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

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.