Motivating children with developmental coordination disorder in school physical education: The self-determination theory approach

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.

► Self-determination theory may expand our understanding of the dynamics of motivation for participation in school-based PE in children with DCD.
► Self-determination theory highlights the importance of fulfilling students’ psychological needs for autonomy and relatedness above and beyond the need for perceived competence that existing motivational theories agree upon.
► PE teachers may use self-determination theory principles, in the form of need-supporting practices, to strengthen the self-determined motivation of children with developmental coordination disorder to participate in PA.