@misc{10481/90965,
year = {2023},
month = {12},
url = {https://hdl.handle.net/10481/90965},
abstract = {The aim of this study was to examine whether motivation, support, basic-needs
satisfaction, and social skills in physical education lessons differed among Chinese
secondary students from rural areas depending on their sociodemographic
profiles. Two hundred and seven students enrolled in a camp organized by a
non-profit organization in Chengdu province (15.8 ± 0.8 years, 74% female and
26% male) completed validated Chinese versions of the pertinent questionnaires.
Appropriate social skills were perceived higher by women that by men (z = 2.2;
p = 0.014; r = 0.16). Inappropriate social skills (z = 2.9; p = 0.021; r = 0.22) were
perceived higher among those students with lower annual home income (50,000
yuan or less). Perceived autonomy support (z = 2.9; p = 0.002; r = 0.20), basicneeds
satisfaction (z = 2.9; p = 0.002; r = 0.20), and physical-education motivation
(z = 4.2; p < 0.001; r = 0.30) were higher among students who practiced physical
activity or sport outside school. Students who practiced during their physicaleducation
team-sports lessons reported higher motivation for physical education
(z = 2.9; p = 0.002; r = 0.20) than those who practiced individual sports. The
findings from this study are relevant to practitioners who work with students from
these underprivileged rural areas.},
organization = {“SEED fund” from the Universidad Politécnica de Madrid (VSEMILLA22GLS)},
publisher = {Frontiers Media},
keywords = {Physical education},
keywords = {Physical activity engagement},
keywords = {Sport},
title = {How young people’s perceptions of their physical education lessons and social skills varied in terms of sociodemographic features. The case of a rural area of China},
doi = {10.3389/feduc.2023.1265793},
author = {Primo, Laura and González Hernández, Juan and Yang, Yin and López de Subijana, Cristina},
}