Impacto de la pandemia por COVID19 en la percepción de competencia motriz de escolares de la ciudad de Temuco, Chile (Impact of the COVID19 pandemic on the perception of motor competence in schoolchildren from Temuco, Chile)

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 361-369
Author(s):  
Jaime Carcamo-Oyarzun ◽  
Francisco Romero-Rojas ◽  
Isaac Estevan
Keyword(s):  
Physical Education ◽  
Motor Development ◽  
Mixed Model ◽  
Physical Education Class ◽  
Motor Competence ◽  
Object Control ◽  
Face To Face ◽  
Underlying Mechanisms ◽  
Didactic Strategies

  En el ámbito del desarrollo motor, la percepción de la competencia motriz es considerada como uno de los mecanismos subyacentes más importantes que influyen en la adherencia a la práctica de actividad física, siendo las clases de Educación Física una de las instancias más pertinentes para su desarrollo. El presente estudio tiene como objetivo analizar, en condiciones de confinamiento y de cierre de las escuelas por COVID-19, cómo la percepción de la competencia motriz evoluciona durante el tiempo en que el alumnado no ha tenido Educación Física de manera presencial. Participaron 104 estudiantes (52,9% niñas; M = 10,9 años de edad; D.T. = 0,69), quienes contestaron el cuestionario SEMOK de evaluación de la competencia motriz percibida, tanto en 2019 (T1) como en 2020 (T2). Los resultados del modelo mixto no mostraron un efecto principal del periodo de confinamiento sobre la percepción de competencia motriz (p > ,05), mientras que en cada una de los tiempos de medición se encontraron diferencias significativas en función del sexo, donde los niños mostraron una mayor percepción de competencia motriz en control de objetos que las niñas (p < ,001). Los estudiantes mantuvieron una percepción similar desde T1 hasta T2, mostrando una estabilidad en la percepción de su competencia motriz durante este periodo de confinamiento, lo que coincide con los escasos estudios que han investigado esta temática siguiendo procedimientos prospectivos. Además, se confirma el rol que el sexo ejerce en la percepción de la competencia motriz, aspecto que debe ser considerado al momento de desarrollar estrategias didácticas en Educación Física.  Abstract. In the field of motor development, the perception of motor competence is considered one of the most important underlying mechanisms that influence the adherence to the practice of physical activity, where Physical Education classes are one of the most relevant instances for its development. The present study aims to analyze how the perception of motor competence evolves in conditions of confinement and closed schools because of COVID-19 during the time in which the students have not had Physical Education classes in a face-to-face manner. 104 students (52.9% girls; age M=10.9; S.D.=0.69) participated and answered the SEMOK questionnaire for assessing perceived motor competence in both 2019 (T1) and 2020 (T2). The results of the mixed model did not present major effects of the confinement period on the perception of motor competence (p>.05), while in each of the periods significant differences were found according to gender, with boys showing a higher perception of motor competence in object control than girls (p<.001). The students maintained a similar perception from T1 to T2, showing stability in the perception of their motor competence during the period of confinement, which coincides with the few studies that have studied this subject, following prospective procedures. In addition, the role of gender in the perception of motor competence is confirmed and should be considered when developing didactic strategies for Physical Education class.

scholarly journals Association between Actual and Perceived Motor Competence in School Children

2020 ◽  
Vol 17 (10) ◽  
pp. 3408
Author(s):  
Jaime Carcamo-Oyarzun ◽  
Isaac Estevan ◽  
Christian Herrmann
Keyword(s):  
Structural Equation ◽  
Structural Equation Models ◽  
Sixth Graders ◽  
Factor Analyses ◽  
Motor Competence ◽  
Object Control ◽  
Invariance Testing ◽  
Sense Of Competence ◽  
Underlying Mechanisms

(1) Background: The association between actual and perceived motor competence (MC) is one of the underlying mechanisms that influence the practice of physical activity. This study mainly aimed to analyze the structure and correlations between actual and perceived MC in schoolchildren and to compare actual and perceived MC between girls and boys. (2) Methods: A total of 467 fifth and sixth graders (43.9% girls, M = 11.26, SD = 0.70) participated. Actual and perceived MC were assessed. To examine the proposed four factor models, structural equation models (factor analyses, latent correlations, invariance testing for gender) were conducted. Student t-test for independent samples was used to compare boys and girls. (3) Results: Proposed models achieved acceptable fit values with moderate correlation between the factors according to the type of MC in actual and perceived MC. Invariant factor structure in boys and girls was revealed. Boys performed and perceived themselves higher in object control than girls; whereas girls showed higher actual and perceived self-movement than boys. (4) Conclusions: The association between actual and perceived MC exists both globally and separately by gender, despite the differences between boys and girls. It is important to consider the role of gender and type of MC in the development of motor competencies, as well as in the strengthening of the children’s sense of competence.

scholarly journals Bi-directional prospective associations between objectively measured physical activity and fundamental motor skills in children: a two-year follow-up

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Ada Kristine Ofrim Nilsen ◽  
Sigmund Alfred Anderssen ◽  
Kjersti Johannessen ◽  
Katrine Nyvoll Aadland ◽  
Einar Ylvisaaker ◽  
...  
Keyword(s):  
Physical Activity ◽  
Young Children ◽  
Motor Skills ◽  
Motor Development ◽  
Mixed Model ◽  
Linear Mixed Model ◽  
Gross Motor ◽  
Object Control ◽  
Fundamental Motor Skills

Abstract Background The direction of the longitudinal relationship between physical activity (PA) and fundamental motor skills (FMS) remains unclear. We evaluated the bi-directional, prospective relationships between intensity-specific physical activity (PA) and domain-specific fundamental motor skills (FMS) over 2 years in children attending preschool at baseline. Methods A sample of 230 children (mean age at baseline 4.7 yr, 52% boys) from the 'Sogn og Fjordane Preschool Physical Activity Study' was measured 2 years apart. PA was assessed using ActiGraph accelerometers (GT3X+). FMS were evaluated by a test battery guided by the 'Test of Gross Motor Development 3' and the 'Preschooler Gross Motor Quality Scale'. PA outcomes were total PA (TPA [counts per minute]) and intensity specific PA and sedentary behaviour (SED) (min/day). FMS outcomes were locomotor, object control, and balance skills. Linear mixed model adjusting for potential co-variates was used to evaluate the bi-directional prospective associations between these variables, including the moderating effect of sex and age. Results Baseline total PA, moderate-to-vigorous PA (MVPA), and vigorous PA predicted higher locomotor, object control, and balance skills at follow-up (standardized regression coefficient (β): 0.17 to 0.26, p = 0.002–0.017). Baseline SED predicted lower locomotor skills at follow-up (β: − 0.27, p = 0.012). Baseline light PA did not predict FMS at follow-up. Baseline FMS were not associated with PA or SED at follow-up. Conclusions MVPA was positively associated with development of FMS in young children. In contrast, FMS were not related to future PA levels. Our results suggest promotion of MVPA is important for FMS development in young children.

scholarly journals Evaluation of basic motor competencies in primary school in Luxembourg

2021 ◽  
Author(s):  
Claude Scheuer ◽  
Andreas Bund ◽  
Sandra Heck ◽  
Christian Herrmann
Keyword(s):  
Motor Development ◽  
First Graders ◽  
Human Movement ◽  
Third Graders ◽  
Support Needs ◽  
Motor Competence ◽  
Object Control ◽  
School Year ◽  
Motor Tests ◽  
Voluntary Basis

An objective of physical education (PE) is supporting students’ positive motor development. Therefore, it is indispensable for them to be in command of the necessary basic motor competencies (in German: Motorische Basiskompetenzen; MOBAK) as the prerequisites to be able to participate in the culture of human movement. For the implementation of the MOBAK approach in Luxembourg (MOBAK-LUX), we developed the test instruments MOBAK-LUX-PS for preschoolers, MOBAK-LUX-1 for first graders, MOBAK-LUX-3 for third graders and MOBAK-LUX-5 for fifth graders. These motor tests are conducted on a voluntary basis by interested schools and teachers at the beginning of each school year. In general, about one third of students in the different class levels have support needs in at least one area of basic motor competence. The support needs are prevalent mostly in the area object control and girls generally have lower results than boys, especially in object control.

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.

The Role of Motor Competence and Body Mass Index in Children’s Activity Levels in Physical Education Classes

2013 ◽  
Vol 32 (2) ◽  
pp. 118-130 ◽  
Author(s):  
Barbara Coiro Spessato ◽  
Carl Gabbard ◽  
Nadia C. Valentini
Keyword(s):  
Body Mass Index ◽  
Physical Education ◽  
Body Mass ◽  
Activity Levels ◽  
Motor Competence ◽  
Cdc Guidelines ◽  
Positive Correlations ◽  
Children’S Physical Activity ◽  
High Bmi

Our goal was to investigate the role of body mass index (BMI) and motor competence (MC) in children’s physical activity (PA) levels during physical education (PE) classes. We assessed PA levels of 5-to-10-year old children (n = 264) with pedometers in four PE classes. MC was assessed using the TGMD-2 and BMI values were classified according to CDC guidelines. We found small-to-moderate positive correlations between MC and PA; BMI was not significantly correlated with MC and PA. The linear regression model indicated that overall MC was a better predictor of PA than BMI. Our results suggest that children with higher MC find a way to be more active even in a structured setting such as a PE class. Our findings draw attention to the importance of promoting MC, especially for children with high BMI.

When Children’s Perceived and Actual Motor Competence Mismatch: Sport Participation and Gender Differences

2018 ◽  
Vol 6 (s2) ◽  
pp. S440-S460 ◽  
Author(s):  
Caterina Pesce ◽  
Ilaria Masci ◽  
Rosalba Marchetti ◽  
Giuseppe Vannozzi ◽  
Mirko Schmidt
Keyword(s):  
Motor Development ◽  
Sport Participation ◽  
Inertial Sensor ◽  
Perceived Competence ◽  
Added Value ◽  
Motor Competence ◽  
Object Control ◽  
Sport Practice ◽  
And Gender ◽  
Motor Skill Competence

This study examined the (mis)match between children’s perceived and actual motor skill competence, the role played by sport practice and gender when children under- or overestimate their motor competence, and the biomechanical correlates of perceived competence and perceived–actual competence (mis)match. Ninety children aged 7.5±1.2 years performed the Tests of Gross Motor Development-2 (TGMD-2), with a subsample of 44 children wearing inertial sensor devices for objective measurement of running and throwing, and completed the Pictorial Scale of Perceived Movement Skill Competence. Scores of perceived locomotor and object control competence were regressed on TGMD data. Underestimators (UE), realists (R), and overestimators (OE) were identified and it was assessed whether they differed in gender, amount of sport practice, and selected biomechanical parameters. Differences emerged with respect to gender, with most girls underestimating and most boys overestimating their object control competence, and with respect to sport participation, with OE of locomotor competence practicing a larger amount of sport than UE. Some kinematic parameters were associated with perceived competence without differences between UE, R, and OE. Results suggest: (a) the need for specific motivation strategies to ensure a skill-appropriate enhancement of perceived competence in girls; (b) the relevance of feeling skilled for sport practice; (c) the added value of biomechanical assessment to further our understanding of perceived motor competence.

scholarly journals Assessing the Locomotor and Object Control Skill Levels of Basic Pupils in Ghana: The Role of Physical Education

2021 ◽  
Vol 1 (1) ◽  
pp. 19-27
Author(s):  
Ernest Tsikata ◽  
Charlotte Adomah Diaboh ◽  
Annette Eugenia Ama Aboagye
Keyword(s):  
Physical Education ◽  
Skill Levels ◽  
Object Control

scholarly journals Mediating Effect of Motor Competence on the Relationship between Physical Activity and Quality of Life in Children with Attention Deficit Hyperactivity Disorder

2021 ◽  
Vol 2021 ◽  
pp. 1-12
Author(s):  
Ru Li ◽  
Xiao Liang ◽  
Fang Liu ◽  
Ziwei Zhou ◽  
Zhenzhen Zhang ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Physical Activity ◽  
Indirect Effect ◽  
Mediating Effect ◽  
School Functioning ◽  
Motor Competence ◽  
Object Control ◽  
Children With Adhd

This study examined the mediating role of motor competence in the association between physical activity (PA) and quality of life (QoL) and the moderating role of age in the indirect relationship between PA and QoL in children with ADHD. Eighty-six children aged 6-12 years old (, SD = 1.40 , 17.4% girls) with the diagnosis of ADHD were recruited in this study. Participants wore a wGT3X-BT accelerometer on their wri M   age = 8.45 st for seven consecutive days to measure PA. Motor competence was measured by the Test of Gross Motor Development-Third Edition (TGMD-3). Quality of life (QoL) was assessed by the parent-reported Chinese version of the Pediatric Quality of Life Inventory. MVPA was positively associated with object control skills but was not directly related to QoL. Using the bootstrapping method, the indirect effect of object control was found between MVPA and social functioning (0.10, 95 % CI = 0.01 , 0.21 ), school functioning (0.09, 95 % CI = 0.01 , 0.18 ), and overall QoL (0.07, 95 % CI = 0.01 , 0.16 ), supporting the full mediation effect. Moderated mediation analysis further revealed that age strengthened the indirect effect from MVPA to social and school functioning via object control. Findings of this study indicated that MVPA is positively associated with object control skills, which in turn, is related to psychological aspects of QoL in children with ADHD. Age was found to moderate the indirect mediation paths. The findings may inform future expeditions on designing an effective intervention that helps to improve MC and QoL in children with ADHD.

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