Starting from self-determination theory, we explored whether student engagement/disengagement relates to teachers’ need support and whether this relationship is moderated by teachers’ causality orientations. A sample of 2004 students situated in 127 classes taught by 33 physical education teachers participated in the study. Both teachers and students reported on students’ (dis)engagement, allowing investigation of the proposed relationships both at the student and teacher level. Most of the variance in need support was at the student level, but there was also between-teacher and between-class variance in need support. Engagement related to more need support, but only at the student level. In total, few moderation effects were found. Teachers with a relatively low controlled orientation were more need supportive when perceiving their students as emotionally and behaviorally engaged. By making teachers aware of these dynamics, automatic responses to student engagement can be better thought out. Recommendations for future research are discussed.
Lynn Van den Berghe, Isabel B. Tallir, Greet Cardon, Nathalie Aelterman and Leen Haerens
Job Fransen, Dieter Deprez, Johan Pion, Isabel B Tallir, Eva D’Hondt, Roel Vaeyens, Matthieu Lenoir and Renaat M. Philippaerts
The goal of this study was to investigate differences in physical fitness and sports participation over 2 years in children with relatively high, average, and low motor competence. Physical fitness and gross motor coordination of 501 children between 6–10 years were measured at baseline and baseline+2 years. The sample compromised 2 age cohorts: 6.00–7.99 and 8.00–9.99 years. An age and sex-specific motor quotient at baseline testing was used to subdivide these children into low (MQ < P33), average (P33 ≤ MQ < P66) and high (MQ ≥ P66) motor competence groups. Measures of sports participation were obtained through a physical activity questionnaire in 278 of the same children. Repeated Measures MANCOVA and two separate ANOVAs were used to analyze differences in changes in physical fitness and measures of sports participation respectively. Children with high motor competence scored better on physical fitness tests and participated in sports more often. Since physical fitness levels between groups changed similarly over time, low motor competent children might be at risk for being less physically fit throughout their life. Furthermore, since low motor competent children participate less in sports, they have fewer opportunities of developing motor abilities and physical fitness and this may further prevent them from catching up with their peers with an average or high motor competence.