A longitudinal examination of enjoyment of physical education in children with developmental coordination disorder through a physical literacy lens

Laura St. John*, Dean Dudley, John Cairney

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

By using children with developmental coordination disorder as a case study, the current study examines how several core domains of physical literacy interact and change over time in relation to enjoyment of physical education. Data from 2278 children (5% identified as probable development coordination disorder) were collected across six time points. Mixed effects models were conducted to examine the changes within and between individuals over time. A three-way interaction between perceived adequacy, time and probable developmental coordination disorder was found and indicated that the largest predictor of enjoyment was perceived adequacy (coefficient =.018, p <.01). The findings highlight the importance of fostering a physical education environment which is non-judgemental, positive, and encourages individual growth, as these are the greatest avenue for improving perceived adequacy and therefore, enjoyment.

Original languageEnglish
Pages (from-to)127–139
Number of pages13
JournalProspects
Volume50
Issue number1-2
Early online date10 Jun 2020
DOIs
Publication statusPublished - Feb 2021

Keywords

  • physical literacy
  • developmental coordination disorder
  • enjoyment
  • adequacy

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