Received and Perceived Peer Acceptance in Relation to Enjoyment, Social Competence, and Physical Activity in Primary School Physical Education and the Role of Peer-Relatedness Need Satisfaction

Purpose: This study explored associations between actually received and perceived peer acceptance; their role for peer-relatedness need satisfaction; and enjoyment, social competence, and physical activity level during physical education (PE).

Method: Two hundred and twenty-seven children (48% boys, mean age: 11.4 years, ± 0.98) from 13 classes of three Dutch primary schools filled in questionnaires to measure their received and perceived peer acceptance, peer-relatedness need
satisfaction, enjoyment, and self-perceived social competence in PE. Accelerometers assessed moderate to vigorous physical activity levels during PE.

Results: Structural equation models in Mplus showed a medium correlation between received and perceived peer acceptance. Only perceived peer acceptance predicted satisfaction of the peer-relatedness need. Received peer acceptance predicted social competence and moderate to vigorous physical activity, perceived peer acceptance linked to PE enjoyment, and indirectly, via satisfaction of peer relatedness, to social competence.

Conclusion: A PE environment where children are, and, feel, socially accepted seems vital for bringing about positive PE experiences.