Considerations Related to the Definition, Measurement and Analysis of Perceived Motor Competence
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CURRENT OPINION
Considerations Related to the Definition, Measurement and Analysis of Perceived Motor Competence Isaac Estevan1
•
Lisa M. Barnett2
Ó Springer International Publishing AG, part of Springer Nature 2018
Abstract The promotion of motor competence is integral to a holistic view of children’s development. Motor development models address the potential role of actual and perceived motor competence, physical activity and health-related fitness in children’s health. Actual motor competence and optimal levels of perceived motor competence seem to be key for engaging children and adolescents in physical activity and sports. Commonly, the assessment of perceived motor competence is carried out by using instruments originally developed to assess different constructs of physical self-perception with the consequent error assumed. The aim of this article is to therefore offer clarification regarding the concept of perceived motor competence in terms of the conceptual and theoretical framework used for its explanation. A hierarchical and multidimensional structure of global self-concept is proposed with perceived motor competence considered as a subdomain of perceived sport/athletic competence (depending on the age or stage of development of the child) and subdivided into different subdomains of perceived competence in stability, locomotion, object control and active play skills. In order to improve consistency in the approach to assessment, it is desirable that researchers report an agreed definition for the construct of perceived motor competence so that readers can recognise the assumptions within the study accurately. Furthermore,
it is suggested that instruments characterised by an alignment between actual and perceived motor competence assessments will help us understand more about children’s motor perceptions.
Key Points Presently, a range of instruments with a focus on different aspects of self-perception are used to assess perceived motor competence as if they represented the same construct. It is necessary to report an agreed definition for the overarching construct of perceived motor competence so that the assumptions within the study can be recognised accurately. When actual and perceived motor competence are both analysed, it is suggested that aligned instruments that measure the declared construct of interest are used.
1 Introduction & Isaac Estevan [email protected] 1
AFIPS research group, Department of Teaching Music, Visual and Corporal Expression, University of Valencia, Avenida dels Tarongers 4, 46022 Valencia, Spain
2
School of Health and Social Development, Deakin University, Burwood, VIC 3125, Australia
Motor competence refers to a person’s ability to perform a wide range of motor acts, including the movement coordination and control underlying a particular motor outcome that are necessary to manage everyday tasks [1]. Theoretical frameworks in children’s motor competence have focused on the relationship between motor competence and physical activity [2], stating that to be physic
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