The importance of satisfying children’s basic psychological needs in primary school physical education for PE-motivation, and its relations with fundamental motor and PE-related skills

Figures & data

Table 1. Mean scores on psychological needs, PE-motivation, and the physical outcome measures.

Variable	N	Mean (SD)	Minimum–Maximum
Psychological needs
Competence	2005	15.4 (2.8)	4–20
Autonomy	1906	11.1 (2.7)	4–20
Peer-relatedness	2011	15.8 (2.9)	4–20
Teacher-relatedness	2005	23.6 (4.3)	6–30
PE-motivation
Autonomous	2001	28.8 (5.3)	7–35
Controlled	1987	9.0 (2.6)	5–25
Motor skills
KTK moving sideways	669	41.8 (10.91)	9–82
KTK jumping laterally	625	64.7 (13.9)	19–142
KTK balancing backwards	664	39.0 (13.6)	1–72
BOT upper-limb	660	40.6 (4.0)	16–45
PE-related skills
Rope swing	710	8.5 (2.7)	0–14
Vaulting jump	684	7.6 (2.6)	0–12
Catching and throwing	572	2.8 (2.3)	0–9
Tennis	606	26.9 (9.1)	1–51
Aiming	637	25.1 (5.1)	2–36
Rolling	636	6.5 (2.6)	0–12
Balancing instable	696	6.4 (2.7)	0–12

Figure 1. Significant paths among basic psychological needs, PE-motivation, and FMS, controlling for age, gender, and zBMI. Standardized path coefficients (betas) and associated standard errors are presented in the figure.

Figure 2. Significant paths among basic psychological needs, PE-motivation, and PE-related skills, controlling for age, gender, and zBMI. Standardized path coefficients (betas) and associated standard errors are presented in the figure.

Data availability statement

The datasets analyzed for the current study are not publicly available due to sensitivity of the data and the restrictions from the informed consent but are available from the corresponding author on reasonable request.