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.

Background: Children'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. Aims: This study examined (1) whether children's PA‐levels during PE were predictive of their PE‐motivation and (2) whether the relation between PA‐levels and motivation was moderated by children's academic achievement. Where previous studies focused on moderate‐to‐vigorous physical activity (MVPA), disregarding the potential beneficial role of lower intensities of PA, we included MVPA, light‐intensity physical activity (LPA) and sedentary behaviour (SED). Sample: In total, 891 primary school students participated (mean age = 9.2 years). Methods: During one regular PE‐lesson, PA‐levels (using accelerometers) and PE‐motivation (Intrinsic Motivation Inventory) were measured. Academic achievement in reading, mathematics and spelling was measured with standardized tests. Results: A structural equation model revealed that LPA, MVPA and academic achievement positively predicted PE‐motivation. The interaction between academic achievement and PA‐levels was not related to PE‐motivation. SED was excluded from the models due to multicollinearity. Conclusion: Children who are more engaged in LPA and MVPA and who perform better academically generally seem to be more motivated for PE, suggesting that PA‐intensity levels and PE‐motivation are bidirectionally linked. Results underline the importance of also examining LPA.

Different types of physical activity are thought to differentially affect children's brain activation, via physiological mechanisms, or by activating similar brain areas during physical and cognitive tasks. Despite many behavioral studies relying on these mechanisms, they have been rarely studied. This study looks at both mechanisms simultaneously, by examining effects of two physical activity interventions (aerobic vs. cognitively-engaging) on children's brain activation. Functional Magnetic Resonance Imaging (fMRI) data of 62 children (48.4% boys, mean age 9.2 years) was analyzed. Children's visuospatial working memory related brain activity patterns were tested using a Spatial Span Task before and after the 14-week interventions consisting of four physical education lessons per week. The control group followed their regular program of two lessons per week. Analyses of activation patterns in SPM 12.0 revealed no activation changes between pretest and posttest (p > .05), and no differences between the three conditions in pretest-posttest changes in brain activation (p > .05). Large inter-individual differences were found, suggesting that not every child benefited from the interventions in the same way. To get more insight into the assumed mechanisms, further research is needed to understand whether, when, for whom, and how physical activity results in changed brain activation patterns.

Covid-19 has had a major negative impact on children’s engagement in health-related behaviors. This study examines trends in children’s screen time, outdoor play and sports club membership in pre- (2016–19), mid- (2020–21) and post- (2021–22) Covid years. Also, predicting factors (gender, age and active commuting) of these health-related behaviors are examined. Data were collected via yearly self-report questionnaires among pupils in Grades 3–6 (mean age 10.14 ± 1.25 years; total n over the five cohorts = 6351, 50.8% girls). Multilevel path models were constructed in Mplus to examine whether children’s screen time, outdoor play and sports club membership differed between pre-, mid- and post-Covid years; and which factors predicted engagement in these health-related behaviors (using data of all cohorts). During and after Covid-19, children’s screen time was higher, while they engaged less in outdoor play and were less often member of a sports club than before. Although these negative trends peaked during Covid-19, they slowly seem to be returning to pre-Covid levels in recent year. Younger children, girls and active commuters had less minutes screen time per day and played outdoors more days per week; boys and active commuters were more often sports club member. Although in the first year post-Covid children seem to be engaging more in health-related behaviors than during Covid-19, we still found lower levels of engagement than in the years before Covid-19, underlining the importance of early intervention to ensure an appropriate amount of engagement in health-related behaviors for all children.

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.

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 delay...