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The relationship between children's perceived and actual competence
Abstract and Figures
To examine the relationship between children's perceived and actual motor competence, 218 children between the ages of 9 and 11 years individually completed the Motor Skill Perceived Competence Scale. After completing the scale, the subject's actual motor competence was measured on a series of gross motor tests. Incomplete principal component analysis identified two actual motor competence dimensions from the motor test battery. The two factors included a lower-body and an upper-body factor of actual motor competence. A two-factor analysis of variance indicated that the boys and girls differed in perceived competence and actual competence. The boys showed higher perceived competence and actual motor competence. In addition, the 9-, 10-, and 11-year-old age groups differed from each other on the lower-body factor of actual motor competence. As age increased, lower-body competence increased. Regression analysis indicated that actual and perceived motor competence was moderately correlated. Adding age to the multiple regression model significantly increased the multiple correlation. Adding gender to the model did not increase the correlation, showing that perceived competence was a function of actual motor competence and age, and this finding held for boys and girls. These findings showed that 9-, 10-, and 11-yr-old children can assess personal motor competence. However, practitioners should attempt to understand children's perceived competence given that their assessments are not extremely accurate.
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... It is a process for a child to achieve it. The intensity of activity is needed as a condition to improve fine motor skills [5]. Fine motor skills are defined as the ability to control small muscle movements to complete a task using hand-eye coordination, fine motor precision, and integration. ...
The early years of a child's life are widely acknowledged as a critical period for growth and development, encompassing significant advancements in their physical, cognitive, and emotional aspects. While development encompasses many different areas, fine motor skills are the cornerstone of a child's capacity to interact with their environment and attain significant achievements. This research discusses educational toys to stimulate fine motor development in early childhood. This research uses the theory of Palgunadi about design aspects, which are functional, aesthetic, and security of the product. This research aims to produce several alternative component designs that can be placed on a busy board to stimulate children's fine motor development. This research uses qualitative methods with data collection techniques through observation, interviews, and literature studies. The design method used in this research is SCAMPER. The results of this research are several alternative components of educational toy design that can be implemented on busy boards in order to optimize early childhood fine motor development. This research presents a comprehensive analysis of the design concept that underlies an educational toy to stimulate fine motor development in early children. The proposed toy provides a distinctive and captivating learning experience that effectively targets multiple aspects of fine motor skill development. This pioneering design contributes to the burgeoning collection of educational toys that are intentionally fashioned to foster skill-building in early children.
... Το κίνητρο να συμμετέχει κάποιος ή να συνεχίσει να συμμετέχει σε κάποια δραστηριότητα ή έργο επηρεάζεται από την αντίληψη που έχει το ίδιο το άτομο αναφορικά με την επάρκειά του σε αυτά (Rudisill et al., 1993). Όταν τα αποτελέσματα της προσπάθειας είναι θετικά, τότε το άτομο βιώνει συναισθήματα επάρκειας, ικανότητας, ικανοποίησης και χαράς. ...
In this textbook it is examined in depth the undeniable relationship between cognitive and motor development and the cognitive processes involved in motor learning. Movement is a main feature of human life considering that through movement a person can explore his/her environment, show self-handling skills, expresses himself/herself through sports, arts or even movement can function as an end in itselfDue to this close interrelation between cognitive and motor development, difficulties or disorders in one area affects the other. The theories that are presented in this course book are approached in order to point out this interrelation and the development of the factors that have an effect in it (e.g. heredity–environment). The presence of difficulties or disorders influences all aspects of development in infants, children, adolescents, and later adults. People that deviate from “normal” are affected more in all aspects of development (cognitive, motor, emotional, social etc.). Motor and cognitive evaluation is valuable for professionals to understand better the weaknesses and the abilities of children, especially in those interrelated developmental components. A dynamic intervention model is suggested that considers the aforementioned relationship. The ultimate objective of this intervention model is the development (enhancement) of both knowledge and experience that will help children to scaffold his/her difficulties in everyday living (e.g. free play, playground etc.). Additionally in this textbook the best practices are presented in Developmental and Adapted Physical Education. Several activities are proposed and their aim is not exclusively the motor development but also the cognitive as the child is studied as a whole.
... The lack of alignment in the instrumentation used to assess actual MC and PMC can lead to an interpretation error on these variables (Estevan & Barnett, 2018;Robinson et al., 2015). To address Ulrich's concerns, Rudisill and colleagues (Rudisill, Mahar, & Meaney, 1993) developed, a few years later, a scale to measure the accuracy with which children perceive their MC. Other scales have been developed more recently to integrate PMC with matching motor tasks (Barnett, Vazou, et al., 2016;Tietjens et al., 2018), coined as aligned product-oriented measure of PMC (Coppens et al., 2021). ...
The main goals of this study were to identify profiles in school-aged children based on actual Motor Competence (MC) and accuracy of Perceived Motor Competence (PMC) and to examine how children with different profiles differ in terms of Physical Fitness (PF) and Body Fat percentage (BF%). The MC of a total of 287 children (51.6% boys, aged between 6 and 10 years-old) was assessed using the Motor Competence Assessment (MCA) instrument, and the accuracy of the PMC was measured using motor tasks (standing long jump, throwing, kicking, and walking backwards). PF and BF% were assessed using the 20m shuttle run test and TANITA, respectively. Cluster (C) analysis revealed four profiles, two of which were aligned - high MC-accurate PMC (C4) and low-inaccurate (C2), and two that were non-aligned - high-inaccurate (C1) and low-accurate (C3). Children in C4 performed better on PF and had less BF% than children in C3 and C2.
... In the present study, the youngest children exhibited the highest PMC values, while the older ones had the lowest PMC values, and such findings are in line with previous studies (Nagai et al., 2015;Noordstar et al., 2016;Rudisill et al., 1993). Nagai et al. (2015) investigated typically developing Japanese children's self-perceived competence and self-esteem (n = 694) with the Children's Perceived Competence Scale. ...
Being and perceiving oneself as proficient in motor skills seems essential for an active lifestyle; conversely, being active and perceiving oneself as proficient may be associated with greater motor competence. By expanding the causal path view about the relationship between active and healthy developmental system elements, this study tested the mediation hypothesis of perceived motor competence in the relationship between motor competence and physical activity – in both ways – and moderation by developmental phase and sex. This cross-sectional study sampled healthy schoolchildren (n = 379; 8.2 ± 1.7 years; 54.9% boys). Physical activity (questionnaire), motor competence (tests included locomotor and object control skills) and perception of motor competence (a pictorial scale) were assessed. Maximum likelihood structural equation models with fit statistics confirmed the mediation in both ways. Unexpectedly, the relationship between motor competence and physical activity was inverse. Sex was a moderating variable (boys). In a systemic relational paradigm of human development, perceived motor competence, motor competence, and physical activity interact in an active and healthy behavioural system, but the complexities of understanding how these elements relate to one another across childhood point to the need for future longitudinal studies.
... But these estimations are rarely verified in action or they are verified but indirectly. The difficulty is to measure aquatic performance without endangering participants (Fisher, 1981;Rudisill et al., 1993;Wiesner and Rejman, 2014;Martínez-Santos et al., 2020). In aquatic environments, knowledge of the potential gap between estimation and result of performances largely improves successful active pedagogy (Raudsepp and Liblik, 2002;Sollerhed et al., 2008;Blitvich et al., 2011;Stillwell, 2011;Wang et al., 2013). ...
Introduction
Swimming is composed of several phases. One of them is done underwater in apnea. Although this phase takes an important part of the performance, it is not taught much because of the risk it entails. At the same time, learning apnea can reduce the fear of immersion and, thus, reduce the number of drownings. The pedagogy used in this paper comes from game theory. This paper tested an apnea game based on the agreement between self-prediction and realization of the task.
Methods
Considering the preliminary level of the 33 sports students involved, the game offered two choices: swimming apnea over 15 or 20 m with a distribution of payoffs depending on the actual achievement (15 m estimated and less than 20 m performed = + 3 points; 15 m estimated and at least 20 m realized = + 1 points; 20 m predicted and less than 20 m realized = + 2 points; 20 m estimated and at least 20 m realized = + 4 points).
Results and discussion
Concordance was favored over discordance, including in the swimmer’s comfort zone (15 m). Throughout six apneas the results showed that the structure of this game supports the improvement of the estimation of the distances swum. The “Concordance Game” could be offered in Physical Education or in a sports club to learn to swim a longer distance below the surface without forcing.
... arında düşüş olabilir. Bu nedenle, fiziksel yaşama devam eden katılımı sağlamak için genç yaştaki algıların değerlendirilmesi için gereklidir. Bazı araştırmacılar fiziksel kabiliyetin motor yetenek ve fiziksel uygunlukla yakından bağlantılı olduğunu göstermiştir. Küçük çocukların kendi yetkinliklerini değerlendirmeye çalışırken sınırlamalar vardır.(Rudisill, Mahar, & Meaney, 1997)' e göre, fiili yetkinliklerinden habersiz olan küçük çocuklar yetkinlik algılarını fazla ya da eksik tahmin edebilirler. Savucu ve şenbakar'a 2017'ye göre etkili iletişim becerileri sporcuları en iyi şekilde olumlu etkilediğini belirtmişlerdir. (Savucu ve Şenbakar 2017). Çocukların sorulara verdikleri cevaplar genellikle yanlış anlaşıl ...
... Improving FMS is important as such improvements have been shown to contribute positively to children's health and well-being. Children with FMS proficiency have higher levels of cardiorespiratory fitness (27,28), perceived competence (29,30) and self-esteem (31). Additionally, children with FMS proficiency are more likely to be physically active (32,33) and less likely to be overweight and obese (34). ...
Background
In the absence of randomized controlled trials (RCTs) on the benefits of therapeutic exercise programs involving children with bronchiectasis, we undertook a pilot RCT to evaluate the effects of a play-based therapeutic exercise program on fundamental movement skill (FMS) proficiency. The effects of the program on cardiorespiratory fitness, perceived competence, and health-related quality of life (HR-QoL) were examined as secondary outcomes.
Methods
Children [median (IQR) age: 6.8 (5.3–8.8) years] with bronchiectasis unrelated to cystic fibrosis were randomized to a 7-week therapeutic exercise program ( n = 11) or wait-list control ( n = 10). The exercise program comprised 7 × 60-min weekly sessions and was supplemented by a home-based program 2-days/week. Participants were assessed on: FMS (locomotor and object control skills) using the Test of Gross Motor Development 2nd Edition (TGMD-2); cardiovascular fitness by calculating the percent change in heart rate (%ΔHR) from rest to completion of the first stage of a submaximal treadmill test; perceived competence using Harter’s athletic competence subscale; and QoL with the PedsQL.
Results
Significant group by time interactions were observed for locomotor and object control skills. Children completing the therapeutic exercise program exhibited significant improvements in both locomotor (pre 29.0 ± 2.0, post 35.2 ± 2.2, p = 0.01) and object control (pre 27.0 ± 2.0, post 35.5 ± 2.2, p = 0.01) skills, with no significant change in controls (pre 31.6 ± 2.1, post 31.8 ± 2.3 and pre 31.0 ± 2.1, post 32.3 ± 2.3, respectively). Among children completing the program, %ΔHR declined by 6% points, while %ΔHR declined only marginally among controls (0.9% points), but the group by time interaction was not statistically significant. The program had a small positive impact on competence perceptions (Cohen’s d = 0.2) and HR-QoL (Cohen’s d = 0.3).
Conclusion
This pilot RCT provides preliminary evidence for the efficacy of a play-based therapeutic exercise program to improve proficiency in FMS and fitness in children with bronchiectasis. The results are sufficiently positive to warrant conducting a larger RCT testing the efficacy of the exercise program in children with bronchiectasis and/or other chronic respiratory conditions.
Investıgatıon of the mediating role of perceived motor competence and physical activity enjoyment in the relationship between motor competence and physical activity particıpation level in children
The developmental associations between actual motor competence (MC), perceived physical competence (PC), and health-related fitness (HRF) in schoolchildren were investigated over a four-year period. Participants were 1147 (girls 582, boys 565) schoolchildren aged between 11 to 13 years (M = 11.27 ± 0.33 years) in the beginning of the study. Data were collected at five time points in 2017–2021. MC was measured with three product-oriented (i.e., outcome of the movement) motor competence skill tests: side-to-side jump, five-leaps, and throw-catch. PC was assessed with the Physical Self-Perception Profile. HRF was assessed with the 20m shuttle run, curl-up, and push-up tests. The random intercept cross-lagged panel model with birth month and sex as covariates, was tested using repeated measures (within level) and PC, MC, and HRF levels (between level). The key findings were: 1) PC, MC, and HRF levels were reciprocally associated over time; 2) repeated measures of HRF at each time point were positively associated with PC and MC one year later; 3) PC decreased, MC increased, and HRF remained stable over time; and 4) MC was more important than PC in explaining the variability in HRF levels and repeated measures. The positive reciprocal associations of MC, PC, and HRF from late childhood to early adolescence found in this study are important as they indicate that to support HRF in schoolchildren, both MC and PC can be promoted through investment in MC exercises.
Children’s self-perceived competence is critical for their engagement in fundamental motor skills (FMS), although these perceptions are highly inaccurate until around age seven (grade 2). Moreover, FMS competence is highly correlated with physical activity engagement in childhood. In this study we examined: (a) if children’s perceptions of their FMS competence differed after they were allowed to perform the skill or observe their performance, and (b) if the accuracy of children’s perceived competence changed under those conditions. Child participants ( N = 76; K-second grade) judged their own competence for three physical skills (running, skipping and dribble or hopping) on the Harter and Pike Pictorial Scale of Perceived Competence and Social Acceptance under three conditions: (a) a no-performance baseline, (b) after performing each skill, and (c) after observing themselves performing the skill. A repeated measures analysis of variance (ANOVA) indicated that their perceived competence differed across these conditions for running but not for skipping/hopping ( p = .556) or for dribbling ( p = .368). Spearman’s rho correlations showed that their perceived running competence scores better predicted their actual competence after observing their performance ( rs = .25, p = .029) than after other conditions. Both performing and observing their performance were associated with changes in perceptions of running competence. Future research should focus on how and when children’s perceived competence is assessed and how perceptions relate to FMS and physical activity engagement.
Presents an integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment. This theory states that psychological procedures, whatever their form, alter the level and strength of self-efficacy. It is hypothesized that expectations of personal efficacy determine whether coping behavior will be initiated, how much effort will be expended, and how long it will be sustained in the face of obstacles and aversive experiences. Persistence in activities that are subjectively threatening but in fact relatively safe produces, through experiences of mastery, further enhancement of self-efficacy and corresponding reductions in defensive behavior. In the proposed model, expectations of personal efficacy are derived from 4 principal sources of information: performance accomplishments, vicarious experience, verbal persuasion, and physiological states. Factors influencing the cognitive processing of efficacy information arise from enactive, vicarious, exhortative, and emotive sources. The differential power of diverse therapeutic procedures is analyzed in terms of the postulated cognitive mechanism of operation. Findings are reported from microanalyses of enactive, vicarious, and emotive modes of treatment that support the hypothesized relationship between perceived self-efficacy and behavioral changes. (21/2 p ref)
Harter's (1979) perceived competence subscale was modified to specifically apply to soccer in order to compare young soccer players' general self-esteem, perceived physical competence, and perceived soccer competence scores in predicting players' actual soccer ability. Young soccer players (N = 217), 8 to 13 years of age, were tested on five soccer skill tests. Players also completed Harter's (1979) Perceived Competence Scale for Children and our perceived soccer competence subscale. We hypothesized that perceived soccer competence would have high internal consistency and would be a better predictor of soccer ability than either perceived physical competence or general self-esteem. Results indicated that the perceived soccer competence subscale had the highest internal consistency reliability coefficient, and that it was also slightly more predictive of soccer ability than perceived physical competence as indicated by multivariate multiple regression analysis and canonical correlation analysis. Future studies investigating perceived competence as a motivational variable in specific youth sports may find the sport-specific perceived competence measure to provide additional information to Harter's questionnaire.
Les auteurs decrivent une nouvelle echelle illustree de performances perceptives et d'acceptations sociales pour jeunes enfants, extension de la P.C.S.C., etablie en deux versions, chacune evaluant la competence cognitive, la competence physique, l'acceptation des pairs et celle de la mere. L'echantillon est compose de 255 enfants d'âge prescolaire (4-5 ans) et scolaire (6-7 ans)
Previous research concludes that athletes drop out of sport because of conflicts of interest, but these findings cannot clarify whether dropouts find other activities more appealing or turn to new activities because sport fails to meet their achievement needs. This investigation assessed dropout motives by testing explanations derived from Nicholls' (1984) motivational model and comparing them with traditional dropout questionnaire responses. Wrestling coaches, participants, participants' parents, dropouts, and dropouts' parents completed a 23-item dropout inventory; and participants and dropouts responded to questionnaire items testing Nicholls' task choice predictions. Dropout inventory responses confirmed previous conflict-of-interest findings. In data testing Nicholls' model, participants demonstrated significantly higher perceived ability, better won-loss records, more functional attributions, and more positive expectancies, and valued wrestling success more than dropouts did. These findings supported predictions that wrestlers change activities when continued participation threatens their perceived ability. Disagreement between the conclusions concerning why young athletes drop out of wrestling drawn from the conflict-of-interest explanation and from Nicholls' perceived ability model are discussed, and suggestions for reducing dropout rates are offered.
Evaluative responses to imagined task outcomes were found to depend on the question asked, as well as on perceptions of effort and ability. When university students were asked when they would experience pride or shame, they indicated effort would increase pride over success and reduce shame over failure. On the other hand, when asked what type of person they would like to be they chose high ability regardless of outcome. This modified Weiner's (1972) statement of the relation of causal attributions and affective expression. Individual differences in responses to these questions related to differences in self-concept of ability. This result suggested extensions of the attributional analysis of achievement motivation.