Perceived Competence and Motives for Participating in Youth Sports: A Test of Harter's Competence Motivation Theory

1987 ◽  
Vol 9 (1) ◽  
pp. 55-65 ◽  
Author(s):  
Kimberley A. Klint ◽  
Maureen R. Weiss
Keyword(s):  
Sport Participation ◽  
Youth Sports ◽  
Perceived Competence ◽  
Motivation Theory ◽  
Physical Competence ◽  
Participation Motivation ◽  
Competence Scale ◽  
Competence Motivation ◽  
The Relationship ◽  
Discriminant Function Analyses

One of the most important issues facing youth sport researchers and practitioners is an understanding of why children participate in sport programs. The participation motivation research, however, has not been linked to an existing theoretical model. Thus the purpose of this study was to test the notions, based on Harter's (1978, 1981) competence motivation theory, that perceptions of competence are related to particular motives children have for sport participation. Sixty-seven children involved in youth gymnastic programs were administered the physical, social, and cognitive subscales of Harter's (1982) Perceived Competence Scale and a motives for gymnastic participation questionnaire. Discriminant function analyses revealed support for competence motivation theory as a viable explanation for the relationship between competence perceptions and motives for participation in sport. Specifically, children high in perceived physical competence were more motivated by skill development reasons, and gymnasts high in perceived social competence were more motivated by the affiliation aspects of sport when compared to their low perceived competence counterparts.

Perceived Competence in Soccer Skills among Young Soccer Players

1984 ◽  
Vol 6 (4) ◽  
pp. 385-394 ◽  
Author(s):  
Deborah L. Feltz ◽  
Eugene W. Brown
Keyword(s):  
Internal Consistency ◽  
Youth Sports ◽  
Internal Consistency Reliability ◽  
Self Esteem ◽  
Perceived Competence ◽  
Soccer Players ◽  
Physical Competence ◽  
Additional Information ◽  
Multivariate Multiple Regression ◽  
High Internal Consistency

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.

Do Perceptions of Competence Mediate The Relationship Between Fundamental Motor Skill Proficiency and Physical Activity Levels of Children in Kindergarten?

2015 ◽  
Vol 12 (7) ◽  
pp. 954-961 ◽  
Author(s):  
Jeff R. Crane ◽  
Patti J. Naylor ◽  
Ryan Cook ◽  
Viviene A. Temple
Keyword(s):  
Physical Activity ◽  
Motor Skill ◽  
Perceived Competence ◽  
Outcome Variable ◽  
Activity Levels ◽  
Physical Competence ◽  
Object Control ◽  
Perception System ◽  
Physical Activity Levels ◽  
The Relationship

Background:Perceptions of competence mediate the relationship between motor skill proficiency and physical activity among older children and adolescents. This study examined kindergarten children’s perceptions of physical competence as a mediator of the relationship between motor skill proficiency as a predictor variable and physical activity levels as the outcome variable; and also with physical activity as a predictor and motor skill proficiency as the outcome.Methods:Participants were 116 children (mean age = 5 years 7 months, 58% boys) from 10 schools. Motor skills were measured using the Test of Gross Motor Development-2 and physical activity was monitored through accelerometry. Perceptions of physical competence were measured using The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children, and the relationships between these variables were examined using a model of mediation.Results:The direct path between object control skills and moderate-vigorous physical activity (MVPA) was significant and object control skills predicted perceived physical competence. However, perceived competence did not mediate the relationship between object control skills and MVPA.Conclusions:The significant relationship between motor proficiency and perceptions of competence did not in turn influence kindergarten children’s participation in physical activity. These findings support concepts of developmental differences in the structure of the self-perception system.

scholarly journals Player Ability, Coach Feedback, and Female Adolescent Athletes' Perceived Competence and Satisfaction

1998 ◽  
Vol 20 (3) ◽  
pp. 280-299 ◽  
Author(s):  
Justine B. Allen ◽  
Bruce L. Howe
Keyword(s):  
Regression Analysis ◽  
Canonical Correlation ◽  
Perceived Competence ◽  
Female Adolescent ◽  
Hierarchical Regression ◽  
Field Hockey ◽  
Adolescent Athletes ◽  
Competence Motivation ◽  
Corrective Information ◽  
The Relationship

The purpose of this study was to examine the relationship between athlete ability and coach feedback with perceived competence and satisfaction among female adolescent athletes. Athletes (N = 123) reported their perceptions of coaches' use of feedback, their own field hockey competence, and satisfaction with the coach and team involvement. In addition, coaches' ratings of athletes' ability were obtained. Analyses revealed that both ability and coach feedback were significantly related to perceived competence and satisfaction. Specifically, a hierarchical regression analysis revealed that higher ability, more frequent praise and information, and less frequent encouragement and corrective information were related to higher perceived competence. Further, a canonical correlation analysis revealed that higher ability, frequent praise and information after a good performance, and frequent encouragement and corrective information after an error were associated with greater satisfaction with the coach and team involvement. The results are discussed in relation to Harter's (1978) competence motivation theory).

Relationship of Perceived and Actual Motor Competence in Children

2002 ◽  
Vol 94 (3_suppl) ◽  
pp. 1059-1070 ◽  
Author(s):  
Lennart Raudsepp ◽  
Raino Liblik
Keyword(s):  
Objective Measure ◽  
Perceived Competence ◽  
Physical Conditioning ◽  
Physical Competence ◽  
Motor Competence ◽  
Body Attractiveness ◽  
Self Worth ◽  
General Physical ◽  
Relationship Of ◽  
The Relationship

The purpose of this study was to examine the relationship between children's actual and perceived motor competence. 280 children between the ages of 10 and 13 years individually completed the Children's Physical Self-perception Profile which assesses perceptions of sport competence, physical conditioning, strength, body attractiveness, and general physical self-worth. The internal reliabilities (α) of the sub-scales ranged from .75 to .82. After completing the profile, the subject's actual motor competence was measured using tests of aerobic fitness and functional strength. Body fatness (sum of five skinfolds) was measured as an objective measure of perceived body attractiveness. Analysis of variance showed that boys and girls differed in perceived competence and actual motor competence. The boys showed higher perceived competence on four scores, but there was no sex difference in perception of body attractiveness. Correlations and regression analysis showed that actual and perceived motor competence were significantly but only moderately ( r = .25–.56) correlated. In addition, items of perceived physical competence and age accounted for 17% (sit-ups) to 25% (endurance shuttle run) of the variance in actual motor competence of the children. These findings showed that 10- to 13-yr.-old children can only moderately assess personal motor competence.

The Effects of Status on Perceived Warmth and Competence

2010 ◽  
Vol 41 (2) ◽  
pp. 82-87 ◽  
Author(s):  
Marco Brambilla ◽  
Simona Sacchi ◽  
Federica Castellini ◽  
Paola Riva
Keyword(s):  
Social Status ◽  
Perceived Competence ◽  
Goal Achievement ◽  
Group Status ◽  
The Relationship

Research has shown that perceived group status positively predicts competence stereotypes but does not positively predict warmth stereotypes. The present study identified circumstances in which group status positively predicts both warmth and competence judgments. Students (N = 86) rated one of two groups (psychologists vs. engineers) presented as either being low or high in social status on warmth and competence. Results showed that status positively predicted competence stereotypes for both groups, but warmth stereotypes only for psychologists, for whom warmth traits are perceived to be functional in goal achievement. Moreover, for psychologists perceived warmth mediated the relationship between status and perceived competence. Results are discussed in terms of the contextual malleability of the relationship between perceived status, warmth, and competence.

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