Who can best report on children's motor competence: Parents, teachers, or the children themselves?

Estevan, Isaac; Molina‐García, Javier; Bowe, Steven J.; Álvarez, Octavio; Castillo, Isabel; Barnett, Lisa M.

doi:10.1016/j.psychsport.2017.09.002

Cited by 32 publications

(35 citation statements)

References 41 publications

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“…This finding is similar to the results of some previous studies reporting nonsignificant or weak associations between actual and perceived competence among children in kindergarten and primary school [18,19,[39][40][41][42]. On the other hand, some of the existing research in this area has demonstrated equivocal findings [16], while other studies have reported moderate associations between perceived physical competence and actual motor skill competence in children [43,44], suggesting that actual and perceived object control competence are more related [17][18][19][20]45]. However, it is difficult to compare our findings to those of other studies given that, unlike our study, most prior research investigating children's actual and perceived motor competence has relied on measures not directly aligned (e.g., [40,44,45].…”

Section: Discussionsupporting

confidence: 92%

“…However, differences between actual and perceived motor competence in young children are equivocal, probably because existing research in this area has evaluated these two variables with no direct alignment between assessments [17,19], alignment that would derive from measuring actual and perceived movement competence in same skills. To date, few studies have used objective measures of both perceived and actual competence of the same skills [17,18,20,21].…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2020

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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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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

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

et al. 2020

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“…De igual forma, el impacto que tiene la personalidad del profesorado de EF sobre el estudiantado más joven causaría mayor afinidad y, por el contrario, ese influjo disminuiría conforme el nivel educativo se incrementa. Estevan et al (2018) y Bronikowski et al (2015) señalaron que se requiere reforzar el apoyo que el profesorado de EF brindaría para aumentar la motivación y la intención del estudiantado al participar en actividades relacionadas con el movimiento humano, con la intención de incentivar estilos de vida activos, pero, además, se requiere apoyo del contexto social, especialmente para las mujeres.…”

Section: Discussionunclassified

Comparación de las actitudes de las personas adolescentes según el sexo y el nivel escolar hacia la clase de educación física

Barquero¹,

Azofeifa-Mora²,

Méndez³

2019

InnovEd

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El propósito de la investigación fue identificar las principales actitudes que manifiestan las personas adolescentes hacia la Educación Física (EF), y comparar el comportamiento según el sexo y el nivel escolar. Se aplicó el Cuestionario de Actitudes hacia la Educación Física (C.A.E.F.) a un total de 192 participantes de 5 centros educativos del tercer ciclo de la educación general básica. Se realizó el análisis descriptivo de promedios y desviaciones estándar, análisis ANOVA 2x3 (2 sexos y 3 niveles de escolaridad), para grupos independientes y la prueba post hoc de Tukey. El nivel de significancia establecido fue p ≤ .05. Las diferencias estadísticamente significativas se encontraron en el factor Empatía con el profesor y la asignatura en la variable moderadora sexo (p =.026) lo que denota que los hombres son más empáticos que las mujeres; mientras que en la variable moderadora nivel de escolaridad (p = .001), la diferencia estadísticamente significativa se presentó en séptimo nivel, mostrando que conforme aumenta en nivel de escolaridad, disminuye la empatía hacia el profesor y la EF. El factor Preferencia por la Educación Física y el Deporte (p = .024), los resultados mostraron que son los hombres superan a las mujeres. Según lo observado, los hombres tienen una actitud positiva hacia la EF, lo que sugiere que existe una mayor empatía en los hombres con respecto a las mujeres y ese comportamiento podría reflejarse en otras áreas del ejercicio físico y el deporte. Asimismo, que disminuye el interés en el estudiantado conforme se incrementa la edad o nivel de escolaridad.

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“…Liong et al 42 found in young children (5-8 year olds) that parent proxy report was more strongly associated with actual motor skill than child self-report This might be expected in terms of the young age of the sample. In older children (age 6-11 years), Estevan et al 58 also found that parents were better than children in terms of reporting on their motor competence, although physical education teachers were even more accurate. In contrast, Lalor et al 59 found that, among children aged 8-12 years, self-report scores showed higher correlations with actual motor competence scores compared to teacher and parent report scores.…”

Section: Subjective Methodsmentioning

confidence: 98%

“…The studies by Liong et al 42 and Estevan et al 58 both used a proxy report instrument that matched the skill items being assessed in the actual motor skill assessment (TGMD-2) whereas the study by Lalor et al 59 completed a questionnaire specifically developed for the purpose of distinguishing children with DCD (i.e., the Developmental Coordination Disorder Questionnaire, DCDQ; Wilson et al). 60 These questionnaires may not have been sensitive enough to detect motor competence in a typically developing sample.…”

Section: Subjective Methodsmentioning

confidence: 99%

A hitchhiker’s guide to assessing young people’s motor competence: Deciding what method to use

Bardid

Vannozzi

Logan

et al. 2019

Journal of Science and Medicine in Sport

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Objectives: To offer a user's guide to select appropriate measures of motor competence for children and adolescents. Design: Expert consensus among a working group of the International Motor Development Research Consortium (I-MDRC). Methods: The guide provides information on objective (motion devices and direct observation) and subjective (self-reports and proxy reports) methods for assessing motor competence among children and adolescents. Key characteristics (age group, sample size, delivery mode, assessment time, data output, data processing) as well as limitations and practical considerations (e.g., cost, sources of error) with regard to each method are included in this paper. We do not recommend specific instruments, rather a guide to assist researchers and practitioners interested in assessing children's motor competence. Results: A decision flow chart was developed to support practitioners and researchers in selecting appropriate methods for measuring motor competence in young people. Real-life scenarios are presented to illustrate the use of different methods in research and practice. Conclusions: Policy makers, practitioners and researchers should consider the strengths and limitations of each method when measuring motor competence in children and adolescents. This will allow them to choose the most appropriate instrument(s) that meets their needs.

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Who can best report on children's motor competence: Parents, teachers, or the children themselves?

Cited by 32 publications

References 41 publications

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

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

Comparación de las actitudes de las personas adolescentes según el sexo y el nivel escolar hacia la clase de educación física

A hitchhiker’s guide to assessing young people’s motor competence: Deciding what method to use

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