Perceived competence and physical activity involvement among youths: an examination of Harter's Competence Motivation Theory in Botswana

2004 ◽  
Vol 26 (2) ◽  
Author(s):  
Leapetswe Malete
Keyword(s):  
Physical Activity ◽  
Perceived Competence ◽  
Motivation Theory ◽  
Activity Involvement ◽  
Competence Motivation

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.

Relationships Between Health-Related Fitness Knowledge, Perceived Competence, Self-Determination, and Physical Activity Behaviors of High School Students

2016 ◽  
Vol 35 (1) ◽  
pp. 27-37 ◽  
Author(s):  
Liz Haslem ◽  
Carol Wilkinson ◽  
Kevin A. Prusak ◽  
William F. Christensen ◽  
Todd Pennington
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Structural Equation ◽  
Perceived Competence ◽  
Equation Modeling ◽  
School Students ◽  
Health Related ◽  
Competence Motivation ◽  
Health Related Fitness

The purpose of this study was (a) to test a hypothesized model of motivation within the context of conceptual physical education (CPE), and (b) to explore the strength and directionality of perceived competence for physical activity as a possible mediator for health-related fitness knowledge (HRFK) and physical activity behaviors. High school students (N = 280) at the end of a CPE course completed the following: Behavioral Regulation in Exercise Questionnaire–2, Godin Leisure–Time Exercise Questionnaire, Perceived Competence Scale, and a HRFK Questionnaire. Structural equation modeling analysis was used to explore the relationships between the variables of HRFK, perceived competence, motivation, and physical activity. The analysis resulted in a modified model that showed a relationship between perceived competence and physical activity, mediated by introjected and identified regulation. A relationship also existed between HRFK and external regulation indicating students felt controlled. Suggested value-promoting activities could help students value concepts being taught.

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.

scholarly journals Expectancy-Value Model Related to Physical Activity Behaviors in Chilean and Spanish Adolescents

2020 ◽  
Vol 17 (21) ◽  
pp. 8219
Author(s):  
Laura O. Gallardo ◽  
Alberto Abarca-Sos ◽  
Alberto Moreno Doña
Keyword(s):  
Physical Activity ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Perceived Competence ◽  
Group Model ◽  
Physically Active ◽  
Expectancy Value ◽  
Essential Variable ◽  
Value Model ◽  
Weight Teasing

The purpose of the study is to comparatively test the expectancy-value model in Chilean and Spanish samples. The model proposes: a social world (composed of social support, physical activity teasing, and weight teasing), expectancy (composed of perceived competence and appearance), task values (composed of enjoyment and stress) to predict physical activity and intention to be physically active. Participants were 497 (Chilean) and 1365 (Spanish) adolescents. Structural equation models and multi-group modelling were used. All the models presented adequate fit to the data. The results show that physical activity teasing is a contextual and essential variable; perceived competence and enjoyment influenced physical activity and intentions to be physically active; some differences appeared in the prediction of physical activity and intentions to be physically active when the multi-group model was run. Culturally tailored interventions are key to improving physical activity (PA) behaviors.

Perceived Competence and Physical Activity in Older Adults

2016 ◽  
Vol 40 (4) ◽  
pp. 285-295 ◽  
Author(s):  
Virginia Overdorf ◽  
Cheryl Coker ◽  
Betty Kollia
Keyword(s):  
Physical Activity ◽  
Older Adults ◽  
Perceived 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.

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