Perceived Motor Competence Research Articles

Psychometric Properties of a French Version of the Perceived Motor Competence in Childhood Questionnaire.

In this study, we examined the psychometric properties of a French version of the Perceived Motor Competence in Childhood (PMC-C) questionnaire. The participants were 219 French-speaking children (aged 5-12 years), recruited from elementary schools in the Canadian Province of Quebec. Results supported the validity and reliability of a second-order confirmatory factor analytic (CFA) model, including one higher-order factor. Additional analyses supported the complete measurement invariance of the first- and second-order factor structure across sex and indicated no differential item functioning or latent mean differences in PMC-C factors as a function of selected predictors (i.e., age, body mass-index and physical activity/sport involvement). Thus, this French version of the PMC-C has satisfactory psychometric properties (i.e., factor validity and reliability, measurement invariance and differential item functioning) and can be used to assess French-speaking children’s perceived motor competence.

Perceived movement skill competence in stability: Validity and reliability of a pictorial scale in early adolescents.

Perceived motor competence (PMC) is important to health as it mediates the association between actual motor competence (AMC) and physical activity. Many instruments assess the broader construct of physical self-perception but no scale has been developed to assess PMC in stability. The aim of this study was to develop and analyze the reliability and validity of a new pictorial PMC in stability skill assessment when completed by early adolescents. A Delphi method showed ≥70% of experts' consensus in the seven proposed items. A sample of 904 students (11-14years old) self-reported PMC in locomotion, object control, and stability using two pictorial scales: Perceived Movement Skill Competence (PMSC) and the newly developed Stability (PMSC_Stability). The Körperkoordinations test for Kinder (KTK) was also administered as a measure of AMC in skills that utilize stability. Two different subsamples were randomly assigned to criterion validity and reliability assessments. Spearman's correlation, confirmatory factor analysis, and a general linear model for sex and age were conducted. The internal consistency (α) and test-retest (intraclass correlation coefficient) reliability values were good (>0.70). A single-factor latent model represented stability and did not differ by sex. Stability perception was associated with AMC (rho=0.51). Stability is important to the performance of many movement skills (eg, single-leg balance or moving on a narrow surface). Understanding which adolescents have poor stability perception could highlight stability as an area that needs targeting in order to increase physical activity and sport participation.

Differences in Weight Status and Autonomous Motivation towards Sports among Children with Various Profiles of Motor Competence and Organized Sports Participation.

This study aimed (1) to identify profiles in children based on actual motor competence (AMC), perceived motor competence (PMC), and organized sports participation (OSP), and (2) to examine differences among these profiles in weight status as well as autonomous motivation towards sports. Children’s (N = 206; 112 boys; Mage = 10.83 ± 0.92 years) AMC, PMC, OSP, weight status, and autonomous motivation towards sports were measured using validated assessment tools. Cluster analyses identified three profiles with completely convergent levels of AMC, PMC, and OSP and three profiles with partially convergent levels. Children in the convergent profiles with average to high levels of AMC, PMC, and OSP had the most optimal profile, as they combined a healthier weight status with elevated levels of autonomous motivation, while the opposite was true for children with low levels on all three cluster-variables. Partially convergent profiles showed that AMC and PMC appear crucial for weight status, as profiles with relatively low levels of AMC and PMC had the highest weight status, independent of their OSP levels. Overall, the findings highlight the importance of promoting AMC, PMC, and OSP simultaneously to help children in achieving a healthy weight status and being autonomously motivated towards OSP.

Early intervention for children with/at risk of developmental coordination disorder: a scoping review.

To summarize current evidence for early identification and motor-based intervention for children aged 5 years and younger of age with/at risk of developmental coordination disorder (DCD). Using scoping review methodology, we independently screened over 11 000 articles and selected those that met inclusion criteria. Of the 103 included articles, 78 articles were related to early identification and are summarized in a companion article. Twenty-two articles focused on early intervention, with an additional three articles covering both early identification and intervention. Most intervention studies were at a low level of evidence, but provide encouraging evidence that early intervention is beneficial for young children with/at risk of DCD. Direct intervention can be provided to whole classes, small groups, or individuals according to a tiers of service delivery model. Educating and building the capacity of parents and early childhood educators are also key elements of early intervention. Evidence for early intervention for children with/at risk of DCD is emerging with promising results. Further studies are needed to determine best practice for early intervention and whether intervening early can prevent the negative developmental trajectory and secondary psychosocial consequences associated with DCD.

Effect of Teaching Fundamental Movement Skills with an Inquiry-Based Instructional Model on Perceived Motor Competence

The aim of this study is to investigate the effect of inquiry-based instruction in the teaching of fundamental movement skills to fifth-grade students on the children’s perceived motor competence. Utilizing a post-test experimental design with control group, the study was carried out with 260 fifth-grade students studying in ten different classes at five different schools located in the city centre of Manisa during the 2019-2020 academic year. For collection of the data, the “Perceived Motor Competence Questionnaire in Childhood” (PMC-C), and a “Personal Information Form” (PIF) developed by the researchers, were used. To test the effectiveness of the quasi-experimental process in the post-test design with control group, t-test was used. In the inquiry-based instruction in the teaching of fundamental movement skills of the students, a statistically significant difference was found in favour of the experimental group in the subscales of perceived motor competence. Regarding the gender variable of the students, a statistically significant difference was found between female and male students in favour of boys in the subscales of fundamental motor skills. In conclusion, it can be said that the inquiry-based instructional model was more effective than the direct instructional model in developing the fundamental motor skills of “locomotor skills” and “object control skills”. Moreover, when evaluated in terms of gender, male students benefited more from the inquiry-based instructional model in terms of “object control skills”.

A Variable- and Person-Centered Approach to Further Understand the Relationship Between Actual and Perceived Motor Competence in Children

Purpose: To study the relationship between actual motor competence (AMC) and perceived motor competence (PMC) in a large sample of 6- to 12-year-old children. Method: The AMC and PMC were measured (N = 1,669, 55% boys) with the Athletic Skills Track and the Physical Self-Confidence Scale, respectively. A variable-centered approach was applied to examine the AMC–PMC association by means of correlation coefficients and Fisher’s z tests. Cluster analyses were used to identify profiles of children from a person-centered perspective. Results: The AMC–PMC correlation strengthened with increasing age (r = .084 in 6- to 7-year-olds to r = .416 in 10- to 11-year-olds). The person-centered approach revealed two profiles with corresponding levels of AMC and PMC, and two profiles with divergent levels. Discussion: In addition to clarifying the age-related increase in the association between AMC and PMC, the profiles from the person-centered approach result in new gateways for tailoring interventions to the needs of children with different AMC–PMC profiles.

What Factors Help Young Children Develop Positive Perceptions of Their Motor Skills?

A positive perception of motor skills is important for physical activity participation. The aim was to investigate which modifiable factors predict children’s perceived motor skills. Mothers completed questionnaires when their child was 3.5 and 5 years old. At 5 years old, the children’s perceived motor competence (PMC) was assessed. Separate linear regression models (up to 300 children) examined which factors at each time point predicted children’s PMC, adjusted for relevant confounders. Multivariate models were then run with factors associated (p < 0.10) with perception. At 3.5 years, the time spent with same age and older children (both higher tertiles) and parental physical activity facilitation (sum of facilitation in last month, e.g., taking child to park) were initially associated with higher perception. Dance/gymnastics participation were associated with lower perceptions. Other child behaviours, maternal beliefs, play equipment, and swimming lessons were non-significant. In the final prospective model (n = 226), parental physical activity facilitation when child was 3.5 years old was the only factor to predict PMC. No factors were significant for the cross-sectional analyses at 5 years. Perceptions are formed based on past experiences which may explain why factors at 3.5 years rather than current experiences (when children were 5 years old) were associated with childhood perceptions.

Functional Movement Proficiency’s Association to Actual and Perceived Motor Competence

The adoption of compensatory movement patterns occurs when limitations in mobility, stability, or motor control prevent proper motion from occurring. These dysfunctional movements may inhibit fundamental motor skill development and negatively influence perceived movement competence, impeding the development of physical literacy. Therefore, this study examined the relationship between functional movement and perceived and actual motor skill competence in young adolescents. Functional movement proficiency was determined using the Functional Movement Screen (FMS™), which provides three variables of interest: (a) FMS™total score, (b) number of asymmetries, and (c) number of movement pattern dysfunctions. Perceived physical competence was assessed through the Children and Youth Physical Self-Perception Profile. Finally, the Get Skilled: Get Active process-oriented motor skill assessment was used to evaluate vertical jump, kick, run, and overhand throw proficiency. A significant positive correlation between FMS™total score and vertical jump performance was found. A positive relationship was also found between the number of asymmetries and overhand throw performance. The Children and Youth Physical Self-Perception Profile constructs of body attractiveness and physical condition were positively associated with FMS™total score, and physical condition was also shown to be inversely related to the number of movement pattern dysfunctions. Results suggest that functional movement may underpin movement competence and confidence.

Relationships among Actual Motor Competence, Perceived Motor Competence, and Health-Related Fitness in College-Aged Males.

Actual motor competence (MC), perceived motor competence (PMC), and health-related fitness (HRF) exhibit a dynamic and reciprocal relationship in child populations, but little is known about the nature of these relationships in young adulthood. The purpose of the study was to assess these relationships in a sample of college-aged males. A total of 55 participants enrolled in an undergraduate Kinesiology course completed the study. Perceived motor competence (PMC) was assessed with the Physical Self-Perception Profile questionnaire; MC was assessed using maximum throw and kick speed and maximum jump distance; HRF was assessed with a two-minute push-up test, two-minute sit-up test, and the Multistage 20-m Shuttle Run Test. Pearson’s bivariate correlations were calculated to assess relationships among PMC total score, MC scores, and HRF scores. Two separate indices were calculated to create composite total MC and total HRF scores used for subsequent analyses. Significant correlations were found between PMC total score, MC index, and HRF index. Multiple linear regressions were used for analyzing predictive measures for HRF and PMC scores. From the two regression models, significance varied among total MC scores, PMC scores, and HRF individual measures. These findings may suggest that relationships among MC, HRF, and PMC strengthen over developmental time in young adult males.

Perceived Motor Competence Mediates the Relationship Between Gross Motor Skills and Physical Activity in Youth With Visual Impairments

ABSTRACT Children with visual impairments typically demonstrate lower levels of motor competence, physical activity, and perceived motor competence compared to their peers without visual impairments. Stodden and colleagues purport that perceived motor competence mediates the relationship between motor competence and physical activity for youth without visual impairments. Purpose: The purpose of this study was to test whether perceived motor competence mediates the relationship between motor competence and physical activity for youth with visual impairments. Methods: Participants (N = 138; boys = 81, girls = 57) were age 9–18 years (Mage = 13.37, SD = 2.34) with visual impairments. Participants completed the Test of Gross Motor Development-3, the Test of Perceived Physical Competence-VI, and the Physical Activity Questionnaire. Results: Locomotor skills predicted perceived motor competence, which predicted physical activity. Perceived motor competence showed a mediation effect on the path from locomotor skills to physical activity. There was no significant relationship between locomotor skills and physical activity. Conclusion: The results from this study provide initial evidence to support the hypothesis proposed by Stodden and colleagues. These data provide a rationale to include both perceived and actual motor competence within targeted intervention strategies to increase physical activity behaviors for youth with visual impairments. Future research should consider following participants longitudinally to test the roles of perceived and actual motor competence as factors supporting positive developmental trajectories for health.

Evaluación de la precisión de percepción de competencia motriz en adolescentes

La discrepancia entre el nivel de competencia motriz y la percepción de competencia, intervienen en la adherencia o motivación hacia la práctica de actividades físico-deportivas. Este estudio, comprueba la diferencia de la competencia motriz y la percepción de competencia, entre chicos y chicas, además de analizar la precisión con la que los/as jóvenes evalúan sus habilidades motrices. Los resultados, confirman la relación positiva entre las variables. El grupo de los chicos, se muestra y se percibe más competente que el de las chicas. Además, ambos grupos son imprecisos en las valoraciones de su nivel de competencia motriz. Este trabajo, propone reflexionar sobre el tipo de actividades físico-deportivas, con el fin de mejorar los valores de la competencia motriz real y percibida, tanto en chicos como en chicas. De este modo, además de fomentar la participación, se podrán realizar valoraciones más precisas.

The Relationship Between Actual and Perceived Motor Competence in Children, Adolescents and Young Adults: A Systematic Review and Meta-analysis.

Actual and perceived motor competence are important correlates of various health-related behaviors. As such, numerous studies have examined the association between both constructs in children and adolescents. The first aim of this review and meta-analysis was to systematically examine, analyze and summarize the scientific evidence on the relationship between actual and perceived motor competence (and by extension more general physical self-perception) in children, adolescents and young adults with typical and atypical development. The second aim was to examine several a priori determined potential moderators (i.e., age, sex, and developmental status of study participants, as well as level of alignment between measurement instruments) of the relationship between actual motor competence and perceived motor competence/physical self-perception. This systematic review was conducted in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement and was registered with PROSPERO on August 21st 2017. A systematic literature search of five electronic databases (i.e., MEDLINE, SPORTDiscus, Web of Science, PsycINFO and EMBASE) with no date restrictions was conducted. Eligibility criteria included (1) a study sample of youth aged 3-24years, (2) an assessment of actual motor competence and perceived motor competence/physical self-perception, and (3) a report of the association between both, using a cross-sectional, longitudinal, or experimental design. Only original articles published in peer-reviewed journals with at least the title and abstract in English were considered. Meta-analyses were conducted by type of actual motor competence (i.e., overall motor competence, locomotor, object control, stability/balance and sport-specific competence) through univariate and multivariable random-effects meta-regression and clustered random-effects meta-regression models. Of the 1643 articles screened, 87 were included for the qualitative review, while 69 remained for the final meta-analyses. All included studies had some risk of bias with only 15% meeting five of the six examined criteria. Significant (p < 0.001) pooled effects were found for overall motor competence (N = 54; r = 0.25; 95% CI [0.20, 0.29]), locomotor (N = 45; r = 0.19; 95% CI [0.13, 0.25]), object control (N = 50; r = 0.22; 95% CI [0.17, 0.27]), stability/balance (N = 8; r = 0.21; 95% CI [0.12, 0.30]), and sport-specific competence (N = 8; r = 0.46; 95% CI [0.28, 0.61]). None of the hypothesized moderators significantly influenced the relationship between actual motor competence and perceived motor competence/physical self-perception. The strength of the association between actual motor competence and perceived motor competence/physical self-perception in youth is low to moderate, with current data demonstrating that the strength of association does not differ by age, sex, developmental status, or alignment between measurement instruments. However, this review highlights the lack of clarity on the relationship between actual motor competence and perceived motor competence/physical self-perception. Future research should address issues surrounding the design of studies and measurement of actual motor competence and perceived motor competence/physical self-perception as well as explore other potential confounding variables (i.e., product- versus process-oriented assessments, race, culture) that might affect the relationship between these two constructs.

Investigating the Age-Related Association between Perceived Motor Competence and Actual Motor Competence in Adolescence.

Irish adolescents have been found to possess high perceptions of motor competence. However, there is an evidential value to investigating the strength of the relationship between adolescent perceptions of motor competence and their low levels of actual motor competence. The purpose of this research was to gather data on the fundamental, functional, and perceived motor competence in adolescents, differentiated by year group, to discern if participants could assess their perceptions of ability. Data were collected on adolescents (N = 373; mean age: 14.38 ± 0.87 years; 47.7% female) across six second-level schools in Ireland, including measurements of fundamental movement skills, functional movement, and perceived motor competence. Poor levels of fundamental and functional movement were observed, with significant differences between year groups detected. Participants in 1st year scored the highest in overall fundamental movement skills; however, for overall functional movement, 3rd-year participants scored highest. High levels of perceived motor competence were reported across the entire sample. These scores did not align with actual motor competence, nor did any alignment between these measurements improve with aging, countering theorized age-related associations. Future research should target low levels of actual motor competence while emphasizing the cognitive aspects of movement to ensure greater accuracy between actual and perceived motor competence.

Examining early adolescents’ motivation for physical education: associations with actual and perceived motor competence

ABSTRACT Background: The dynamic nature of physical education (PE) requires careful consideration of lesson planning and delivery in order to promote health and wellbeing and to achieve various learning goals. One such goal is promoting personal and social development to support students to value and lead a healthy and active lifestyle, especially during transition into adolescence. In order to design learning environments that support students’ engagement in PE, it is important to understand how outcomes such as motor competence (MC) influence motivation for PE. There are two approaches to understand MC, actual and perceived MC, and both have implications for healthy lifestyles in childhood and adolescence. Therefore, this study examined associations of actual and perceived MC with young adolescents’ motivation for PE. Method: A sample of 236 students 11–14 years of age (M = 13.01, SD = .72) participated in the study. Assessments included actual MC (Körperkoordinations test for Kinder; KTK), perceived MC (self-administered form of the pictorial scale of Perceived Movement Skill Competence; PMSC) and motivation for PE (Perceived Locus of Causality Scale; PLOC). Polynomial regression with Response Surface Analyses were conducted to examine the influence of actual and perceived MC on motivation for PE. Findings: The results showed weak-to-moderate positive associations of actual and perceived MC with students’ motivation for PE. Perceived MC explained about 12% of the variance of student’s self-determined motivation towards PE. This effect was larger in students with lower levels of perceived MC compared to students with higher levels of perceived MC. Discussion: Taking into account that both actual and perceived MC are synergistically related but only perceived MC explains self-determined motivation, our results suggest that perceived MC is an important factor to consider when attempting to promote an active and healthy lifestyle. Using the developmental model of motor competence [Stodden et al. 2008. “A Developmental Perspective on the Role of Motor Skill Competence in Physical Activity: An Emergent Relationship.” Quest 60 (2): 290–306] and self-determination theory [Deci and Ryan 2000. “The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior.” Psychological Inquiry 11 (4): 227–268. doi:10.1207/S15327965PLI1104_01], we discuss the findings in relation to the importance of considering perceived MC as an explicit outcome in the PE curriculum. Conclusion: During early adolescence, PE programs should not only focus on teaching movement skills but also fostering perceived MC in order to promote motivation for PE, especially among students with lower levels of self-perception. For this, pedagogical approaches such as need supportive teaching derived from self-determination theory can be used to help students become competent, confident and motivated movers.

Relações entre a competência motora percebida e o nível socioeconômico de estudantes do Ensino Médio

A pesquisa teve como objetivo analisar as relações entre a competência motora percebida e o nível socioeconômico de estudantes do Ensino Médio de um Colégio Estadual de Maringá-PR. A amostra foi constituída por 41 adolescentes, sendo 22 do sexo masculino e 19 do sexo feminino. A pesquisa quantitativa, com caráter descritivo, teve como instrumento o Questionário para Avaliação da Competência Motora de Adolescente e o protocolo Critério de Classificação Econômica Brasil (CCEB) da Associação Brasileira de Empresas de Pesquisa (ABEP). Os dados foram analisados por meio de estatística descritiva e inferencial com auxílio do software SPSS 22.0. Os resultados indicaram que 51,2% dos estudantes se enquadram em níveis de baixa percepção de competência motora; não existe relação entre nível de competência motora percebida e o sexo; evidenciou-se a relação entre competência motora percebida e nível socioeconômico, indicando que, quanto maior o nível sócio econômico melhor à competência motora percebida. Frente aos achados, conclui-se que, nesta realidade, houve relação entre à competência motora percebida e o nível sócio econômico em estudantes do ensino médio.

North American Society for the Psychology of Sport and Physical Activity Virtual Conference June 11–12, 2020

Objectives: Perceived motor competence is an important part of the physical self-concept. Whilst there are various questionnaires measuring physical self-concept and its sub-components in children and adolescents, few have focused on assessing self-perception of motor skills. To this end, the Perceived Motor Competence Questionnaire in Childhood (PMC-C; Dreiskaemper, Utesch & Tietjens, 2018) was developed to measure children’s perception of different locomotor and object control skills; the instrument has been validated in German. The present study aimed to investigate the construct validity of the English version of the questionnaire.Methods: A total of 324 children aged 8-12 years (M = 10.17, SD = 1.16) from Scotland (UK) took part in the study and completed the 24-item questionnaire, which uses a 4-point Likert scale. The PMC-C covers 4 locomotor skills (hop, jump run, and skip) and 4 object control skills (bounce, catch, kick, and throw) with 3 items per skill. Internal consistency was examined using polychoric alphas or omegas. The latent structure of the original PMC-C was tested using confirmatory factor analysis (CFA).Results: The results showed good internal consistency for locomotor skills (.78 – .88) and object control skills (.73 – .89), and ordered thresholds for all items. Furthermore, the CFA revealed a good model fit for the assumed structure of the original PMC-C (χ2(243) = 501.1, p < .001, TLI = .985, CFI = .987, RMSEA = .061).Conclusion: The study provides evidence for the construct validity of the English version of the PMC-C. This questionnaire is thus considered an appropriate tool to assess children’s self-perception of motor skills.

Perceived And Actual Motor Competence And Physical Activity In Children With And Without Asthma

Motor competence (MC) and perceived motor competence (PMC) are important determinants of physical activity participation and may contribute to the lower physical activity levels and fitness previously observed in children with asthma. PURPOSE: The purpose of this study was to compare MC, PMC, and moderate-to-vigorous physical activity (MVPA) levels in children and adolescents with and without asthma, and to determine whether motor skills predict lower MVPA in children with asthma compared to their healthy peers. METHODS: Eleven children with persistent asthma (age=11.1±0.7 years; 54.5% female; BMI percentile=53.4±9.8) and 20 children without asthma (age=11.1±0.6 years; 50.0% female; BMI percentile=60.3±6.2) participating in the Exercises for a Healthy Asthma Lifestyle and Enjoyment (ExHALE) study have been analyzed to date. Asthma diagnosis was verified by the child’s physician. MC was measured using the Movement Assessment Battery for Children-2. PMC was measured using the Athletic Competence domain from the Self-Perceptions Profile for Children. MVPA was assessed via accelerometry. RESULTS: Children with asthma reported lower PMC than children without asthma (2.5±0.1 vs. 2.9±0.1, p=0.04) with no significant differences in MC between groups (7.0±0.9 vs. 7.6±0.5, p=0.55). Children with asthma engaged in 16 fewer minutes of MVPA per day compared to their healthy peers (27.7±5.5 vs. 44.1±22.3, p=0.06), however, in preliminary analyses, this difference was not statistically significant. MC and PMC were not significant predictors of MVPA (MC: β=0.95±1.70, PMC: β=-14.6 ±9.3; p>0.05), and there were no differences by asthma status (p’s>0.05). CONCLUSIONS: Children with asthma reported lower self-perceptions of motor competence and engaged in fewer minutes of health-enhancing physical activity compared to their healthy peers. Motor skills, however, were not significant predictors of physical activity engagement. Additional research is needed to better understand the factors contributing to lower physical activity levels and fitness previously observed in children with asthma. As the ExHALE study proceeds, we will be able to reexamine these relationships further and examine asthma characteristics that may influence these relationships.

Effect Of Traditional And Non-traditional Pre-sporting Activities On Perceived And Actual Motor Competence

Previous research has analyzed the effect of motor interventions (MI) on perceived motor competence (PMC) and actual motor competence (AMC) on children and adolescents. No research had focused on pre-sporting activities (PSA) as part of MI. PURPOSE: To analyze the effect of traditional and non-traditional PSA on PMC skills (perceived locomotion [PL], perceived object control [POC], perceived gross motor [PGM], and global PMC [GPMC]) and AMC skills (locomotion [L], object control [OC], gross motor [GM]) on elementary boys and girls. METHODS: 72 children from fourth grade of elementary school (mean age 9.6 ± 0.6 yrs. old) had their parents’ authorization and volunteered to participate in the study. Four treatments were randomly assigned to four intact classes: traditional PSA (T), non-traditional PSA (NT), combined PSA (C), and control group (CG). The intervention consisted of 7 sessions of 80 minutes each, once per week. T group (n=18) received track and field and gymnastics PSA; NT group (n=21) received goalball and field hockey PSA; C group (n=15) received PSA of the four sports, and CG (n=18) had no physical education. PMC was assessed with the Pictorial Scale for Perceived Movement Skill Competence for Young Children; while AMC was assessed with the Test of Gross Motor Development-2. RESULTS: A two-way ANOVA (groups by measurements) showed no significant results for POC (M±SD values for pretest [T: 3.3±0.4, NT: 3.3±0.5, C: 2.99±0.6, CG: 3.1±0.4] and posttest [T: 3.3±0.5, NT: 3.2±0.5, C: 3.2±0.4, CG:3.2±0.4]) nor PGM (M±SD values for pretest [T: 3.1±0.4, NT: 3.1±0.4, C: 3.0±0.5, CG: 3.0±0.3] and posttest [T: 3.2±0.5, NT: 3.2±0.3, C: 2.99±0.4, CG: 3.1±0.3]. PL, GPMC, L, OC, and GM did not show normal distribution, therefore a one-way ANCOVA (4 groups; pretest as co-variable) was used. The ANCOVA revealed that the three experimental groups (T: 3.9±1.8, NT: 3.5±2.0, C: 4.3±2.1) had significantly higher scores at posttest than the CG (1.1±0.4) in OC. No significant differences were found between groups at posttest for L (T: 4.9±1.7, NT:4.9±1.7, C:4.4±1.9, CG:2.3±1.3), GM (T: 8.6±1.9, NT: 7.8±3.3, C: 9.0±3.3, CG: 3.5±1.4), PL (T: 3.2±0.6, NT: 3.1±0.5, C: 3.0±0.5, CG:3.2±0.4), and GPMC (T: 3.0±0.5, NT: 3.0±0.3, C:3.0±0.4, CG:3.0±0.3). CONCLUSION: Traditional and non-traditional PSA can be used to enhance OC in fourth graders.

Association between Actual and Perceived Motor Competence in School Children.

(1) Background: The association between actual and perceived motor competence (MC) is one of the underlying mechanisms that influence the practice of physical activity. This study mainly aimed to analyze the structure and correlations between actual and perceived MC in schoolchildren and to compare actual and perceived MC between girls and boys. (2) Methods: A total of 467 fifth and sixth graders (43.9% girls, M = 11.26, SD = 0.70) participated. Actual and perceived MC were assessed. To examine the proposed four factor models, structural equation models (factor analyses, latent correlations, invariance testing for gender) were conducted. Student t-test for independent samples was used to compare boys and girls. (3) Results: Proposed models achieved acceptable fit values with moderate correlation between the factors according to the type of MC in actual and perceived MC. Invariant factor structure in boys and girls was revealed. Boys performed and perceived themselves higher in object control than girls; whereas girls showed higher actual and perceived self-movement than boys. (4) Conclusions: The association between actual and perceived MC exists both globally and separately by gender, despite the differences between boys and girls. It is important to consider the role of gender and type of MC in the development of motor competencies, as well as in the strengthening of the children’s sense of competence.

Are BMI, Self-Perceptions, Motor Competence, Engagement, and Fitness Related to Physical Activity in Physical Education Lessons?

Higher levels of actual and perceived motor competence are purported to lead to participation in physical activity (PA). Whereas considerable work has been published regarding motor and perceived competence and body mass index (BMI), much less is known about the association of these variables considering PA and engagement in physical education settings-the focus of the present study. In 600 children (aged 3-10 y), PA during physical education lessons, locomotor skills, object control skills, perceived competence, and BMI (study 1) were assessed. In a subsample of 149 children, PA, engagement, and health-related fitness were assessed (study 2). Structural equation model showed that in study 1, locomotor skills were the strongest variable in the early years, and object control skills were the strongest later, in explained PA. The regression analysis, in study 2, showed that BMI, object control skills, and engagement were significantly associated with PA and that appropriate motor engagement was the best predictor of PA. The authors extended previous research by providing evidence that motor competence varies across childhood in explaining participation in PA, and appropriate motor engagement plays a critical role in being active during lessons and was the strongest predictor of PA. BMI and self-perception were not significant in the models.