Personal and Social Bases of Children's Self-Concepts about Physical Movement

Abstract

This project examined the personal and social bases of children's self-concepts about physical movement. Children completed the Movement Assessment Battery, ASK-KIDS self-concept inventory, personal and social self-categorizations. Participants were girls and boys from 5 to 12 years old. Study 1 (N=242) confirmed that the ASK-KIDS self-concept inventory could be extended to physical movement for younger and older girls and boys. In Study 2 (N=42), self-concepts about movement were not necessarily associated with actual performance and personal self-categorizations about oneself as a 'bookish' or 'sporty' person. In contrast, self-concepts about physical movement were associated with social self-categorizations regarding age and sex. Study 3 (N=70) confirmed the social basis of children's self-concepts about movement. Self-concepts about physical movement were associated with children's sense of belonging and not with a sense of individuality. The findings have implications for the design of programs that motivate children to participate in physical activities.

Individuality, Belonging, and Children's Self Concepts: A Motivational Spiral Model of Self‐Evaluation, Performance, and Participation in Physical Activities

“…ASK‐KIDS model is a good fit to children's responses (ChiSq/df 2.1, TLI .98, NFI .97, RMSEA .04) and conventional analyses show reliable self concepts (alpha ≥ .7). It includes self concepts of physical movement (current and future performance, natural talent, effort, difficulty; see Brake & Bornholt, 2004), personal identity as a sense of individuality (e.g. “Do you consider yourself special?”) and social identity as a sense of belonging (e.g.…”

Assessments Related to the Physical, Affective and Cognitive Domains of Physical Literacy Amongst Children Aged 7–11.9 Years: A Systematic Review

“…Three tools were explicitly labelled as physical literacy assessments (Canadian Assessment of Physical Literacy: CAPL-2 [ 70 – 77 , 80 ]; Physical Literacy Assessment in Youth: PLAYfun [ 59 , 79 , 165 ]; Passport for Life: PFL [ 58 ]). Thirty-two tools assessed elements within the affective domain (Achievement Goal scale for Youth Sports: AGSYS [ 81 ]; ASK-KIDS [ 82 – 84 ]; Attitudes Towards Curriculum Physical Education: ATCPE [ 85 ]; Attitudes Towards Outdoor play scale: ATOP [ 86 ]; Adapted Behavioural Regulation in Exercise Questionnaire: BREQ [ 87 ]; Children’s Attraction to Physical Activity Questionnaire: CAPA [ 88 – 90 ]; Children’s Attitudes Towards Physical Activity: CATPA [ 91 – 93 ]; Commitment to Physical Activity Scale: CPAS [ 94 ]; Children and Youth Physical Self-Perception Profile: CY-PSPP [ 95 , 96 ]; Motivational determinants of elementary school students’ participation in physical activity: DPAPI [ 97 ]; Enjoyment in Physical Education: EnjoyPE [ 98 ]; Food, Health and Choices Questionnaire: FHC-Q [ 99 , 100 ]; Feelings About Physical Movement: FAPM [ 83 ]; Healthy Opportunities for Physical Activity and Nutrition Evaluation: HOP’N [ 101 ]; Lunchtime Enjoyment of Activity and Play Questionnaire: LEAP [ 102 ]; Momentary Assessment of Affect and Physical feeling states: MAAP [ 103 ]; Motivational Orientation in Sport Scale: MOSS [ 104 , 105 ]; Negative Attitudes Towards Physical Activity Scale: NAS [ 106 ]; Physical Activity Beliefs and Motives: PABM [ 107 ]; Physical Activity Enjoyment Scale: PACES [ 108 ]; Physical activity and Healthy Food Efficacy: PAHFE [ 109 ]; Positive Attitudes Towards Physical Activity Scale: PAS [ 106 ]; Physical Activity Self-Efficacy Questionnaire: PASE [ 110 ]; Physical Activity Self-Efficacy Scale: PASES [ 111 , 112 ]; Physical Activity Self-efficacy, Enjoyment, and Social Support Scale [ 113 ]; The Revised Perceived Locus of causality in physical Education: PLOC in PE [ 114 ]; Perceived Motivational Climate in Sport Questionnaire: PMCS [ 115 ]; Response to Challenge Scale: RCS ...…”

“…Demo : If the child asked the assessor to demonstrate the skill/task, place a tick in the “Demo” column. Affective domain AGSYS USA Cumming et al [ 81 ] N = 1675 NR (9–12, NR) Use the 2x2 achievement goal framework to assess goal approach orientations 12 items related to mastery/ego X approach/avoidance goal framework 5-point Likert scale from 1 (not at all true) to 5 (very true) ASK-KIDS Australia Bornholt & Piccolo [ 82 – 84 ] N = 76 43% (4–13.5, 8.1 ± 2.3) Self-concept in relation to physical movement, natural talent, effort, difficulty, personal identity, and social identity Dot-point rating scores 1 (low) to 5 (high) Scores averaged from (1) low to (5) high ATCPE UK Jones [ 85 ] N = 223 NR (9–12, NR) Assess attitudes towards curriculum PE 25 items (13 positive and 12 negative) 5-point Likert scale from strongly disagree (1) to strongly agree (5) ATOP USA Beyer et al [ 86 ] N = 362 49% (9–13, 11) Attitudes towards outdoor play Three scales: Perceived benefit of playing outside 4 items; Extent to which students enjoy unstructured play 3 items; Barriers to outdoor play 5 items “How much do you agree with each statement?” Responses on a 5-point Likert scale from strongly disagree to strongly agree BREQ UK Sebire et al [ 87 ] N = 462 56.9% (7–11; 10.0 ± 0.6) Assess self-determined motivation for PA and PA psychological need satisfaction in children Self-determined motivation for PA: 12 items, 3 per motivation scale (intrinsic, extrinsic, external). PA psychological need satisfaction: autonomy (6 items), competence (6 items), relatedness (6 items) 5-point Likert scale from 1 (not true for me) to 5 (very true for me).…”

Motivational Spiral Models (MSM): common and distinct motivations in context

“…Indicators of physical skills used the Movement Assessment Battery for Children (Henderson and Sugden 1992 ; Schulz et al 2011 ). Eight items in age bands include reversed coded manual dexterity, ball and balance skills (Brake and Bornholt 2002 2004 ; Bornholt and Piccolo 2005 ) as a reliable scale (alpha ≥0.7) from (1) low to (5) high.…”