Perceived sports competence mediates the relationship between childhood motor skill proficiency and adolescent physical activity and fitness: a longitudinal assessment

Barnett, Lisa M.; Morgan, Philip J.; Beurden, Eric van; Beard, John

doi:10.1186/1479-5868-5-40

Cited by 349 publications

(368 citation statements)

References 59 publications

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“…The SPPC is a highly reliable (internal consistency reliability of 0.71 ≤ r ≤ 0.91 for the different subscales) and valid instrument to assess different dimensions of self-perception among third-till eighth-grade pupils (aged 8-13 years, Harter, 2012). Similar to previous studies (e.g., Barnett et al, 2008;Weiss & Amorose, 2005) the athletic competence subscale (6 items; = 0.71) was used to assess children's perceptions of their athletic ability and their ability to learn sports skills while the global self-worth scale (6 items; = 0.80) was used to measure children's general perceptions of their self. Answering categories for all 12 items consist of a four-choice structured alternative format.…”

Section: Self-perceptionmentioning

confidence: 99%

“…Such an approach describes the associations between these variables (Magnusson, 1988) and thus provides an overall picture of the average relationship between actual and perceived motor competence (e.g., Barnett, Morgan, van Beurden, & Beard, 2008;Khodaverdi, Bahram, Khalaji, & Kazemnejad, 2013). However, a variable-centred approach does not indicate whether, and to what extent, some children have divergent levels of actual and perceived motor competence.…”

Section: Introductionmentioning

confidence: 99%

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Configurations of actual and perceived motor competence among children: Associations with motivation for sports and global self-worth

Bardid

Meester

Tallir

et al. 2016

Human Movement Science

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This version is available at https://strathprints.strath.ac.uk/58172/ Strathprints is designed to allow users to access the research output of the University of Strathclyde. Unless otherwise explicitly stated on the manuscript, Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Please check the manuscript for details of any other licences that may have been applied. You may not engage in further distribution of the material for any profitmaking activities or any commercial gain. You may freely distribute both the url (https://strathprints.strath.ac.uk/) and the content of this paper for research or private study, educational, or not-for-profit purposes without prior permission or charge.Any correspondence concerning this service should be sent to the AbstractThe present study used a person-centred approach to examine whether different profiles based on actual and perceived motor competence exist in elementary school children. Multilevel regression analyses were conducted to explore how children with different motor competence-based profiles might differ in their autonomous motivation for sports and global self-worth. Validated questionnaires were administered to 161 children (40% boys; age = 8.82 ± 0.66 years) to assess their perceived motor competence, global self-worth, and motivation for sports. Actual motor competence was measured with the Körperkoordinationstest für Kinder. Cluster analyses identified four motor competence-based profiles: two groups were characterized by corresponding levels of actual and perceived motor competence (i.e., low-low and high-high) and two groups were characterized by divergent levels of actual and perceived motor competence (i.e., high-low and low-high). Children in the low-low and high-low group displayed significantly lower levels of autonomous motivation for sports and lower levels of global self-worth than children in the lowhigh and high-high group. These findings emphasize that fostering children's perceived motor competence might be crucial to improve their motivation for sports and their global self-worth.Teachers and instructors involved in physical education and youth sports should thus focus on both actual and perceived motor competence.

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Section: Self-perceptionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Configurations of actual and perceived motor competence among children: Associations with motivation for sports and global self-worth

Bardid

Meester

Tallir

et al. 2016

Human Movement Science

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“…In the initial phases of motor development, children's MC involves the mastery of fundamental motor skills that are the foundations for the mastery of specialized motor skills. It has been reported that physical activity, 3,4 cardiorespiratory fitness, 5,6 physical fitness, 7 and perceived physical competence, 8,9 have positive effects and associations with MC, as well as an inverse association with weight status 10 in children and adolescents. This has provided emerging evidence to the theoretical model proposed by Stodden and colleagues.…”

Section: Introductionmentioning

confidence: 99%

Development and validation of a model of motor competence in children and adolescents

Luz

Rodrigues

Almeida

et al. 2016

Journal of Science and Medicine in Sport

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a b s t r a c tObjectives: This study was aimed at developing a quantitative model to evaluate motor competence (MC) in children and adolescents, to be applicable in research, education, and clinical contexts. Design: Cross-sectional. Methods: A total of 584 children (boys n = 300) with ages between 6 and 14 years were assessed using nine well known quantitative motor tasks, divided into three major components (stability, locomotor and manipulative). Structural equation modelling through EQS 6.1 was used to find the best model for representing the structural and measurement validity of MC. Results: The final MC model was composed by three latent factors closely related with each other. Each factor was best represented by two of the initial three motor tasks chosen. The model was shown to give a very good overall fit ( 2 = 12.04, p = .061; NFI = .982; CFI = .991; RMSEA = .059). Conclusions: MC can be parsimoniously represented by six quantitative motor tasks, grouped into three interrelated factors. The developed model was shown to be robust when applied to different samples, demonstrating a good structural and measurement reliability. The use of a quantitative protocol with few, simple to administer and well known, motor tasks, is an important advantage of this model, since it can be used in several contexts with different objectives. We find it especially beneficial for physical educations teachers who have to regularly assess their students.

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“…As has been pointed out by White (1959), who was the first to introduce the concept of competence into psychology, since competence is one of the fundamental elements of intrinsic motivation, we can now acknowledge the fact that sports competence is negatively correlated to stress intensity. Barnett et al (2008) also argued that developing a high perceived sports competence through object control in childhood is important for both boys and girls in determining adolescent physical activity participation and fitness. Thus, it can be inferred that sports competence is also related to a child's growth.…”

Section: Discussionmentioning

confidence: 99%

Physical Education and the Degree of Stress

Ishii

Osaka²

2010

Journal of Human Kinetics

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Perceived sports competence mediates the relationship between childhood motor skill proficiency and adolescent physical activity and fitness: a longitudinal assessment

Abstract: Background: The purpose of this paper was to investigate whether perceived sports competence mediates the relationship between childhood motor skill proficiency and subsequent adolescent physical activity and fitness.

Cited by 349 publications

References 59 publications

Configurations of actual and perceived motor competence among children: Associations with motivation for sports and global self-worth

Configurations of actual and perceived motor competence among children: Associations with motivation for sports and global self-worth

Development and validation of a model of motor competence in children and adolescents

Physical Education and the Degree of Stress

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