Abstract

Background/Objectives: Physical activity in primary school is increasingly recognized not only for developing skill-related fitness, but also for promoting well-being, motivation, and awareness of individual abilities. However, studies integrating quantitative performance data with qualitative perceptual data in school settings remain limited. This study aimed to explore the associations between objectively measured motor competence and students’ perceptions of enjoyment, motivation, and perceived competence during primary school physical education. Methods: This observational pilot study involved 17 students (mean age: 10.6 ± 0.5 years). The quantitative assessment included the Yo-Yo Test for intermittent endurance and the Sargent Test for lower-limb explosive strength, along with anthropometric measurements (mean height: 1.44 ± 0.09 m; mean weight: 39.9 ± 6.3 kg). A dichotomous (yes/no) questionnaire assessed enjoyment, motivation, perceived competence, and interest in physical activity. Data were analyzed using descriptive statistics, the Shapiro–Wilk test, Pearson’s correlation, and the Chi-square test. Results: Significant correlations emerged between height and body weight (r = 0.667; p = 0.003) and between body weight and Sargent Test performance (r = 0.544; p = 0.024). Biological sex was also significantly correlated with body weight (r = −0.562; p = 0.019). The Chi-square analysis showed significant associations between motivation and positive perception of physical activity (p < 0.05), particularly regarding sports participation and peer-related engagement. Conclusions: Despite differences in motor performance, students’ perceptions of physical activity were generally positive. Anthropometric characteristics influenced performance, while motivational and social factors were strongly associated with participation. Integrating performance and perceptual data provides a more comprehensive understanding of psychophysical development during school age.

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