relations with FMS, PE-teachers seem to be able to autonomously motivate children for PE regardless of their FMS proficiency.
Het is voor de kwaliteit van zorg van groot belang dat verpleegkundigen en verzorgenden hun handelen baseren op actuele kennis en inzichten. Om dit te faciliteren worden onder meer vanuit het ZonMw-programma ‘Ontwikkeling Kwaliteitsstandaarden 2019-2022: Wijkverpleging’ kwaliteitsstandaarden ontwikkeld. Onder de koepelterm kwaliteitsstandaarden vallen richtlijnen die vooral de inhoudelijke elementen van zorg beschrijven, evenals zorgstandaarden die vooral gaan over het perspectief van zorggebruiker en de organisatie van zorg. Het is belangrijk om te weten voor welke onderwerpen en patiëntproblemen mogelijk een knelpuntanalyse of een kwaliteitsstandaard nodig is, of waar een kwaliteitsstandaard geactualiseerd dient te worden. Om dit helder te krijgen wordt in 2020-2021 de ‘Programmeringsstudie Ontwikkeling Kwaliteitsstandaarden 2019-2022: Wijkverpleging’ uitgevoerd. Het doel van deze programmeringsstudie is bijdragen aan een systematische en breed gedragen programmering voor het ZonMw-programma ‘Ontwikkeling Kwaliteitsstandaarden 2019- 2022: Wijkverpleging’. De programmeringsstudie bestond uit vier deelstudies. Het voorliggende rapport heeft betrekking op de vierde en laatste deelstudie. Dit onderdeel had als doel om een advies uit te brengen aan V&VN om de programmeringsagenda voor de ontwikkeling én implementatie van kwaliteitsstandaarden voor de wijkverpleging actueel te houden. Hiervoor werden als eerste knelpunten en wensen ten aanzien van het actueel houden van de programmeringsstudie opgehaald tijdens advies- en klankbordgroepen bijeenkomsten. Aanvullend werden gesprekken met andere beroepsorganisaties gevoerd om meer inzicht te krijgen in hoe zij hun programmeringsagenda’s actueel houden. Daarnaast werden resultaten uit de eerdere drie deelstudies vertaald naar aanbevelingen om de programmeringsagenda actueel te houden. Tot slot is gezocht naar aanvullende literatuur om de aanbevelingen waar mogelijk te onderbouwen.
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, the 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 was 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.
