Abstract
During growth, children are influenced by an extensive network, in which more favorable contexts provide better affordance landscapes, and consequently have a better potential to foster child development. We aimed to examine the affordances provided to children using the Affordances for Motor Behavior of Schoolchildren (AMBS) tool, estimating its association with children’s motor competence, as assessed by the Motor Competence Assessment (MCA) battery. Seventy-two Brazilian children were evaluated using the MCA instrument. Their parents/guardians completed the AMBS. The correlations between the two instruments (sub-scales and total scores) were investigated. ANOVAs were used to compare the motor competence performance of children with Low, Average, and High AMBS scores. Positive associations were found between AMBS and MCA, although weak to moderate in nature. In addition, children whose environments were richer in motor affordances (higher AMBS scores) showed significantly higher levels on the MCA. This study provides evidence that AMBS is a valid tool for assessing motor affordances for schoolchildren, and that those affordances are related to children’s motor competence.
Highlights
As children grow, they are influenced by an extensive network, such as their houses, the neighborhood, parents’ work, the house of relatives or friends, school, sports contexts, and culture [1]
Our results showed that regarding the income condition of the families, the answers to the Affordances for Motor Behavior of Schoolchildren (AMBS) showed that most of the families received less than BRL 3000 per month (58.4%), between BRL 3001 and BRL 5000 (19.4%), and more than BRL 5001 (22.2%)
The results showed that the children’s microsystems present low levels of AMBS Total (
Summary
They are influenced by an extensive network, such as their houses, the neighborhood, parents’ work, the house of relatives or friends, school, sports contexts, and culture [1] During this process, more favorable environments, with better structural and material conditions, provide richer opportunities for action, or affordance landscapes [2], than others [3,4], having a better potential to foster child development [5]. Gaps in the literature were identified concerning the study of affordances in schoolchildren’s environments and the lack of an instrument capable of analyzing the different contexts in which 6- to 10-year-old children are engaged To address this gap, Flôres and colleagues [9]
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