Motor competence, physical activity, and perceived motor competence: A relational systems approach

Feitoza, Anderson Henry Pereira; Santos, Ariane Brito Diniz; Barnett, Lisa M.; Cattuzzo, Maria Teresa

doi:10.1080/02640414.2022.2158268

Cited by 4 publications

(10 citation statements)

References 82 publications

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“…The physical self-concept, based on the model by Stodden et al (2008), was mostly considered to be a mediator of the effect between physical activity and motor competencies . This mediation effect was confirmed in some studies (e.g., Barnett et al, 2008Barnett et al, , 2011Chan et al, 2019;Feitoza et al, 2022;Fu & Burns, 2018;Jaakkola et al, 2019;Jekauc et al, 2017), in others partially (e.g., Capio & Eguia, 2021;Emadirad et al, 2021;Kohaverdi et al, 2016) or not at all (e.g., Barnett et al, 2015;Crane et al, 2015;De Meester et al, 2018;Hall et al, 2019;Slykerman et al, 2016). However, in a more recent meta-analysis by Barnett et al (2022), in which longitudinal studies have been examined since 2015, these effects could not be confirmed.…”

Section: Relationships Between Motor Competencies Physical Activity A...mentioning

confidence: 94%

“…Motor competencies are a prerequisite for physical activity and fundamental to participation in sports (Wälti et al, 2022). They are related to physical activity (Feitoza et al, 2022) and various health aspects such as well‐being, weight and fitness (de Meester et al, 2020). Motor competencies are therefore an essential health resource (Dreiskämper et al, 2020) and are the basis for an active and healthy lifestyle (Strotmeyer et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Reciprocal relationships between motor competencies and perceived motor competencies were demonstrated in a meta‐analysis (De Meester et al, 2020) as well as between physical activity and perceived motor competencies in children, adolescents and adults (Babic et al, 2014). Regarding the mediation effect of perceived motor competencies on the relationship between motor competencies and physical activity, the results are mixed (Feitoza et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

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Correlations between motor competencies, physical activity and self‐concept in children with intellectual disabilities in inclusive education

Schluchter

Nagel

Valkanover

et al. 2023

Research Intellect Disabil

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BackgroundReciprocal relationships exist between motor competencies, physical activity and self‐concept.AimsUsing a structural equation model, this study examined whether these relationships also appear in children with intellectual disabilities, how they can be validly measured, and if there are differences between children with and without intellectual disabilities.Materials & MethodsData from a cross‐sectional research project involving 121 children with intellectual disabilities and 1721 without intellectual disabilities were analysed.ResultsThe results demonstrate that reciprocal relationships also apply to children with intellectual disabilities and can be elucidated if inverse items are omitted.DiscussionChildren with intellectual disabilities have less developed motor competencies and are less physically active but have a higher general self‐concept compared to children without intellectual disabilities. The sport‐related ability self‐concept of both groups is comparable.ConclusionsThe results are broadly consistent with extant research and illustrate that the development of motor competencies, physical activity and self‐concept in children with intellectual disabilities must be encouraged.

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Section: Relationships Between Motor Competencies Physical Activity A...mentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Correlations between motor competencies, physical activity and self‐concept in children with intellectual disabilities in inclusive education

Schluchter

Nagel

Valkanover

et al. 2023

Research Intellect Disabil

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“…The conceptual model propounded by Stodden et al [6] provides a theoretical underpinning for the relationship between motor competence (MC), understood as an individual's abilities and capacities in a wide range of fundamental motor skills (FMS), and PA; this model has been corroborated by a wide range of studies on children and adolescents [1,[7][8][9][10]. In their model, Stodden et al [6] hypothesized that perceived motor competence (PMC), which is the view an individual has of their MC [11], should appear as an important mediator between MC and PA.…”

Section: Introductionmentioning

confidence: 97%

“…In their model, Stodden et al [6] hypothesized that perceived motor competence (PMC), which is the view an individual has of their MC [11], should appear as an important mediator between MC and PA. Indeed, as a psychosocial factor of motivation, PMC is considered an important predictor of the acquisition of motor abilities [12], as well as of PA [7][8][9]13,14]. However, few studies have analysed the model's predictive value regarding the three variables proposed by Stodden et al [6]: PMC, MC, and PA. Izaskun et al [8] found a significant correlation between PMC and MC, on the one hand, and between PMC and PA, on the other; moreover, by applying mediation analysis, they confirmed the mediating role played by PMC in the relationship between MC and PA. Barnett et al [15] found that, in adolescence, regular schedule periods devoted to moderateto-vigorous physical activity are positively associated with former object control proficiency in childhood.…”

Section: Introductionmentioning

confidence: 99%

The Mediating Role Played by Perceived Motor Competence in the Relationship between Motor Competence and Physical Activity in Spanish Adolescents

Royo,

Latorre-Peña,

Denoni

et al. 2023

Sustainability

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The promotion of regular physical activity (PA) is becoming one of the main tools applied in developed countries to address health and obesity problems, particularly in view of the proven benefits of PA on a physical, psychological, and social level. Indeed, childhood and adolescence are crucial periods for an active lifestyle can be established, with the prospect of prolonging it in adulthood. The conceptual model propounded by Stodden provides a theoretical underpinning for the relationship between motor competence (MC) and PA. This study’s objective was to explore the predictive value of motor competence (MC) regarding physical activity (PA), along with the mediating role played by self-perceived motor competence (SPMC) and comparatively perceived motor competence (CPMC), with the purpose of confirming the theoretical model propounded by Stodden, as well as the relationships among variables in our own conceptual model. To this end, we tested a random sample of 925 adolescents (53.6% males; 46.3% females, age 13.75 years, SD = 1.28). Participants completed the Multidimensional Sportcomp Battery to evaluate MC and the Achievement Motivation in Physical Education test (AMPET4) to evaluate their perception of their competence; moreover, to evaluate PA, we used three indicators from the WHO Health Behaviour in Schoolchildren survey in the Spanish version. Our final theoretical model explains 19.9% of the variance of sport practice in boys and 24.2% in girls; moreover, it ascribes an important role to self-perceived motor competence (SPMC) and to comparatively perceived motor competence (CPMC) as mediating variables in the relationship between MC and PA in both sexes. Notably, we found a direct relationship between motor coordination/control tests and PA. Overall, this study underscores the degree to which adolescents’ perceived motor competence affects their actual motor competence.

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The Relationship Between Actual Motor Competence and Physical Activity in Children: Mediating Roles of Perceived Motor Competence and Physical Activity Enjoyment

Cimen,

Tuncel,

Tuncel

2024

Journal of Motor Learning and Development

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This study’s objective was to examine whether the relationship between actual motor competence and physical activity (PA) in children is mediated by perceived motor competence (PMC) and physical activity enjoyment. The participants consisted of a total of 167 students (male = 92, female = 75) in 10 different schools in the fourth grade of primary schools in the central district of Isparta Province, Turkey, during the 2020–2021 academic year. Multiple parallel mediation analysis was used to examine the mediation role in the analysis of the data, and regression analysis based on the bootstrapping method was performed. As a result of the research, it was seen that PMC had a full mediating role between actual motor competence and PA (b = 0.003, 95% confidence interval [0.002, 0.094]). On the other hand, it was determined that PA enjoyment did not have a mediating role in this relationship (b = 0.001, 95% confidence interval [−0.002, 0.005]). The total indirect effect was not significant (b = 0.005, 95% confidence interval [−0.000, 0.012]). The multiple mediation analysis showed that PMC accounted for 23.2% of the total effect of actual motor competence on PA. In conclusion, the findings show that PMC is an important variable in participation in PA. Therefore, PMC should be considered a key outcome in physical education.

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Motor competence, physical activity, and perceived motor competence: A relational systems approach

Cited by 4 publications

References 82 publications

Correlations between motor competencies, physical activity and self‐concept in children with intellectual disabilities in inclusive education

Correlations between motor competencies, physical activity and self‐concept in children with intellectual disabilities in inclusive education

The Mediating Role Played by Perceived Motor Competence in the Relationship between Motor Competence and Physical Activity in Spanish Adolescents

The Relationship Between Actual Motor Competence and Physical Activity in Children: Mediating Roles of Perceived Motor Competence and Physical Activity Enjoyment

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