Project R-16657

From Movement to Mind: Differentiation, Self-Esteem, and Mental Well-being in Children (Research)

Children's self-esteem and emotional well-being form the bedrock of later mental health and social functioning. Between the ages of 6 and 10, children undergo critical developmental changes, particularly in how they internalize physical and motor skills into their self-concept. Despite this, research investigating the relationship between movement-related experiences and self-esteem in this age group is still limited. The overarching aim of this project is to investigate how movement-related experiences contribute to children's motor skills, self-esteem and mental well-being, how to optimize these during physical education, and to explore their therapeutic potential in children with internalizing difficulties. First, large-scale surveys of teachers and parents are used to map current differentiation practices and identify the barriers hindering their effective use in physical education. Second, Ecological Momentary Assessment (EMA) is employed to understand how specific moments of success or failure during physical activity affect a child's self-esteem. Finally, the project evaluates a school-based physical education intervention alongside a specialized program for children presenting with internalizing symptoms. By combining surveys, qualitative research, experimental interventions, and EMA, this project provides a comprehensive and innovative approach to understanding and optimizing the role of movement in children's psychological development.

01 May 2026 - 30 April 2030