Samenvatting

Purpose: Children’s physical education (PE) motivation is vital for their development and health and can be fostered by satisfying the needs for autonomy, competence, and relatedness. Yet, not all children have positive need-satisfying and motivational PE experiences. We examined individual differences in (relations between) need satisfaction and PE motivation, comparing different motor skill levels. Method: 2,475 children (51.6% boys, mean age 11.3 ± 0.56) of 89 primary schools filled out need satisfaction and PE motivation questionnaires. Children were divided into three motor skill groups based on their FMS (standardized testing batteries). Results: Multilevel SEM-models showed that lower-skilled children had lower autonomous and higher controlled PE motivation. Higher-skilled children experienced highest competence and peer-relatedness satisfaction, whereas average-skilled children experienced highest teacher-relatedness satisfaction. Relations between need satisfaction and controlled motivation differed for the three physical competency groups. Conclusion: Teachers mainly reach higher-skilled children in shaping a need-supportive PE environment, despite lower-skilled and average-skilled children profiting most from need satisfaction.