The purpose of this study was to investigate whether perceived motor competence and components of health-related physical fitness mediated the relationship between actual motor competence and physical activity in 8- to 9-year-old Iranian girls. A convenience sample of 352 girls (mean age = 8.7, SD = 0.3 years) participated in the study. Actual motor competence, perceived motor competence and children's physical activity were assessed using the Test of Gross Motor Development-2, the physical ability sub-scale of Marsh's Self-Description Questionnaire and Physical Activity Questionnaire for Older Children, respectively. Body mass index, the 600 yard run/walk, curl-ups, push-ups, and back-saver sit and reach tests assessed health-related physical fitness. Preacher & Hayes (2004) bootstrap method was used to assess the potential mediating effects of fitness and perceived competence on the direct relationship between actual motor competence and physical activity. Regression analyses revealed that aerobic fitness (b = .28, 95% CI = [.21, .39]), as the only fitness measure, and perceived competence (b = .16, 95% CI = [.12, .32]) were measures that mediated the relationship between actual motor competence and physical activity with the models. Development of strategies targeting motor skill acquisition, children's self-perceptions of competence and cardiorespiratory fitness should be targeted to promote girls' moderate-to-vigorous physical activity.
The Test of Gross Motor Development–3rd Edition (TGMD-3) is an instrument for measuring gross motor development in children with and without a disability. This study aims to evaluate the psychometric properties of the Persian version of the TGMD-3 in 3- to 10-year-old Iranian children. The TGMD-3 was administered to 1,600 children (M age = 6.56 ± 2.29 years; 50% boys). The content validity of the TGMD-3 was established by five experts while its reliability was assessed through calculating internal consistency, test–retest, intra-rater, and inter-rater reliability coefficients. All reliability indices were excellent (>.82). The two-factor model was validated using confirmatory factor analysis. Adequate fit indices were found for the two-factor model (χ2 (64) = 389.02, p < .05, root mean square error of approximation (RMSEA) = .056, goodnesss of fit index (GFI) = .96, adjusted goodness of fit index (AGFI) = .94, normed fit index (NFI) = .96, non-normed fit index (NNFI) = .96, comparative fit index (CFI) = .96, incremental fit index (IFI) = .96, standardized root mean square residual (SRMR) = .03). An alternative one-factor model was also tested. Adequate fit indices in a one-factor model were found (χ2 (65) = 615.88, p = .0001, RMSEA = .07, GFI = .94, AGFI = .92, NFI = .98, NNFI = .98, CFI = .98, IFI = .98, SRMR = .03). The psychometric properties of the Persian version of TGMD-3 in Iranian children were supported and users can confidently use this test to evaluate gross motor development in Iranian children.
The present investigation studied the effect of focus of attention and type of practice on self-efficacy and learning during a demonstration of the dart-throwing skill. 48 university students (M = 22.5 yr., SD = 3.6) without any experience of dart throwing were divided into four groups according to the type of practice (physical and observational) and focus of attention (internal and external) and practiced a dart-throwing task. Self-efficacy in dart throwing was measured at the pre-test, acquisition, and transfer phases. The internal-focus group concentrated on their limb function, whereas the external-focus group concentrated on the darts and the target during the demonstration. Observational groups only watched during the acquisition phase, then performed the task in the retention and transfer phases. There was a main effect of focus of attention in the retention and transfer phases after controlling self-efficacy, with external focus groups showing higher performance than internal focus groups. External focus of attention could facilitate the acquisition of a motor skill during observation and may build and/or be supported by self-efficacy.
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