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Basic Motor Competencies of (Pre)School Children: The Role of Social Integration and Health-Related Quality of Life

Author

Listed:
  • Kathrin Bretz

    (Physical Education Research Group, Zurich University of Teacher Education, 8090 Zurich, Switzerland)

  • Harald Seelig

    (Department of Sport, Exercise and Health, University of Basel, 4052 Basel, Switzerland)

  • Ilaria Ferrari

    (Physical Education Research Group, Zurich University of Teacher Education, 8090 Zurich, Switzerland)

  • Roger Keller

    (Centre for Inclusion and Health in Schools, Zurich University of Teacher Education, 8090 Zurich, Switzerland)

  • Jürgen Kühnis

    (Expert Group Physical Education, Schwyz University of Teacher Education, 6410 Goldau, Switzerland)

  • Simone Storni

    (Didactics of Physical Education, University of Applied Sciences and Arts of Southern Switzerland, 6600 Locarno, Switzerland)

  • Christian Herrmann

    (Physical Education Research Group, Zurich University of Teacher Education, 8090 Zurich, Switzerland)

Abstract

In (pre)school, children acquire and deepen their basic motor competencies (BMCs) and interact with peers and friends. BMCs are a central developmental goal in childhood and the prerequisite for participation in sportive aspects of social life. Both motor competencies and social integration are linked to children’s health-related quality of life (HRQoL). The aim of the present study was to describe the connection between BMCs, social relationships, and aspects of HRQoL in (pre)school children. In this study, the BMCs of N = 1163 preschool children ( M = 5.7 years, SD = 0.57, 52% boys) and N = 880 first and second graders ( M = 7.5 years, SD = 0.58, 51% boys) were tested. The children’s social integration was assessed by the teachers; the HRQoL was recorded from the parents’ perspective. In both preschool and primary school, children with better BMCs also showed higher values in their social integration. Moreover, the results indicated a connection between BMCs and general HRQoL in primary school and BMCs and physical well-being in preschool. As BMCs, social integration, and HRQoL seem to be connected in (pre)school, this should be considered both from developmental and health-oriented perspectives, as well as for physical education (PE) lessons.

Suggested Citation

  • Kathrin Bretz & Harald Seelig & Ilaria Ferrari & Roger Keller & Jürgen Kühnis & Simone Storni & Christian Herrmann, 2022. "Basic Motor Competencies of (Pre)School Children: The Role of Social Integration and Health-Related Quality of Life," IJERPH, MDPI, vol. 19(21), pages 1-14, November.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:21:p:14537-:d:964450
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    References listed on IDEAS

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    1. Luis Rajmil & Michael Herdman & Ulrike Ravens-Sieberer & Michael Erhart & Jordi Alonso, 2014. "Socioeconomic inequalities in mental health and health-related quality of life (HRQOL) in children and adolescents from 11 European countries," International Journal of Public Health, Springer;Swiss School of Public Health (SSPH+), vol. 59(1), pages 95-105, February.
    2. Alice Masini & Davide Gori & Sofia Marini & Marcello Lanari & Susan Scrimaglia & Francesco Esposito & Francesco Campa & Alessia Grigoletto & Andrea Ceciliani & Stefania Toselli & Laura Dallolio, 2021. "The Determinants of Health-Related Quality of Life in a Sample of Primary School Children: A Cross-Sectional Analysis," IJERPH, MDPI, vol. 18(6), pages 1-12, March.
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