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Social Acceptance in Physical Education and the Regular Classroom: Perceived Motor Competency and Frequency and Type of Sports Participation
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...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10046933/ https://www.ncbi.nlm.nih.gov/pubmed/36980126 http://dx.doi.org/10.3390/children10030568 |
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author | de Bruijn, Anne G. M. van der Wilt, Femke |
author_facet | de Bruijn, Anne G. M. van der Wilt, Femke |
author_sort | de Bruijn, Anne G. M. |
collection | PubMed |
description | 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 competence and sports participation and indicated three peers with whom they liked/disliked working in PE and the regular classroom. Multilevel structural equation models in Mplus showed that frequency of sports participation was positively related to social acceptance in the context of PE. Additionally, for children in team sports, the frequency of sports participation was related to their social acceptance in PE, whereas for children in individual sports, perceived physical competence was related to social acceptance in PE. No relations were found in the regular classroom. Relations of perceived physical competence and sports participation with social acceptance seem to depend on the school context and the type of sport involved. In designing PE classrooms, children’s physical competence and sports participation seem essential factors to take into account to provide all children with positive social experiences. |
format | Online Article Text |
id | pubmed-10046933 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
spelling | pubmed-100469332023-03-29 Social Acceptance in Physical Education and the Regular Classroom: Perceived Motor Competency and Frequency and Type of Sports Participation de Bruijn, Anne G. M. van der Wilt, Femke Children (Basel) Article 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 competence and sports participation and indicated three peers with whom they liked/disliked working in PE and the regular classroom. Multilevel structural equation models in Mplus showed that frequency of sports participation was positively related to social acceptance in the context of PE. Additionally, for children in team sports, the frequency of sports participation was related to their social acceptance in PE, whereas for children in individual sports, perceived physical competence was related to social acceptance in PE. No relations were found in the regular classroom. Relations of perceived physical competence and sports participation with social acceptance seem to depend on the school context and the type of sport involved. In designing PE classrooms, children’s physical competence and sports participation seem essential factors to take into account to provide all children with positive social experiences. MDPI 2023-03-16 /pmc/articles/PMC10046933/ /pubmed/36980126 http://dx.doi.org/10.3390/children10030568 Text en © 2023 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). |
spellingShingle | Article de Bruijn, Anne G. M. van der Wilt, Femke Social Acceptance in Physical Education and the Regular Classroom: Perceived Motor Competency and Frequency and Type of Sports Participation |
title | Social Acceptance in Physical Education and the Regular Classroom: Perceived Motor Competency and Frequency and Type of Sports Participation |
title_full | Social Acceptance in Physical Education and the Regular Classroom: Perceived Motor Competency and Frequency and Type of Sports Participation |
title_fullStr | Social Acceptance in Physical Education and the Regular Classroom: Perceived Motor Competency and Frequency and Type of Sports Participation |
title_full_unstemmed | Social Acceptance in Physical Education and the Regular Classroom: Perceived Motor Competency and Frequency and Type of Sports Participation |
title_short | Social Acceptance in Physical Education and the Regular Classroom: Perceived Motor Competency and Frequency and Type of Sports Participation |
title_sort | social acceptance in physical education and the regular classroom: perceived motor competency and frequency and type of sports participation |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10046933/ https://www.ncbi.nlm.nih.gov/pubmed/36980126 http://dx.doi.org/10.3390/children10030568 |
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