scholarly journals Bidirectional Relationships among Children’s Perceived Competence, Motor Skill Competence, Physical Activity, and Cardiorespiratory Fitness across One School Year

2021 ◽  
Vol 2021 ◽  
pp. 1-13
Author(s):  
Suryeon Ryu ◽  
Jung Eun Lee ◽  
Nan Zeng ◽  
David Stodden ◽  
Daniel J. McDonough ◽  
...  
Keyword(s):  
Physical Activity ◽  
Cardiorespiratory Fitness ◽  
Motor Skill ◽  
Perceived Competence ◽  
White American ◽  
School Year ◽  
Bidirectional Relationship ◽  
Bidirectional Associations ◽  
Motor Skill Competence ◽  
Over Time

Purpose. The bidirectional associations among children’s motor skill competence (MSC), perceived competence (PC), physical activity (PA), and cardiorespiratory fitness (CRF) over time remain unanswered. This study is aimed at discerning the bidirectional relationships among elementary school children’s MSC, PC, PA and, CRF over the course of one school year. Methods. A total of 261 second and third grade children (127 boys, 134 girls; mea n age = 8.27 years; BMI = 18.22 ± 3.71 ) were recruited from two Texas elementary schools. Approximately 73.56% of participants were White American. Children’s baseline data were assessed in September/October in 2012 (Time1), and identical assessments were conducted in April/May in 2013 (Time2). MSC was assessed using product-oriented skill tests (e.g., throw, kick, and jump). PC was assessed via the Pictorial Scale of Perceived Competence for Children. Minutes spent in moderate-to-vigorous PA (MVPA) was assessed using ActiGraph GT3X+ accelerometers for five days, and CRF was assessed by the PACER test. Six age- and body mass index-adjusted cross-lagged panel models were used to test the relationships between the variables. Results. We observed that T1 MSC significantly predicted T2 MSC ( β = 0.59 ; p < 0.01 ), T2 CRF ( β = 0.28 ; p < 0.01 ), and T2 MVPA ( β = 0.18 ; p < 0.01 ). Children’s CRF was a positive predictor for T2 CRF ( β = 0.56 ; p < 0.01 ) and T2 MSC ( β = 0.13 ; p < 0.05 ) Additionally, T1 MVPA significantly predicted T2 MVPA ( β = 0.30 ; p < 0.01 ) and T2 PC ( β = − 0.14 ; p < 0.05 ). Conclusion. Findings suggested a fully bidirectional relationship between elementary children’s MSC and CRF. Other bidirectional relationships among the variables were only partially supported. Educators and health professionals need to emphasize the importance of developing both MSC and CRF to maintain physical health over time.

scholarly journals Effects of a Need-Supportive Motor Skill Intervention on Children’s Motor Skill Competence and Physical Activity

Children ◽  
2020 ◽  
Vol 7 (3) ◽  
pp. 21 ◽  
Author(s):  
Joonyoung Lee ◽  
Tao Zhang ◽  
Tsz Lun (Alan) Chu ◽  
Xiangli Gu
Keyword(s):  
Physical Activity ◽  
Gender Differences ◽  
Motor Skill ◽  
Repeated Measures ◽  
Vigorous Physical Activity ◽  
Control Group ◽  
Significant Group ◽  
Motor Skill Intervention ◽  
Motor Skill Competence ◽  
Over Time

A need-supportive environment can provide various motivational benefits to impact children’s psychomotor developmental levels. However, very little is known about the effects of need-supportive motor skill intervention on children’s motor skill competence and physical activity by gender. Guided by self-determination theory (SDT), this study aimed to (a) investigate the effect of a need-supportive fundamental movement skill (FMS) program on children’s FMS competence and moderate-to-vigorous physical activity (MVPA), and (b) explore potential gender differences in these effects. Thirty-six children (63.8% girls; Mage = 6.52 ± 0.97) participated and were divided into two groups: an intervention group (24 need-supportive FMS sessions over eight weeks) and a control group. A repeated-measures multivariate analysis of variance (MANOVA) was used to examine the influence of the motor skill intervention on FMS competence and MVPA over time by group (intervention, control) and gender (boys, girls). The results showed (a) significant group differences between the intervention and control group in FMS competence and MVPA (p < 0.001), (b) non-significant gender differences between boys and girls in FMS competence and MVPA (p = 0.85), and (c) non-significant interaction effects over time (p = 0.52). The findings highlight that a need-supportive FMS program may enhance FMS development and daily physical activity for both genders during the early school years.

scholarly journals Effects of Exergaming on Motor Skill Competence, Perceived Competence, and Physical Activity in Preschool Children

2019 ◽  
Vol 51 (Supplement) ◽  
pp. 511
Author(s):  
Zan Gao ◽  
Nan Zeng ◽  
Zachary C. Pope ◽  
Ru Wang ◽  
Fang Yu
Keyword(s):  
Physical Activity ◽  
Preschool Children ◽  
Motor Skill ◽  
Perceived Competence ◽  
Motor Skill Competence

scholarly journals Effects of exergaming on motor skill competence, perceived competence, and physical activity in preschool children

2019 ◽  
Vol 8 (2) ◽  
pp. 106-113 ◽  
Author(s):  
Zan Gao ◽  
Nan Zeng ◽  
Zachary C. Pope ◽  
Ru Wang ◽  
Fang Yu
Keyword(s):  
Physical Activity ◽  
Preschool Children ◽  
Motor Skill ◽  
Perceived Competence ◽  
Motor Skill Competence

The role of physical activity and body-related perceptions in motor skill competence of adolescents with autism spectrum disorder

2019 ◽  
Vol 42 (10) ◽  
pp. 1373-1381
Author(s):  
Chia-Hua Chu ◽  
Chia-Liang Tsai ◽  
Fu-Chen Chen ◽  
Cindy H. P. Sit ◽  
Po-Lin Chen ◽  
...  
Keyword(s):  
Physical Activity ◽  
Autism Spectrum Disorder ◽  
Motor Skill ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Adolescents With Autism ◽  
Motor Skill Competence

Perceived Competence and Enjoyment in Predicting Students' Physical Activity and Cardiorespiratory Fitness

2008 ◽  
Vol 107 (2) ◽  
pp. 365-372 ◽  
Author(s):  
Zan Gao
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Cardiorespiratory Fitness ◽  
Perceived Competence ◽  
Regression Analyses ◽  
Significant Variance ◽  
Significant Contributor ◽  
Cardiovascular Endurance ◽  
Educational Implications ◽  
Predictive Strength

This study investigated the predictive strength of perceived competence and enjoyment on students' physical activity and cardiorespiratory fitness in physical education classes. Participants ( N = 307; 101 in Grade 6, 96 in Grade 7, 110 in Grade 8; 149 boys, 158 girls) responded to questionnaires assessing perceived competence and enjoyment of physical education, then their cardiorespiratory fitness was assessed on the Progressive Aerobic Cardiovascular Endurance Run (PACER) test. Physical activity in one class was estimated via pedometers. Regression analyses showed enjoyment ( R2 = 16.5) and perceived competence ( R2 = 4.2) accounted for significant variance of only 20.7% of physical activity and, perceived competence was the only significant contributor to cardiorespiratory fitness performance ( R2 = 19.3%). Only a small amount of variance here leaves 80% unaccounted for. Some educational implications and areas for research are mentioned.

Examining the bidirectional relationship between physical activity, screen time, and symptoms of anxiety and depression over time during adolescence

2016 ◽  
Vol 88 ◽  
pp. 147-152 ◽  
Author(s):  
Katie E. Gunnell ◽  
Martine F. Flament ◽  
Annick Buchholz ◽  
Katherine A. Henderson ◽  
Nicole Obeid ◽  
...  
Keyword(s):  
Physical Activity ◽  
Screen Time ◽  
Anxiety And Depression ◽  
Bidirectional Relationship ◽  
Over Time

scholarly journals Early motor skill competence as a mediator of child and adult physical activity

2015 ◽  
Vol 2 ◽  
pp. 833-838 ◽  
Author(s):  
Paul D. Loprinzi ◽  
Robert E. Davis ◽  
Yang-Chieh Fu
Keyword(s):  
Physical Activity ◽  
Motor Skill ◽  
Motor Skill Competence

scholarly journals Effects of School-Based Exergaming on Urban Children’s Physical Activity and Cardiorespiratory Fitness: A Quasi-Experimental Study

2019 ◽  
Vol 16 (21) ◽  
pp. 4080 ◽  
Author(s):  
Ye ◽  
Pope ◽  
Lee ◽  
Gao
Keyword(s):  
Physical Activity ◽  
Cardiorespiratory Fitness ◽  
Repeated Measures ◽  
Intervention Group ◽  
Control School ◽  
Control Group ◽  
Post Intervention ◽  
School Based ◽  
Quasi Experimental ◽  
Over Time

Background: Modern-day technology is appealing to children. Few studies, however, have conducted longitudinal analyses of a school-based exergaming program’s effect on physical activity (PA) behaviors and fitness in children. Therefore, this study examined the longitudinal effect of an 8-month school-based exergaming intervention on children’s objectively-measured PA and cardiorespiratory fitness (CRF). Materials and Methods: Eighty-one fourth grade students (X̅age = 9.23 ± 0.62; 39 girls; 54.3% African American, 30.9% Non-Hispanic White, 14.8% other) participated in this study from 2014–2015. The intervention school’s children participated in a once-weekly 50-minute exergaming intervention during recess throughout the school year, while the control school continued regular recess. Children’s in-school PA and sedentary behavior (SB) were measured with ActiGraphGT3X+ accelerometers, with CRF assessed via the half-mile run. All measurements were taken at baseline, mid-intervention (four months) and post-intervention (eight months). Repeated-measures two-way ANCOVAs using age and race as covariates were conducted to examine between-school differences over time for SB, light PA (LPA), moderate-to-vigorous PA (MVPA), and CRF. Results: Significant time by group interactions were observed for LPA, F(1, 79) = 7.82, η2 = 0.09, p < 0.01, and MVPA, F(1, 79) = 4.58, η2 = 0.06, p < 0.05, as LPA increased among the control group, while MVPA increased among intervention group. Children in both groups experienced decreased SB during the intervention (intervention: −7.63 minutes; control: −17.59 minutes), but demonstrated lower CRF over time (intervention: +46.73 seconds; control: +61.60 seconds). Conclusions: Observations suggested that school-based exergaming implementation may be effective in increasing children’s MVPA and decreasing their SB over the course an academic year (i.e., ~eight months). More research is needed, however, to discern how modifications to school-based exergaming might also promote improved CRF in children.

scholarly journals Considering Physical Well-Being, Self-perceptions, and Support Variables in Understanding Youth Academic Achievement

2019 ◽  
Vol 40 (1) ◽  
pp. 134-157 ◽  
Author(s):  
Erin E. Centeio ◽  
Cheryl L. Somers ◽  
E. Whitney G. Moore ◽  
Alex Garn ◽  
Noel Kulik ◽  
...  
Keyword(s):  
Physical Activity ◽  
Academic Achievement ◽  
Cardiorespiratory Fitness ◽  
Well Being ◽  
Female Students ◽  
Male Students ◽  
Future Research ◽  
Self Perceptions ◽  
School Year ◽  
Cardiovascular Endurance

The purpose of this study was to examine the relation between measures of students’ physical well-being and self-perception and their academic achievement. Specifically, we look at students’ social support for physical activity, physical activity perceptions, self-concept, self-efficacy, health behaviors, and cardiorespiratory fitness (as measured by the progressive aerobic cardiovascular endurance run [PACER] test). Students ( n = 697 fifth graders) were surveyed at the beginning of the school year. A two-group path analysis revealed notable relationships between the predictor variables and proximal and distal outcomes, with some paths moderated by sex. One relationship that was significant for both sexes was cardiorespiratory fitness, as it was the only significant predictor of achievement. This effect was moderate to large for the female students ([Formula: see text]; [Formula: see text]) and small to large for the male students ([Formula: see text]; [Formula: see text]). These findings can be used to guide future research and educational prevention and intervention efforts.

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