Self-efficacy and enjoyment of physical activity in children: factorial validity of two pictorial scales

Morano, Milena; Bortoli, Laura; Ruiz, Montse C.; Vitali, Francesca; Robazza, Claudio

doi:10.7717/peerj.7402

Cited by 15 publications

(19 citation statements)

References 41 publications

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“…As noted, the results of this systematic review suggest that classroom-based PA may have a positive effect on primary school-aged children's self-efficacy in learning with video exercises, QoL, self-confidence, and enjoyment of PA. These findings are promising, given previous studies have recognized self-efficacy and self-confidence in PA as being significantly correlated to lifelong engagement in PA. 49,54,55 However, further research is required to confirm these preliminary findings, given the limited amount of research currently available.…”

Section: Discussionmentioning

confidence: 99%

Understanding the Benefits of Brief Classroom‐Based Physical Activity Interventions on Primary School‐Aged Children's Enjoyment and Subjective Wellbeing: A Systematic Review

Papadopoulos

Mantilla

Bussey

et al. 2022

Journal of School Health

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BACKGROUND: Engaging in classroom-based physical activity (PA) breaks may help increase children's subjective wellbeing and enjoyment of PA, important precursors for children to remain engaged in PA. We conducted a systematic review to investigate the effect of brief classroom-based PA interventions on primary school children's subjective wellbeing and enjoyment of PA. METHODS: Databases were reviewed between the earliest date of records and April 2020. Eligibility criteria included peer-reviewed empirical quantitative or mixed methods studies reporting enjoyment of PA or wellbeing outcomes of participating in a brief classroom-based PA program. Fifteen papers were included. Interventions supported 7022 child participants enrolled at baseline and 6286 children analyzed in interventions across 148 schools. RESULTS:Thirteen studies examined the effect of brief classroom-based PA interventions on subjective wellbeing. Four found a significant positive effect for children in the intervention group (specifically for children's self-efficacy in learning with video exercises, quality of life, and self-confidence). Eight studies examined the effect of brief classroom-based PA interventions on enjoyment of PA. Five studies reported a positive effect for children in the intervention group and only 1 study found a negative effect for 1 grade level of children in the intervention group. The remaining studies with wellbeing and/or enjoyment outcomes reported no significant effect. CONCLUSIONS:Findings from these studies indicate that the integration of brief PA breaks may support PA enjoyment and specific self-beliefs and quality of life perceptions that contribute to children's subjective wellbeing. However, more research is needed to confirm this effect.

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Section: Discussionmentioning

confidence: 99%

Understanding the Benefits of Brief Classroom‐Based Physical Activity Interventions on Primary School‐Aged Children's Enjoyment and Subjective Wellbeing: A Systematic Review

Papadopoulos

Mantilla

Bussey

et al. 2022

Journal of School Health

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“…At the time of the assessment the participants did not suffer from visible diseases, were able to take part in school physical activities, and did not have diagnosed physical or cognitive impairments (the latter information was certified by the teachers). The assessment was part of a larger project named "Increase in physical activity in I and II classes of Primary School", which aimed to prevent obesity and promote healthy lifestyles in children through physical activity conducted by expert physical education teachers during customary lessons (see [26]).…”

Section: Participantsmentioning

confidence: 99%

Actual and perceived motor competence: Are children accurate in their perceptions?

et al. 2020

Self Cite

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The aims of this study were (1) to investigate whether 6−7-year-old children are accurate in perceiving their actual movement competence, and (2) to examine possible age-and gender-related differences. A total of 603 children (301 girls and 302 boys, aged 6 to 7 years) were assessed on the execution accuracy of six locomotor skills and six object control skills using the Test of Gross Motor Development (TGMD-2). The perceived competence of the same skills, plus six active play activities, was also gauged through the Pictorial Scale of Perceived Movement Skill Competence (PMSC-2). The factorial validity of the TGMD-2 and PMSC-2 scales was preliminarily ascertained using a Bayesian structural equation modeling approach. The relationships between the latent factors of the two instruments were then assessed. Gender and age differences were also examined. The factorial validity of the TGMD-2 and the PMSC-2 was confirmed after some adjustments. A subsequent analysis of the relationship between the latent factors (i.e., locomotor skills and object control) of the two instruments yielded very low estimates. Finally, boys and older children showed better competence in object control skills compared to their counterparts. Weak associations between actual and perceived competence suggest that inaccuracy in children's perceptions can be likely due to a still limited development of cognitive skills needed for the evaluation of the own competence. From an applied perspective, interventions aimed at improving actual motor competence may also increase children's self-perceived motor competence and their motivation toward physical activity.

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“…It would seem likely that participants in the intervention group were more susceptible (as observed) to heightening their SE and perceived PSC levels, than those in the comparison and control groups. In the context of OYS, a consistently positive association between SE, perceived competence, and participation in sport by children and adolescents is evident [19,[93][94][95]. Recent Irish research [96] among 860 children (M age: 10.9 ± 1.16) found that physical SE mediates the movement competence and PA relationship, with the entire model explaining approximately 10.3% of the variance of PA.…”

Section: Discussionmentioning

confidence: 98%

“…Furthermore, according to socio-ecological models [ 17 , 18 ], these associations between peer and parental factors and adolescent girls’ PA could be mediated by personal factors, suggesting that peer and parental factors may influence girls’ PA participation indirectly. This implies that these personal factors are also associated with adolescent girls’ PA, specifically self-efficacy [ 19 , 20 ]. In regard to specific PA programs for female youth, it is recommended to incorporate psychological skill instructions that aim to enhance self-esteem, positive body image, positive attitudes towards PA, and motivation to participate in PA [ 21 , 22 , 23 ].…”

Section: Introductionmentioning

confidence: 99%

Gaelic4Girls—The Effectiveness of a 10-Week Multicomponent Community Sports-Based Physical Activity Intervention for 8 to 12-Year-Old Girls

Farmer¹,

Cahill

O’Brien³

2020

IJERPH

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Girls are less active than boys throughout childhood and adolescence, with limited research focusing on female community sports-based programs. This study aims to assess the effectiveness of a multi-component, community sports-based intervention for increasing girl’s physical activity (PA) levels, fundamental movement skill (FMS) proficiency, and psychological wellbeing, as relative to a second treatment group (the traditionally delivered national comparative program), and a third control group. One hundred and twenty female-only participants (mean age = 10.75 ± 1.44 years), aged 8 to 12 years old from three Ladies Gaelic Football (LGF) community sports clubs (rural and suburban) were allocated to one of three conditions: (1) Intervention Group 1 (n = 43) received a novel, specifically tailored, research-informed Gaelic4Girls (G4G) intervention; (2) Intervention Group 2 (n = 44) used the traditionally delivered, national G4G program, as run by the Ladies Gaelic Football (LGF) Association of Ireland; and (3) Control Group 3 (n = 33) received no G4G intervention (group 1 or 2) conditions and were expected to carry out their usual LGF community sports activities. Primary outcome measurements (at both pre- and 10-week follow up) examining the effectiveness of the G4G intervention included (1) PA, (2) FMS and (3) Psychological correlates (enjoyment levels, self-efficacy, peer and parental support). Following a two (pre to post) by three (intervention group 1, intervention group 2, and control group 3) mixed-model ANOVA, it was highlighted that intervention group 1 significantly increased in PA (p = 0.003), FMS proficiency (p = 0.005) and several psychological correlates of PA (p ≤ 0.005). The findings demonstrate that the 10-week, specifically tailored, research-informed G4G intervention is a feasible and efficacious program, leading to a positive effect on the physical and psychological wellbeing of pre-adolescent Irish girls, relative to the traditionally delivered national G4G comparative program and control group conditions.

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Self-efficacy and enjoyment of physical activity in children: factorial validity of two pictorial scales

Cited by 15 publications

References 41 publications

Understanding the Benefits of Brief Classroom‐Based Physical Activity Interventions on Primary School‐Aged Children's Enjoyment and Subjective Wellbeing: A Systematic Review

Understanding the Benefits of Brief Classroom‐Based Physical Activity Interventions on Primary School‐Aged Children's Enjoyment and Subjective Wellbeing: A Systematic Review

Actual and perceived motor competence: Are children accurate in their perceptions?

Gaelic4Girls—The Effectiveness of a 10-Week Multicomponent Community Sports-Based Physical Activity Intervention for 8 to 12-Year-Old Girls

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