Children’s motor competence (MC) has declined in the past decades, while sedentary behavior (SB) has increased. This study examined the association between MC and physical activity (PA) levels among primary schoolchildren. Demographics, body height and weight, MC (Athletic Skills Track), and PA levels (ActiGraph, GT3X+) were assessed among 595 children (291 boys, mean age = 9.1 years, SD = 1.1). MC was standardized into five categories: from very low to very high. PA levels were classified into SB, light PA (LPA), and moderate-to-vigorous PA (MVPA). Mixed-model analyses were conducted with PA levels as dependent variables and MC as the independent variable, while adjusting for age, gender, and body mass index (BMI) z-score on the individual level. A negative association between MC and SB and a positive association between MC and MVPA were found. The strength of both associations increased as children expressed lower or higher levels of MC. MC is an important correlate of both SB and MVPA, particularly for children with very high or low MC. Developing and improving children’s MC may contribute to spending less time in SB and more time in MVPA, particularly for high-risk groups, i.e., children with low MC. Moreover, addressing MC development and PA promotion simultaneously might create positive feedback loops for both children’s MC and PA levels.

Enjoyment in primary physical education (PE) is a key factor in increasing children's physical activity engagement in PE and leisure time. While existing PE research has largely focused on a motivational PE climate and meaningful experiences in PE, research on children's perceptions of enjoyable teaching practices (TPs) in PE is limited. Therefore, this study aimed to explore primary school children's perspectives on TPs that foster PE enjoyment. In addition, we observed to what extent these TPs were applied in daily PE practice. Four focus groups with 10- to 12-year-old children (12 boys, 12 girls) from four primary schools were formed and inductive analysis resulted in 32 child-identified TPs categorized into 10 dimensions. Thirty-one PE lessons taught by 19 different PE teachers (11 generalists, 8 PE specialists) were recorded and coded using the child-identified TPs. Teachers regularly performed a substantial number of these TPs during their PE lessons. However, TPs such as the use of cooperative learning, instructional methods to promote children's (social) learning process, an emphasis on children's individual improvements, and consciously grouping were rarely observed. Moreover, PE specialists showed TPs supporting exploratory learning and children's individual learning processes more frequently than generalists. In addition, PE specialists provided challenging, differentiated tasks with a creative use of equipment more often than generalists. Including children's perspectives contributes to a comprehensive understanding of PE enjoyment and TPs that can promote enjoyable PE experiences. Children's voices need to be heard continuously by PE teachers to ensure enjoyable PE experiences for all children.

Background: This study examined longitudinal associations of motor competence (MC) and physical activity (PA) enjoyment with moderate to vigorous PA and sedentary behavior among boys and girls aged 10–12 years old. In addition, this study explored the predictive strength of satisfaction of basic psychological needs in physical education (PE) and PA enjoyment. Methods: At 3 time points (baseline, +1 y, and +2 y), PA levels, MC, PA enjoyment, satisfaction of basic psychological needs in PE and height and weight of 371 children were measured. Data were analyzed using repeated-measures linear mixed model analyses stratified for gender and adjusted for relevant covariates. Results: Sedentary behavior decreased over time and was significantly predicted by PA enjoyment in boys and by PA enjoyment and MC in girls. Boys’ moderate to vigorous PA decreased over time and was predicted by MC, whereas girls’ moderate to vigorous PA remained low, yet stable over time and was predicted by PA enjoyment and MC. Furthermore, children’s need for competence and teacher relatedness (girls only) during PE significantly predicted PA enjoyment. Conclusions: Children need sufficient and well-designed opportunities to improve their MC and PA enjoyment. PE may be pivotal in advancing PA enjoyment, indicating that PE could have more beneficial effects on PA levels in children, especially in girls.

Children with low motor competence (MC) are at high-risk for physical inactivity, yet little is known about their physical activity (PA) and sedentary behavior (SB) patterns throughout the day. The purpose of this study is to disentangle PA and SB patterns among children with low MC across segmented day periods taking into account differences in gender and age. Data collection took place between May and July 2017. The Athletic Skills Track was used to measure MC. PA levels were objectively measured using accelerometers (ActiGraph, GT3X+) on school days. Data were segmented for (1) time before school, (2) time during school (based on school schedules), and (3) time after school. In total, data from 117 7-to-11 years-old children with low MC were eligible for analyses (N = 58 girls; N = 59 boys). Differences in moderate-to-vigorous PA (MVPA) and SB between segmented periods, gender, and grade were analyzed by ANOVAs with post hoc tests (Tukey) and Independent Sample T-tests respectively. Time spent at school is the major contributor of time spent in SB in children with low MC. Low MC is equally distributed among gender, but large differences exist among boys and girls in both MVPA and SB, indicating low-MC girls as most inactive group. This pattern is found in all segmented periods of the school day, i.e., before, during, and after school. This study stresses the negative contribution of current school curricula on PA and SB in children with low MC, indicating the most efficient period of the day to intervene. Future school-based PA and SB interventions should particularly focus on specific high-risk populations, i.e., children with low MC, and girls in particular.

Background: Enjoyment is key in primary school physical education (PE), yet ensuring enjoyable PE experiences for all children is challenging. Reflection may help teachers improve lesson quality and foster PE enjoyment. Methods: This cross‐sectional study explored Dutch primary school teachers' perspectives on enjoyable PE and reflective practices. An online questionnaire was completed by 173 teachers (70.5% PE specialists, 29.5% generalists) who teach at least one PE lesson per week. Teacher type differences were analyzed using Chi‐square tests, Mann–Whitney U tests, and logistic regressions. Results: Perspectives on reflective practices were similar among teacher types. Generalists reported more teacher‐ and policy‐related barriers to providing enjoyable PE, while specialists cited child‐related challenges. Most teachers reflected internally, with limited use of written reflection or feedback from children and colleagues. Specialists used professional networks and peer feedback more. Time constraints and low prioritization were key barriers to reflection. Implications for School Health Policy: Schools should allocate time and promote reflection tools. Generalists could benefit from coaching and targeted professional development. For specialists, teacher education might foster reflective practices using video and child feedback to improve child outcomes like PE enjoyment. Conclusions: Tailored strategies are needed to strengthen reflection and improve PE quality to foster children's PE enjoyment.