Accessing Physical Activity and Health Disparities among Underserved Hispanic Children: The Role of Actual and Perceived Motor Competence

Abstract

Promoting physical activity (PA) and eliminating health disparities among underserved minority children is a public health priority. The main purpose of this study was to examine the relationship of actual motor competence (a set of object control skills) and perceived motor competence with PA participation and health-related quality of life (HRQoL) among underserved Hispanic children who were born in the U.S. Guided by Stodden et al.’s conceptual model, we tested the direct and indirect effects (mediational model) of actual motor competence on health-related outcomes (PA and HRQoL) through perceived motor competence. Participants were 215 underserved Hispanic children (Mage = 10.55 years, SD = 0.53 [age range 10–12]; 51.6% boys), recruited from four elementary schools in the southwestern U.S., who completed validated questionnaires assessing their perceived motor competence, PA, and HRQoL. Their actual motor skills were assessed using PE MetricsTM. After examining the associations among the variables, we tested the hypothesized model using structural equation modeling (SEM; AMOS 25). The hypothesized model indicated a good fit (χ²/df = 38.427/24 = 1.60 < 5; non-normed fit index (NFI) = 0.93; comparative fit index (CFI) = 0.968; root mean square error of approximation (RMSEA) = 0.053 [0.016, 0.083]). The effect of actual motor competence on PA and HRQoL was fully mediated by perceived motor competence. The findings demonstrated the mediating role of perceived motor competence between actual motor competence and health-related outcomes (PA and HRQoL) among underserved Hispanic children. The results highlight that actual motor competence significantly predicted underserved Hispanic children’ perceived motor competence, which in turn positively predicted their PA and HRQoL. These findings have significant practical implications for future intervention strategies of randomized clinical trials in schools aimed at promoting PA and HRQoL and eliminating health disparities among underserved Hispanic children.

Relative Age Effect on Motor Competence in Children Aged 4–5 Years

“…Thus, we must not forget that the development of motor competence in boys and girls is one of the objectives of PE [22,23], and the development of motor competence is considered a critical element within a quality PE class since it provides an inclusive, qualified and meaningful opportunity for all children [24]. For these reasons, motor competence has become one of the most important contents to work on in compulsory schooling [25,26], as included in the study plans designed by educational administrations [23], because the development of each child is of special importance to them since motor skills are essential for their integral development [27,28].…”

Does Perceived Competence Mediate between Ball Skills and Children’s Physical Activity and Enjoyment?

“…Perceived competence has also been linked to increased self-worth and motivation to engage in PA [ 16 , 17 ]. Perceived competence is defined as an individual’s beliefs or predictions toward their capabilities and abilities, which is an essential determinant of achievement-related behaviors and actions [ 18 ].…”

Assessing Elementary School Students’ Manipulative Skill Competency in China

“…Recently, researchers have used the PE Metrics Assessment Rubrics to assess elementary school students’ motor skills competency in locomotor and manipulative skills [ 18 , 19 , 20 , 21 , 22 , 23 ]. For example, Chen et al used the PE Metric Assessment Rubrics to assess 1223–1588 of K-1 students’ motor skill competency in running skill, hand dribbling skill, weight transferring, and underhand catching skill [ 22 ], and 565 of 4th-grade students’ manipulative skill competency in soccer skills, overhand throwing skill, striking skill with a paddle, and basketball skills [ 21 ].…”

“…In another study by Chen et al [ 18 ], 2723 of fourth- and fifth-grade students were assessed in terms of their soccer skills, 3420 of fourth- and fifth-grade students were assessed in terms of their baseball overhand throwing, and 2709 of fourth- and fifth-grade students were assessed in terms of their tennis striking skill with the PE Metrics Assessment Rubrics. Similarly, Zhang et al [ 23 ] used the PE Metric assessment rubrics to assess 215 underserved Hispanic fourth- and fifth- grade students’ motor skill competency in basketball, striking, and overhand throwing. Furthermore, Chen et al [ 19 ] indicated that the PE Metrics Assessment Rubrics are feasible tools for PE teachers to assess levels of students’ motor skill competency during a regular PE lesson.…”