Does perceived competence, motor competence or fitness best predict physical activity among adolescents?

2010 ◽  
Vol 12 ◽  
pp. e69-e70 ◽  
Author(s):  
B. Hands ◽  
E. Rose ◽  
H. Parker ◽  
D. Larkin
Keyword(s):  
Physical Activity ◽  
Perceived Competence ◽  
Motor Competence

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

2020 ◽  
Vol 17 (5) ◽  
pp. 493-500
Author(s):  
Nadia Cristina Valentini ◽  
Glauber Carvalho Nobre ◽  
Mariele Santayana de Souza ◽  
Michael J. Duncan
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Structural Equation ◽  
Critical Role ◽  
Perceived Competence ◽  
Equation Model ◽  
Early Years ◽  
Motor Competence ◽  
Object Control ◽  
Considerable Work

Background: 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. Method: 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). Results: 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. Conclusion: 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.

scholarly journals What Keeps Them Physically Active? Predicting Physical Activity, Motor Competence, Health-Related Fitness, and Perceived Competence in Irish Adolescents after the Transition from Primary to Second-Level School

2020 ◽  
Vol 17 (8) ◽  
pp. 2874 ◽  
Author(s):  
Una Britton ◽  
Johann Issartel ◽  
Jennifer Symonds ◽  
Sarahjane Belton
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Vertical Jump ◽  
School Transition ◽  
Perceived Competence ◽  
First Year ◽  
Motor Competence ◽  
Object Control ◽  
Health Related ◽  
Health Related Fitness

Physical activity (PA) decreases with age. The school transition is noted for significant changes in PA behaviour. Motor competence (MC), health-related fitness (HRF), and perceived competence (PC) are generally positively associated with PA. The aim of this study was to examine longitudinal cross-lagged relationships between PA, MC, HRF, and PC across the school transition from final year of primary school to first year of second-level school in Irish youth. PA (accelerometery), object-control and locomotor MC (TGMD-III), PC (perceived athletic competence subscale of the Self-Perception Profile for Adolescents), and HRF (20 m shuttle run, horizontal jump, vertical jump, push-ups, curl-ups) were measured in final year of primary school (6th class) and first year of second-level school (1st year). In the sixth class, 261 participants (53% female; mean age 12.22 ± 0.48 years) were tested. In first year, 291 participants (48% female; mean age: 13.20 ± 0.39 years) were tested. In total, 220 participants were involved in the study at both timepoints. Cross-lagged regression in AMOS23, using full information maximum likelihood estimation, was conducted to test reciprocal and predictive pathways between variables. The full cross-lagged model showed acceptable fit (χ2 = 69.12, df = 8, p < 0.01, NFI = 0.93, CFI = 0.94). HRF was the strongest predictor of future PA (β = 0.353), and also predicted PC (β = 0.336) and MC (β = 0.163). Object-control MC predicted future PA (β = 0.192). Reciprocal relationships existed between object-control MC and PA, and between object-control MC and PC. HRF was the strongest predictor of PA. Object-control MC also predicted PA. PA promotion strategies should target the development of HRF and object-control MC in primary school to reduce the decline in PA frequently observed after the school transition.

scholarly journals The Feasibility and Challenges of Conducting Online Research to Examine Movement Behavior in Parents and Children During the COVID-19 Pandemic

2022 ◽  
Vol 9 ◽  
Author(s):  
Katherine Q. Scott-Andrews ◽  
Alison L. Miller ◽  
Thomas J. Templin ◽  
Rebecca E. Hasson ◽  
Leah E. Robinson
Keyword(s):  
Physical Activity ◽  
Perceived Competence ◽  
Movement Behavior ◽  
Future Research ◽  
Online Research ◽  
Structured Interviews ◽  
Motor Competence ◽  
Recruitment Methods ◽  
Parents And Children ◽  
Parent Child

The global pandemic of COVID-19 shifted the methodology of this research project. The purpose of this perspective article is to discuss the feasibility and challenges of converting an in-person mixed methods study that examined associations among and beliefs about physical activity, motor competence, and perceived competence to an online format with parents and children during the COVID-19 pandemic. Recruitment was conducted through a University research registry, social media, and public listservs. All correspondence with participants was through email and secure platforms. Physical activity was assessed with accelerometers mailed to participants. Motor competence was assessed through participant-filmed trials of motor skills. Perceived competence was assessed with the Self-Perception Profile for Adults and Children delivered on Qualtrics. Semi- structured interviews to examine beliefs were conducted over Zoom. Approximately 200 families expressed interest in the study, 76 parent-child dyads consented and assented, and 61 parent-child dyads completed at least one component of the study. It is feasible to conduct online research that contributes to scientific knowledge and has potential advantages. However, various challenges need to be considered regarding the application of online research. These challenges included recruitment, the data collection process, and data quality. Future research needs to address these challenges by utilizing wide-reaching and diverse recruitment methods, easing participants' burden with technology, and developing motor competence and perceived competence assessments that can be administered online. The way research was conducted changed due to COVID-19 and adapting to and/or integrating online methods is both necessary and feasible, but modifications must be taken into consideration.

Children’s Perceived Physical Competence at Different Categories of Physical Activity

1997 ◽  
Vol 9 (3) ◽  
pp. 237-242 ◽  
Author(s):  
Elaine Mullan ◽  
John Albinson ◽  
David Markland
Keyword(s):  
Physical Activity ◽  
Children And Adolescents ◽  
Repeated Measures ◽  
Perceived Competence ◽  
Competitive Sport ◽  
Physical Competence ◽  
Repeated Measures Anova ◽  
Recreational Activities ◽  
Athletic Competence ◽  
Competitive Activities

This study explored whether children differentiate between their physical capabilities at play activities, informal recreational activities, and formal competitive activities. Harter’s (11) six-item Athletic Competence subscale from the SelfPerception Profile for Children was administered to 578 children and adolescents (ages 7-15 years). The items were modified to refer to three different categories of physical activity instead of sport or outdoor games as used in the original subscale. Repeated measures ANOVA revealed that children differentiated between the three categories of physical activity, and that the competitive sport category was their area of lowest perceived competence. Males had higher levels of perceived competence than females in each category.

Preschool Teachers’ Preparedness for Knowing, Enabling, and Meeting the Active Start Guidelines for Physical Activity

2018 ◽  
Vol 6 (2) ◽  
pp. 333-344 ◽  
Author(s):  
Ali Brian ◽  
Adam Pennell ◽  
Ryan Sacko ◽  
Michaela Schenkelburg
Keyword(s):  
Physical Activity ◽  
Training Programs ◽  
Preschool Teachers ◽  
Free Play ◽  
Motor Competence ◽  
Preservice Teacher Training ◽  
Athletic Competence ◽  
Exploratory Survey ◽  
Teacher Training Programs ◽  
Gross Motor Skill

Most early childhood centers charge preschool teachers with delivering gross motor skill content and providing physical activity (PA) opportunities to children. Little is known regarding preschool teachers’ background and confidence and the extent to which centers meet the Active Start Guidelines (ASGs) for PA. Preschool teachers (N = 102) completed an exploratory survey and the Self-Perception Profile for Adults Athletic Competence subscale. Eighty-eight percent possessed no formal background in physical education (PE)/PA, while most teachers (77%) were not aware of the ASGs. Most participants (92%) reported that they do not provide daily, teacher-led PE/PA programming, and less than half (47%) provided at least 60 min of daily free play. Preschool teachers were found to have below average perceived motor competence. Recommendations are provided for preservice teacher training programs, policymakers, as well as professional development of in-service teachers.

Relationship between meeting physical activity guidelines and motor competence among low-income school youth

2020 ◽  
Vol 23 (6) ◽  
pp. 591-595 ◽  
Author(s):  
Alessandro H. Nicolai Ré ◽  
Anthony D. Okely ◽  
Samuel W. Logan ◽  
Mellina M.L.M. da Silva ◽  
Maria T. Cattuzzo ◽  
...  
Keyword(s):  
Physical Activity ◽  
Low Income ◽  
Motor Competence ◽  
Physical Activity Guidelines ◽  
School Youth
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