A longitudinal analysis of reciprocal relationships between actual and perceived motor competencies and physical self-concept in primary-school age children

Strotmeyer, Anne; Herrmann, Christian; Kehne, Miriam

doi:10.1016/j.psychsport.2022.102269

Cited by 7 publications

(5 citation statements)

References 47 publications

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“…These correlations indicate that the children's assessed PMC are related to the relevant criterion of children's AMC. The correlation between AMC and PMC was higher than in the study by Strotmeyer et al (2022) ("object movement": r = 0.45, p < 0.01; "self-movement": r = 37, p < 0.01) and similar to the study by Herrmann and Seelig (2017b) ("object movement: r = 0.70, p < 0.001; "self-movement": r = 0.76, p < 0.001). The high correlation between the constructs could possibly be due to the high alignment between the AMC and PMC instruments.…”

Section: Discussioncontrasting

confidence: 74%

“…It is therefore assumed that the two-factor model is the better solution. Thus, it can be seen, that both the MOBAK and SEMOK instruments consistently show this two-factor structure with the factors “object movement” and “self-movement” (Herrmann et al, 2015 ; Herrmann and Seelig, 2017a , b , c ; Strotmeyer et al, 2022 ).…”

Section: Discussionmentioning

confidence: 86%

“…Model 1a: Due to the two-factorial structure of the MOBAK instrument (Herrmann et al, 2015 ) as well as the previous SEMOK-5-6 instruments (Herrmann and Seelig, 2017b ; Strotmeyer et al, 2022 ), it was assumed that the developed SEMOK-1-2 instrument would also have a two-factorial structure. Therefore, the factor structure of the SEMOK instrument was tested by calculating a two-factorial CFA with the factors “PMC object movement” (PMC throwing, PMC catching, PMC bouncing, PMC dribbling) and “PMC self-movement” (PMC balancing, PMC rolling, PMC jumping, PMC running).…”

Section: Methodsmentioning

confidence: 99%

“…The MOBAK instruments for the assessment of AMC (Herrmann and Seelig, 2017a ; Herrmann, 2018 ), have been used in numerous studies and are a widely accepted instrument for assessing AMC (Strotmeyer et al, 2020 ; Herrmann et al, 2021 ; Wälti et al, 2022 ; Carcamo-Oyarzun et al, 2023 ). To assess PMC, aligned instruments for the fifth and sixth grade were developed (Herrmann and Seelig, 2017b ) and adapted for the third and fourth grade (Strotmeyer et al, 2022 ). With the development of the SEMOK-1-2 instrument, the assessment of PMC in younger children can also be assessed.…”

Section: Assessment Of Pmc In Childrenmentioning

confidence: 99%

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Development and validation of a test instrument for the assessment of perceived basic motor competencies in first and second graders: the SEMOK-1-2 instrument

Bretz,

Strotmeyer,

Seelig

et al. 2024

Front. Psychol.

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Both actual motor competencies (AMC) and perceived motor competencies (PMC) play an important role in motor development research and children's physical and psychological development. PMC refer to children's perceptions of their motor competencies. To assess the PMC of first and second grade children (aged 6–9 years), the SEMOK-1-2 instrument was developed. The instrument is aligned to the validated MOBAK-1-2 instrument which assesses AMC in the competence areas “object movement” and “self-movement” Accounting for possible reading difficulties in younger children, the motor tasks and answer options were illustrated and explained verbally. The purpose of this study was to test and validate the SEMOK-1-2 instrument and investigate the associations between the constructs AMC, PMC and physical activity (PA), whereby PA was measured by the participation in team and individual sports. Data from N = 404 pupils in the German-speaking part of Switzerland from first and second grades (M = 7.8 years, SD = 0.69, 49% boys) were analyzed. Confirmatory factor analyses were conducted to test the factorial validity of the SEMOK-1-2 instrument. Structural equation models were used to investigate the association between the constructs. The analyses confirmed a two-factor structure with the factors PMC “object movement” and PMC “self-movement”, corresponding to the factors existing in the MOBAK-1-2 instrument. Latent correlations between AMC factors and the corresponding PMC factors were r = 0.79 for “object movement” and r = 0.76 for “self-movement”. Associations with external criteria and covariates, such as sex, were associated with both AMC and PMC. Analyses also revealed that children who participated more often in individual and team sports showed higher levels in both AMC and PMC. The confirmation of the two-factorial structure of the SEMOK-1-2 instrument and the associations between AMC and PMC as well as external criteria indicate construct and criterion validity. The SEMOK-1-2 instrument can be economically utilized for assessing PMC and is also suitable for the monitoring of PMC in the context of Physical Education.

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Section: Discussioncontrasting

confidence: 74%

Section: Discussionmentioning

confidence: 86%

Section: Methodsmentioning

confidence: 99%

Section: Assessment Of Pmc In Childrenmentioning

confidence: 99%

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Development and validation of a test instrument for the assessment of perceived basic motor competencies in first and second graders: the SEMOK-1-2 instrument

Bretz,

Strotmeyer,

Seelig

et al. 2024

Front. Psychol.

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“…This is influenced by several factors such as providing stimulation, location, economy, learning style, constraints of parents who provide opportunities for children to explore their skills [5], [6] To help develop children's motor skills, there are problems in children who do not get stimulation from the teacher. Children aged <10 years are still classified as having low locomotor mastery [7] 6-13% of elementary school age children have poor motor skills [8] children with good motor skills are seen when children carry out the instructions given and get more stimulus good [9] It is important for young people to develop a physically active lifestyle, basic movement skills are needed [10], [11]. Kid's athletics is a type of competition-based physical activity specifically designed for children Volume 10; Issue: 8; August 2023 [12].…”

Section: Introductionmentioning

confidence: 99%

Improving Fundamental Locomotor Skills of Elementary School Students in Padang City Through the Kids Athletics Model

Zakia,

Barlian,

2023

Int J Res Rev

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The problem in this study is the low level of basic movement of students, especially in basic locomotor movements. The purpose of this research is to improve the basic movement of elementary school students through the kid’s athletics model. This research is development research with a model design adapted to the ADDIE development model. The steps taken are analysis, design, development, implementation and evaluation. Elementary school students in the city of Padang who are 9-10 years old, as well as the validators are four experts, namely two experts on evaluation and sports measurement tests, two experts on curriculum and materials. The results of the development of this kid’s athletics model, obtained a validation value according to experts an average of 95.9% so that the learning model can be said to be feasible. Then the reliability level was up to 0.989 in the small group trial and 0.996 in the large group trial, so that the learning model was said to be reliable for improving the basic movements of the kid’s athletics model. From the results of validation by experts, the practicality value obtained was a percentage of 96.7%. Then the value of its effectiveness, then obtained a percentage of 92.9%. Thus, it can be concluded that the kids’ athletics learning model is well used as a learning model to improve basic movements, especially basic locomotor movements for elementary school students. Keywords: Fundamental locomotor skills, athletics model, elementary school

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Motorische Grundausbildung – ein Praxisbeispiel aus dem Bewegungs-, Spiel-, und Sportlabor (besslab)

Strotmeyer,

Satzinger

2024

Bildung Und Sport

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A longitudinal analysis of reciprocal relationships between actual and perceived motor competencies and physical self-concept in primary-school age children

Cited by 7 publications

References 47 publications

Development and validation of a test instrument for the assessment of perceived basic motor competencies in first and second graders: the SEMOK-1-2 instrument

Development and validation of a test instrument for the assessment of perceived basic motor competencies in first and second graders: the SEMOK-1-2 instrument

Improving Fundamental Locomotor Skills of Elementary School Students in Padang City Through the Kids Athletics Model

Motorische Grundausbildung – ein Praxisbeispiel aus dem Bewegungs-, Spiel-, und Sportlabor (besslab)

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