Physical activity, well-being and need satisfaction in eight and nine-year-old children from socio-economic disadvantage

Gavin Breslin, Ben Fitzpatrick, Deirdre Brennan, Stephen Shannon, Ruth Rafferty, Wesley O'Brien, Sarajane Belton, Fiona Chambers, Tandy Haughey, Darryl McCullagh, Richard Gormley, Donncha Hanna

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Background: Need-supportive environments have been shown tocontribute to children’s physical activity levels, and in a few casesto well-being. Grounded in self-determination theory (SDT), thisstudy aimed to determine the influence of psychological need(competence and social relatedness) satisfaction on physicalactivity levels and well-being in children from areas of social andeconomic disadvantage.Method: A total of 211 children aged eight and nine years fromareas of low socio-economic status wore an accelerometer for oneweek, and completed a questionnaire assessing psychologicalneed satisfaction and well-being. Confirmatory factor analysis andpath analysis were conducted to assess the factor structure of themeasures, and to test for theory predicting significantrelationships between psychological needs, physical activity andwell-being.Results: The factor structure of the instruments was supported, anda significant positive relationship was found between athleticcompetence and physical activity (β = 0.19). Athletic competence(β = 0.19), along with parental relatedness (β = 0.32), positivelypredicted children’s well-being. Physical activity alone did notpredict well-beingConclusions: Practitioners may want to consider components ofSDT, reflective of need-supportive environments, when designingphysical activity interventions. Interventions aimed at supportingchildren’s perceptions of competence, and the involvement ofparents, may offer the opportunity to increase well-being.
LanguageEnglish
JournalChild Care in Practice
Volume3
DOIs
Publication statusPublished - 21 Jul 2017

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need satisfaction
well-being
Economics
Exercise
Mental Competency
economics
Psychology
Personal Autonomy
child well-being
Statistical Factor Analysis
Sports
self-determination
factor analysis
questionnaire

Keywords

  • Physical Activity
  • well-being

Cite this

Breslin, Gavin ; Fitzpatrick, Ben ; Brennan, Deirdre ; Shannon, Stephen ; Rafferty, Ruth ; O'Brien, Wesley ; Belton, Sarajane ; Chambers, Fiona ; Haughey, Tandy ; McCullagh, Darryl ; Gormley, Richard ; Hanna, Donncha. / Physical activity, well-being and need satisfaction in eight and nine-year-old children from socio-economic disadvantage. In: Child Care in Practice. 2017 ; Vol. 3.
@article{22f08ea8b7de4b2aa8c984f687531b0e,
title = "Physical activity, well-being and need satisfaction in eight and nine-year-old children from socio-economic disadvantage",
abstract = "Background: Need-supportive environments have been shown tocontribute to children’s physical activity levels, and in a few casesto well-being. Grounded in self-determination theory (SDT), thisstudy aimed to determine the influence of psychological need(competence and social relatedness) satisfaction on physicalactivity levels and well-being in children from areas of social andeconomic disadvantage.Method: A total of 211 children aged eight and nine years fromareas of low socio-economic status wore an accelerometer for oneweek, and completed a questionnaire assessing psychologicalneed satisfaction and well-being. Confirmatory factor analysis andpath analysis were conducted to assess the factor structure of themeasures, and to test for theory predicting significantrelationships between psychological needs, physical activity andwell-being.Results: The factor structure of the instruments was supported, anda significant positive relationship was found between athleticcompetence and physical activity (β = 0.19). Athletic competence(β = 0.19), along with parental relatedness (β = 0.32), positivelypredicted children’s well-being. Physical activity alone did notpredict well-beingConclusions: Practitioners may want to consider components ofSDT, reflective of need-supportive environments, when designingphysical activity interventions. Interventions aimed at supportingchildren’s perceptions of competence, and the involvement ofparents, may offer the opportunity to increase well-being.",
keywords = "Physical Activity, well-being",
author = "Gavin Breslin and Ben Fitzpatrick and Deirdre Brennan and Stephen Shannon and Ruth Rafferty and Wesley O'Brien and Sarajane Belton and Fiona Chambers and Tandy Haughey and Darryl McCullagh and Richard Gormley and Donncha Hanna",
note = "Reference text: References ¶ Babic, M. J., Morgan, P. J., Plotnikoff, R. C., Lonsdale, C., White, R. L., & Lubans, D. R. (2014). Physical activity and physical self-concept in youth: Systematic review and meta-analysis. Sports Medicine, 44(11), 1589–1601. Basterfield, L., Jones, A. R., Parkinson, K. N., Reilly, J., Pearce, M. S., Reilly, J. J., & Adamson, A. J. Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238–246. doi:10.1037/0033-2909.107.2.238 Biddle, S., Gorely, T., & Mutrie, N. (2015). Psychology of physical activity: Determinants, well-being AQ42 and interventions (3rd ed.). Milton Park, NY: Routledge ¶ . Biddle, S. J. H., & Asare, M. (2011). Physical activity and mental health in children and adolescents: A review of reviews. British Journal of Sports Medicine. doi:10.1136/bjsports-2011–090185 Biddle, S. J. H., Gorely, T., & Stensel, D. J. (2004). Health-enhancing physical activity and sedentary behaviour in children and adolescents. Journal of Sports Sciences, 22(8), 679–701. doi:10.1080/ 02640410410001712412 Breslin, G., & Brennan, D. (2012). A healthy lifestyle intervention delivered by aspiring physical education teachers to children from social disadvantage: Study protocol and preliminary findings. Child Care in Practice, 18(3), 207–225. Breslin, G., Gossrau-Breen, D., McCay, N., Gilmore, G., MacDonald, L., & Hanna, D. (2012). Physical activity, gender, weight status, and wellbeing in 9-to 11-year-old children: A cross-sectional survey. Journal of Physical Activity and Health, 9(3), 394–401. Brown, T. A. (2015). Confirmatory factor analysis for applied research. New York: Guilford. Brustad, R. J. (1993). Who will go out and play? Parental and psychological influences on children’s attraction to physical activity. Pediatric Exercise Science, 5(3), 210–223. Brustad, R. J. (1996). Attraction to physical activity in urban schoolchildren: Parental socialization and gender influences. Research Quarterly for Exercise and Sport, 67(3), 316–323. doi:10.1080/ 02701367.1996.10607959 Byrne, B. M. (2001). Structural equation modeling with AMOS, EQS, and LISREL: Comparative approaches to testing for the factorial validity of a measuring instrument. International Journal of Testing, 1(1), 55–86. doi:10.1207/S15327574IJT0101_4 Chatzisarantis, N. L., & Hagger, M. S. (2009). Effects of an intervention based on self-determination theory on self-reported leisure-time physical activity participation. Psychology and Health, 24(1), AQ43 29–48 ¶ . Deci, E., and Ryan, R. (Ed.). (2002). Handbook of self-determination research (1st ed.). Rochester: University of Rochester Press. Demetriou, Y., & H{\"o}ner, O. (2012). Physical activity interventions in the school setting: A systematic review. Psychology of Sport and Exercise, 13(2), 186–196. doi:http://dx.doi.org/10.1016/j. AQ44 psychsport.2011.11.006 ¶ Detmar, S. B., Bruil, J., Ravens-Sieberer, U., Gosch, A., & Bisegger, C. (2006). The use of focus groups in the development of the KIDSCREEN HRQL questionnaire. Quality of Life Research, 15(8), 1345–1353. Duda, J. L. (2013). The conceptual and empirical foundations of empowering coaching™: setting the stage for the PAPA project. International Journal of Sport and Exercise Psychology, 11(4), 311–318. Fortier, M. S., Duda, J. L., Guerin, E., & Teixeira, P. J. (2012). Promoting physical activity: Development and testing of self-determination theory-based interventions. International AQ45 Journal of Behavioral Nutrition and Physical Activity, 9(1), 20. ¶ Gagne, M. (2003). Autonomy support and need satisfaction in the motivation and well-being of AQ46 gymnasts. Journal of Applied Sport Psychology, 15(4), 372–390. doi:10.1080/714044203 ¶ Gillison, F. B., Standage, M., & Skevington, S. M. (2006). Relationships among adolescents’ weight perceptions, exercise goals, exercise motivation, quality of life and leisure-time exercise behaviour: A self-determination theory approach. Health Education Research, 21(6), 836–847. Global Advocacy Council for Physical Activity International Society. (2010). The toronto charter for physical activity: A global call to action. Journal of Physical Activity and Health, 7(3), AQ47 S370–S373 ¶ . Griffiths, L. J., Cortina-Borja, M., Sera, F., Pouliou, T., Geraci, M., Rich, C.,…Jebb, S. A. (2013). How active are our children? Findings from the millennium cohort study. BMJ Open, 3(8), AQ48 e002893. ¶ Hagger, M., Chatzisarantis, N. L., Hein, V., So{\'o}s, I., Karsai, I., Lintunen, T., & Leemans, S. (2009). Teacher, peer and parent autonomy support in physical education and leisure-time physical activity: A trans-contextual model of motivation in four nations. Psychology and Health, 24(6), 689–711. Hagger, M. S., & Chatzisarantis, N. L. (2014). An integrated behavior change model for physical activity. Exercise and Sport Sciences Reviews, 42(2), 62–69. Hallal, P. C., Andersen, L. B., Bull, F. C., Guthold, R., Haskell, W., & Ekelund, U. (2012). Global physical activity levels: Surveillance progress, pitfalls, and prospects. The Lancet, 380(9838), 247–257. doi:http://dx.doi.org/10.1016/S0140-6736(12)60646-1 Hancox, J. E., Quested, E., Ntoumanis, N., & Duda, J. L. (In Press). Teacher-created social environment, basic psychological needs, and dancers’ affective states during class: A diary study. AQ49 Personality and Individual Differences. ¶ Harter, S. (1982). The perceived competence scale for children. Child Development, 53(1), 87–97. doi:10.2307/1129640 Jago, R., Edwards, M., Cooper, A., Fox, K., Powell, J., Sebire, S.,…Montgomery, A. (2013). Action 3:30: Protocol for a randomized feasibility trial of a teaching assistant led extracurricular physical AQ50 activity intervention. Trials, 14(1), 122. ¶ Kriemler, S., Meyer, U., Martin, E., van Sluijs, E., Andersen, L. B., & Martin, B. W. (2011). Effect of school-based interventions on physical activity and fitness in children and adolescents: A review of reviews and systematic update. British Journal of Sports Medicine, 45(11), 923–930. doi:10. AQ51 1136/bjsports-2011-090186 ¶ Lonsdale, C., Sabiston, C. M., Raedeke, T. D., Ha, A. S. C., & Sum, R. K. W. (2009). Self-determined motivation and students’ physical activity during structured physical education lessons and free choice periods. Preventive Medicine, 48(1), 69–73. doi:http://dx.doi.org/10.1016/j.ypmed.2008. 09.013 Lubans, D. R., Smith, J. J., Morgan, P. J., Beauchamp, M. R., Miller, A., Lonsdale, C.,…Dally, K. (2016). Mediators of psychological well-being in adolescent boys. Journal of Adolescent Health, 58(2), 230–236. Mattocks, C., Leary, S., Ness, A., Deere, K., Saunders, J., Tilling, K., & Riddoch, C. (2007). Calibration of an accelerometer during free-living activities in children. International Journal of Pediatric Obesity, 2(4), 218–226. Michie, S., & Abraham, C. (2004). Interventions to change health behaviours: Evidence-based or AQ52 evidence-inspired? Psychology & Health, 19(1), 29–49. doi:10.1080/0887044031000141199 ¶ Michie, S., Ashford, S., Sniehotta, F. F., Dombrowski, S. U., Bishop, A., & French, D. P. (2011). A refined taxonomy of behaviour change techniques to help people change their physical activity and healthy eating behaviours: The CALO-RE taxonomy. Psychology & Health, 26(11), 1479– AQ53 1498 ¶ . Moreno, J. A. (2005). Goal orientations, motivational climate, discipline and physical self-perception related to the teacher’s gender, satisfaction and sport activity of a sample of spanish adolescent physical education students. International Journal of Applied of Sports Science, 17(2), 57–68. Ng, J. Y., Burnett, A., Ha, A. S., & Sum, K.W. (2015). 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(2014). Effect of a school-based intervention on physical activity and quality of life through serial mediation of social support and exercise motivation: The PESSOA program. Health Education Research. doi:10.1093/her/cyu056 Rafferty, R., Breslin, G., Brennan, D., & Hassan, D. (2016). A systematic review of school-based physical activity interventions on children’s wellbeing. International Review of Sport and AQ55 Exercise Psychology, 1–16. ¶ Ravens-Sieberer, U., Auquier, P., Erhart, M., Gosch, A., Rajmil, L., Bruil, J., & Phillips, K. (2007). The KIDSCREEN-27 quality of life measure for children and adolescents: Psychometric results from a cross-cultural survey in 13 european countries. Quality of Life Research, 16(8), 1347–1356. Ravens-Sieberer, U., Gosch, A., Abel, T., Auquier, P., Bellach, B., Bruil, J.,…Bullinger, M. (2001). Quality of life in children and adolescents: A european public health perspective. Sozial-Und AQ56 Praventivmedizin, 46(5), 294–302 ¶ . 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Levels of physical activity and sedentary time among 10- to 12-yearold boys and girls across 5 european countries using accelerometers: An observational study within the ENERGY-project. International Journal of Behavioral Nutrition and Physical AQ62 Activity, 9(1), 34. ¶ Whitehead, J. R. (1995). A study of children’s physical self-perceptions using an adapted physical self-perception profile questionnaire. Pediatric Exercise Science, 7(2), 132–151. World Health Organisation. (2010). Global recommendations on physical activity for health. AQ63 Geneva.",
year = "2017",
month = "7",
day = "21",
doi = "10.1080/13575279.2017.1299108",
language = "English",
volume = "3",
journal = "Child Care in Practice",
issn = "1357-5279",

}

Physical activity, well-being and need satisfaction in eight and nine-year-old children from socio-economic disadvantage. / Breslin, Gavin; Fitzpatrick, Ben; Brennan, Deirdre; Shannon, Stephen; Rafferty, Ruth; O'Brien, Wesley; Belton, Sarajane; Chambers, Fiona; Haughey, Tandy; McCullagh, Darryl; Gormley, Richard; Hanna, Donncha.

In: Child Care in Practice, Vol. 3, 21.07.2017.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Physical activity, well-being and need satisfaction in eight and nine-year-old children from socio-economic disadvantage

AU - Breslin, Gavin

AU - Fitzpatrick, Ben

AU - Brennan, Deirdre

AU - Shannon, Stephen

AU - Rafferty, Ruth

AU - O'Brien, Wesley

AU - Belton, Sarajane

AU - Chambers, Fiona

AU - Haughey, Tandy

AU - McCullagh, Darryl

AU - Gormley, Richard

AU - Hanna, Donncha

N1 - Reference text: References ¶ Babic, M. J., Morgan, P. J., Plotnikoff, R. C., Lonsdale, C., White, R. L., & Lubans, D. R. (2014). Physical activity and physical self-concept in youth: Systematic review and meta-analysis. Sports Medicine, 44(11), 1589–1601. Basterfield, L., Jones, A. R., Parkinson, K. N., Reilly, J., Pearce, M. S., Reilly, J. J., & Adamson, A. J. Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238–246. doi:10.1037/0033-2909.107.2.238 Biddle, S., Gorely, T., & Mutrie, N. (2015). Psychology of physical activity: Determinants, well-being AQ42 and interventions (3rd ed.). Milton Park, NY: Routledge ¶ . Biddle, S. J. H., & Asare, M. (2011). Physical activity and mental health in children and adolescents: A review of reviews. British Journal of Sports Medicine. doi:10.1136/bjsports-2011–090185 Biddle, S. J. H., Gorely, T., & Stensel, D. J. (2004). Health-enhancing physical activity and sedentary behaviour in children and adolescents. Journal of Sports Sciences, 22(8), 679–701. doi:10.1080/ 02640410410001712412 Breslin, G., & Brennan, D. (2012). A healthy lifestyle intervention delivered by aspiring physical education teachers to children from social disadvantage: Study protocol and preliminary findings. Child Care in Practice, 18(3), 207–225. Breslin, G., Gossrau-Breen, D., McCay, N., Gilmore, G., MacDonald, L., & Hanna, D. (2012). Physical activity, gender, weight status, and wellbeing in 9-to 11-year-old children: A cross-sectional survey. Journal of Physical Activity and Health, 9(3), 394–401. Brown, T. A. (2015). Confirmatory factor analysis for applied research. New York: Guilford. Brustad, R. J. (1993). Who will go out and play? Parental and psychological influences on children’s attraction to physical activity. Pediatric Exercise Science, 5(3), 210–223. Brustad, R. J. (1996). Attraction to physical activity in urban schoolchildren: Parental socialization and gender influences. Research Quarterly for Exercise and Sport, 67(3), 316–323. doi:10.1080/ 02701367.1996.10607959 Byrne, B. M. (2001). Structural equation modeling with AMOS, EQS, and LISREL: Comparative approaches to testing for the factorial validity of a measuring instrument. International Journal of Testing, 1(1), 55–86. doi:10.1207/S15327574IJT0101_4 Chatzisarantis, N. L., & Hagger, M. S. (2009). Effects of an intervention based on self-determination theory on self-reported leisure-time physical activity participation. Psychology and Health, 24(1), AQ43 29–48 ¶ . Deci, E., and Ryan, R. (Ed.). (2002). Handbook of self-determination research (1st ed.). Rochester: University of Rochester Press. Demetriou, Y., & Höner, O. (2012). Physical activity interventions in the school setting: A systematic review. Psychology of Sport and Exercise, 13(2), 186–196. doi:http://dx.doi.org/10.1016/j. AQ44 psychsport.2011.11.006 ¶ Detmar, S. B., Bruil, J., Ravens-Sieberer, U., Gosch, A., & Bisegger, C. (2006). The use of focus groups in the development of the KIDSCREEN HRQL questionnaire. Quality of Life Research, 15(8), 1345–1353. Duda, J. L. (2013). The conceptual and empirical foundations of empowering coaching™: setting the stage for the PAPA project. International Journal of Sport and Exercise Psychology, 11(4), 311–318. Fortier, M. S., Duda, J. L., Guerin, E., & Teixeira, P. J. (2012). Promoting physical activity: Development and testing of self-determination theory-based interventions. International AQ45 Journal of Behavioral Nutrition and Physical Activity, 9(1), 20. ¶ Gagne, M. (2003). Autonomy support and need satisfaction in the motivation and well-being of AQ46 gymnasts. Journal of Applied Sport Psychology, 15(4), 372–390. doi:10.1080/714044203 ¶ Gillison, F. B., Standage, M., & Skevington, S. M. (2006). Relationships among adolescents’ weight perceptions, exercise goals, exercise motivation, quality of life and leisure-time exercise behaviour: A self-determination theory approach. Health Education Research, 21(6), 836–847. Global Advocacy Council for Physical Activity International Society. (2010). The toronto charter for physical activity: A global call to action. Journal of Physical Activity and Health, 7(3), AQ47 S370–S373 ¶ . Griffiths, L. J., Cortina-Borja, M., Sera, F., Pouliou, T., Geraci, M., Rich, C.,…Jebb, S. A. (2013). How active are our children? Findings from the millennium cohort study. BMJ Open, 3(8), AQ48 e002893. ¶ Hagger, M., Chatzisarantis, N. L., Hein, V., Soós, I., Karsai, I., Lintunen, T., & Leemans, S. (2009). Teacher, peer and parent autonomy support in physical education and leisure-time physical activity: A trans-contextual model of motivation in four nations. Psychology and Health, 24(6), 689–711. Hagger, M. S., & Chatzisarantis, N. L. (2014). An integrated behavior change model for physical activity. Exercise and Sport Sciences Reviews, 42(2), 62–69. Hallal, P. C., Andersen, L. B., Bull, F. C., Guthold, R., Haskell, W., & Ekelund, U. (2012). Global physical activity levels: Surveillance progress, pitfalls, and prospects. The Lancet, 380(9838), 247–257. doi:http://dx.doi.org/10.1016/S0140-6736(12)60646-1 Hancox, J. E., Quested, E., Ntoumanis, N., & Duda, J. L. (In Press). Teacher-created social environment, basic psychological needs, and dancers’ affective states during class: A diary study. AQ49 Personality and Individual Differences. ¶ Harter, S. (1982). The perceived competence scale for children. Child Development, 53(1), 87–97. doi:10.2307/1129640 Jago, R., Edwards, M., Cooper, A., Fox, K., Powell, J., Sebire, S.,…Montgomery, A. (2013). Action 3:30: Protocol for a randomized feasibility trial of a teaching assistant led extracurricular physical AQ50 activity intervention. Trials, 14(1), 122. ¶ Kriemler, S., Meyer, U., Martin, E., van Sluijs, E., Andersen, L. B., & Martin, B. W. (2011). Effect of school-based interventions on physical activity and fitness in children and adolescents: A review of reviews and systematic update. British Journal of Sports Medicine, 45(11), 923–930. doi:10. AQ51 1136/bjsports-2011-090186 ¶ Lonsdale, C., Sabiston, C. M., Raedeke, T. D., Ha, A. S. C., & Sum, R. K. W. (2009). Self-determined motivation and students’ physical activity during structured physical education lessons and free choice periods. Preventive Medicine, 48(1), 69–73. doi:http://dx.doi.org/10.1016/j.ypmed.2008. 09.013 Lubans, D. R., Smith, J. J., Morgan, P. J., Beauchamp, M. R., Miller, A., Lonsdale, C.,…Dally, K. (2016). Mediators of psychological well-being in adolescent boys. Journal of Adolescent Health, 58(2), 230–236. Mattocks, C., Leary, S., Ness, A., Deere, K., Saunders, J., Tilling, K., & Riddoch, C. (2007). Calibration of an accelerometer during free-living activities in children. International Journal of Pediatric Obesity, 2(4), 218–226. Michie, S., & Abraham, C. (2004). Interventions to change health behaviours: Evidence-based or AQ52 evidence-inspired? Psychology & Health, 19(1), 29–49. doi:10.1080/0887044031000141199 ¶ Michie, S., Ashford, S., Sniehotta, F. F., Dombrowski, S. U., Bishop, A., & French, D. P. (2011). A refined taxonomy of behaviour change techniques to help people change their physical activity and healthy eating behaviours: The CALO-RE taxonomy. Psychology & Health, 26(11), 1479– AQ53 1498 ¶ . Moreno, J. A. (2005). Goal orientations, motivational climate, discipline and physical self-perception related to the teacher’s gender, satisfaction and sport activity of a sample of spanish adolescent physical education students. International Journal of Applied of Sports Science, 17(2), 57–68. Ng, J. Y., Burnett, A., Ha, A. S., & Sum, K.W. (2015). 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PY - 2017/7/21

Y1 - 2017/7/21

N2 - Background: Need-supportive environments have been shown tocontribute to children’s physical activity levels, and in a few casesto well-being. Grounded in self-determination theory (SDT), thisstudy aimed to determine the influence of psychological need(competence and social relatedness) satisfaction on physicalactivity levels and well-being in children from areas of social andeconomic disadvantage.Method: A total of 211 children aged eight and nine years fromareas of low socio-economic status wore an accelerometer for oneweek, and completed a questionnaire assessing psychologicalneed satisfaction and well-being. Confirmatory factor analysis andpath analysis were conducted to assess the factor structure of themeasures, and to test for theory predicting significantrelationships between psychological needs, physical activity andwell-being.Results: The factor structure of the instruments was supported, anda significant positive relationship was found between athleticcompetence and physical activity (β = 0.19). Athletic competence(β = 0.19), along with parental relatedness (β = 0.32), positivelypredicted children’s well-being. Physical activity alone did notpredict well-beingConclusions: Practitioners may want to consider components ofSDT, reflective of need-supportive environments, when designingphysical activity interventions. Interventions aimed at supportingchildren’s perceptions of competence, and the involvement ofparents, may offer the opportunity to increase well-being.

AB - Background: Need-supportive environments have been shown tocontribute to children’s physical activity levels, and in a few casesto well-being. Grounded in self-determination theory (SDT), thisstudy aimed to determine the influence of psychological need(competence and social relatedness) satisfaction on physicalactivity levels and well-being in children from areas of social andeconomic disadvantage.Method: A total of 211 children aged eight and nine years fromareas of low socio-economic status wore an accelerometer for oneweek, and completed a questionnaire assessing psychologicalneed satisfaction and well-being. Confirmatory factor analysis andpath analysis were conducted to assess the factor structure of themeasures, and to test for theory predicting significantrelationships between psychological needs, physical activity andwell-being.Results: The factor structure of the instruments was supported, anda significant positive relationship was found between athleticcompetence and physical activity (β = 0.19). Athletic competence(β = 0.19), along with parental relatedness (β = 0.32), positivelypredicted children’s well-being. Physical activity alone did notpredict well-beingConclusions: Practitioners may want to consider components ofSDT, reflective of need-supportive environments, when designingphysical activity interventions. Interventions aimed at supportingchildren’s perceptions of competence, and the involvement ofparents, may offer the opportunity to increase well-being.

KW - Physical Activity

KW - well-being

U2 - 10.1080/13575279.2017.1299108

DO - 10.1080/13575279.2017.1299108

M3 - Article

VL - 3

JO - Child Care in Practice

T2 - Child Care in Practice

JF - Child Care in Practice

SN - 1357-5279

ER -