Motivating children with developmental coordination disorder in school physical education: the self-determination theory approach.
Self-determination theory gives PE teachers three levers—choice, mastery, and connection—to keep kids with DCD moving.
01Research in Context
What this study did
Keintz et al. (2011) reviewed how PE teachers can help kids with developmental coordination disorder (DCD) stay motivated.
They used self-determination theory. This theory says kids try harder when they feel free, capable, and connected.
The paper lists teaching moves that give students choices, clear feedback, and friendly support.
What they found
The review says autonomy, competence, and relatedness are key. When PE hits these three needs, kids with DCD join in more.
Simple swaps help. Let kids pick the next game. Show how to succeed step-by-step. Praise effort, not just skill.
How this fits with other research
Barton et al. (2019) extends this idea. They found children with DCD already show lower strength, fitness, and parent support. Motivation tips matter even more when bodies and homes give less help.
Giesbers et al. (2020) conceptually replicate the SDT story in kids with intellectual disability. Fun, mastery, and social settings again topped the list. The same three levers work across diagnoses.
McGarty et al. (2018) add the parent view. Parents say the same factors can be barriers or helpers, depending on coach knowledge. Teacher training links the two papers.
Why it matters
You can lift PE motivation for kids with DCD tomorrow. Offer two activity choices each class. Break skills into tiny steps and celebrate each one finished. Pair students in supportive buddies. These quick moves hit autonomy, competence, and relatedness without extra gear or time.
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02At a glance
03Original abstract
The purpose of the current article is to highlight the potential of self-determination theory (SDT) to inform the teaching practices of physical education (PE) teachers. Such practices may enhance motivational levels for participation in physical activity (PA) for children with developmental coordination disorder (DCD). First, we review the research in PE demonstrating links between teachers' interpersonal style, teaching methods, and outcomes relating to both students' motivation and motor skill improvement. Second, we outline the SDT mechanism through which the practices employed by PE teachers to support students' psychological needs for autonomy, competence, and relatedness may effect positive changes in the motivation and the physical activity behaviour of children with DCD. Third, we present an overview of findings on the effectiveness of need-supporting practices used by PE teachers. Fourth, we provide directions for future motivational research using the SDT principles in school physical education for children with DCD.
Research in developmental disabilities, 2011 · doi:10.1016/j.ridd.2011.06.005