Physical Competence and Peer Relations in 2nd-Graders: Qualitative Case Studies from Recess Play

Abstract

This study considered the impact of physical competence on the peer relations of eight 2nd-grade children with high or low motor skills. Primary data consisted of documented observations of their play behaviors during recess. Secondary data were collected through semi-structured interviews with the subjects, their classmates, and their teachers. Grounded theory procedures, as described by Strauss and Corbin (1990), were used in data analysis. The play behaviors, uses of physical competence, social standing and interactions with others of the subjects with high physical competence (HPC) and those with low physical competence (LPC) were compared. Results indicated that each subject's level of motor competence had social as well as physical consequences. Because their physical skills enabled them to engage in more diverse forms of play, HPC subjects appeared to have more opportunities to develop social knowledge than did subjects with LPC. A theoretical model illustrates the means through which physical competence impacts children's peer relations. Implications and directions for further research are discussed.