ArticleChildren (Basel, Switzerland)2023
Social Acceptance in Physical Education and the Regular Classroom: Perceived Motor Competency and Frequency and Type of Sports Participation.
Article in Children (Basel, Switzerland), 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers, 1 of them a synthesis that pooled it.
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Who cites it
5 citing papers in PubMed, 1 synthesis or guideline pooled it.
- The impact of sports participation on psychological health and social outcomes in children and adolescents: a systematic review and update to the "Mental Health through Sport" conceptual model.Systematic reviews · 2026Pooled it
- Better movers, better friends? A test for the environmental stress hypothesis in typically developing primary school children.The British journal of developmental psychology · 2026Article
- Ability exposure in physical education and university students' psychological well-being: evaluation anxiety as a mediator and PE belonging and disadvantaged status as contextual conditions.Frontiers in psychology · 2026Article
- How soccer team students shape adolescent athlete engagement: evidence from an actor-partner interdependence model.Frontiers in public health · 2026Article
- Spanish translation and cross-cultural adaptation and validation of the social motivational orientations in sport scale for children.Frontiers in sports and active living · 2026Article
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2 authors.
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Abstract
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.
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