Identifying profiles of actual and perceived motor competence among adolescents: associations with motivation, physical activity, and sports participation

Adolescent Girls’ Perceptions of Physical Activity: A Systematic Review of Qualitative Studies

Objective:

To synthesize evidence from qualitative studies relating to adolescent girls’ perceptions of physical activity participation. The protocol for this review is registered with PROSPERO (ID no. CRD42017054944).

Data Source:

PubMed, Sports Discus, Academic Search Complete, and Education Resources Information Centre.

Inclusion and Exclusion Criteria:

Studies reporting qualitative data that explored the views/opinions/perceptions of adolescent girls (>12 and <18 years old) published between 2001 and 2016 were included. Studies not in English, those focusing on school physical education or specific sports, and those including special populations were excluded.

Extraction:

Study characteristics and results were extracted to a form developed by the authors and managed using NVivo 10 (QSR International’s NVivo 10 software). Data were extracted by 1 reviewer, and a sample (25%) was checked by a second reviewer.

Synthesis:

Data were synthesized using a thematic network and managed using NVivo 10. The validity of the included studies was assessed using the “Critical Appraisal Skills Programme (2018)” checklist. The ENTREQ and PRISMA statement was followed when reporting this qualitative synthesis.

Results:

Of the 1818 studies identified in the search strategy, 24 met the inclusion criteria and were included in the analysis. Global themes were identified using a thematic network. These themes were “Gender Bias in Sport,” “Motivation and Perceived Competence,” “Competing Priorities during Adolescence,” and “Meeting Societal Expectations.”

Conclusions:

The results of this review provide insights into adolescent girls’ views on physical activity. Future research is needed to investigate the potential impact of alternative activity programs on adolescent girls with appropriate follow-up. Researchers and individuals working with young girls must consider the role of perceived motor competence in participation and how this can impact their perceptions.

Validity and Reliability of a Pictorial Instrument for Assessing Fundamental Movement Skill Perceived Competence in Chinese Children

The purpose of this study was to determine the validity and reliability of the Pictorial Scale for Perceived Movement Skill Competence (PMSC) in Chinese children. A total of 241 children (girls, n = 119) aged 4 to 9 years old (6.9 ± 1.53) participated. One week later two random subsamples were selected. One (n = 52) was to determine face validity and the other (n = 56) was to determine test-retest reliability. Internal consistency analyses through Cronbach’s alpha and construct validity by confirmatory factor analysis were conducted. Results showed (a) face validity was better for object control skills; (b) internal consistency was adequate for each subscale and all 13 skills (alpha range from .73–.87); (c) Intra-Class Correlations were good for locomotor (.62), object control (.73), and all 13 skills (.78); and (d) the modified two-factor model had a good fit (CFI = .96, TLI = .94, RMSEA = .04, SRMR = .05). The Chinese version of the PMSC is appropriate to use; however, considering the participants were only from Shanghai, results may not be generalizable to all Chinese children.

Do Irish Adolescents Have Adequate Functional Movement Skill and Confidence?

Recent research has shown that post-primary Irish youth are insufficiently active and fail to reach a level of proficiency across basic fundamental movement skills. The purpose of the current research was to gather cross-sectional data on adolescent youth, differentiated by gender, specifically to inform the development of a targeted movement-oriented intervention. Data were collected on adolescents (N = 219; mean age : 14.45 ± 0.96 years), within two, mixed-gender schools. Data collection included actual and perceived movement measurements comprised of fundamental movement skills, the functional movement screen, perceived movement confidence, and perceived functional confidence. Overall, levels of actual mastery within fundamental and functional movement were low, with significant gender differences observed. Adolescent males scored higher in the overall fundamental movement skill domain (male mean score = 70.87 ± 7.05; female mean score = 65.53 ± 7.13), yet lower within the functional movement screen (male mean score = 13.58 ± 2.59), in comparison to their female counterparts (female mean score = 14.70 ± 2.16). There were high levels of perceived confidence reported within fundamental and functional movement scales. Future intervention strategies should combat the low levels of actual movement skill proficiency, while identifying the reasons for higher perceived movement confidence within adolescents.

The Relationship Between Fundamental Movement Skills and Physical Self-Perception Among Adolescent Girls

This study aimed to explore the relationship between fundamental movement skills (FMS) and multiple levels of physical self-perception among early adolescent girls. The Victorian FMS Teachers’ Manual was used to measure actual FMS. Perceptions were measured using the Physical Self-Perception Profile and the Perceived Movement Skill Competence Scale. Pearson’s correlations assessed the association between FMS and each level of physical self-perception. General linear models, adjusting for potential confounders, were conducted to explore the relationship between FMS and multiple levels of physical self-perception. A total of 173 Australian girls (M = 12.48 years, SD = .34) had complete data. Results found positive moderate and significant associations between actual FMS and physical self-perception, perceived sports competence, and, to a lesser degree, perceived FMS. Actual and perceived object control skill were also moderately associated, but there was no association between actual and perceived locomotor skill. After adjusting for potential confounders, FMS remained a significant predictor of each level of perception in each model, except for locomotor skill. These findings are important for future intervention development to improve both actual and perceived FMS, particularly in object control skill, which has been identified as a predictor of subsequent physical activity.

Association Between Perceived and Actual Motor Competence in Portuguese Children

The aim of this study was to examine the relationship between actual (AMC) and perceived (PMC) motor competence in Portuguese children. A total of 200 children (111 [0.55%] girls) aged 5–9 years old participated in the study. The Pictorial Scale of Perceived Movement Skill Competence (PMSC) and the Test of Gross Motor Development-2 (TGMD2) were used to assess PMC and AMC, respectively. Mann-Whiney U was used to test the differences between sexes and age groups. The association between TGMD2 and PMSC scores was analyzed through Spearman correlation. Boys and girls of all ages showed to have high PMC. Independent of sex, mean values for each TGMD2 subtest increased throughout the age groups with older children having significantly higher mean scores than younger ones. In general, boys and girls showed similar PMC and AMC, independent of age. Weak to moderate and some negative correlations (0.24 < r < −0.40) were found between PMC and AMC scores for all age and sex groups. In conclusion, there appears to be little relationship between actual and perceived motor competence in Portuguese young children.

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

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.

Investigation Into the Relationship Between Adolescents’ Perceived and Actual Fundamental Movement Skills and Physical Activity

Objectives: To explore the relationship between fundamental movement skill (FMS) competence, perceived FMS competence, and physical activity (PA) in adolescents. Methods: The Test of Gross Motor Development (TGMD), the TGMD 2nd Edition (TGMD-2), and the Victorian Skills manual were used to assess FMS competence (locomotor, object control, and stability). The Physical Self Confidence scale was used to assess perceived FMS competence (locomotor, object control, and stability). Moderate-to-vigorous intensity PA (MVPA) was measured via accelerometry. Multi-level modelling analyses was used to examine (i) actual FMS as the predictor and perceived FMS as the outcome, (ii) perceived FMS as the predictor and MVPA as the outcome, and (iii) actual FMS as the predictor and MVPA as the outcome. All analyses were completed for each subtest of FMS (locomotor, object control, and stability). Results: A total of 584 adolescents (boys n = 278) aged 12.82–15.25 years (M = 13.78, SD = .42) participated in this study. Actual stability was associated with perceived stability (p < .01) and MVPA (p < .05) in boys. This was not found true for girls; however, actual locomotor skills were associated with MVPA (p ≤ .05). Boys scored significantly higher than girls for FMS proficiency, perceived FMS, and MVPA (p < .05). Discussion: Gender differences may exist due to cultural gender differences in sport participation norms. Considering the magnitude of physical and psychological changes occurring during adolescence, it is recommended to track young people over time to better understand the relationship between perceived and actual FMS, as well as PA participation.

Can a teacher-led RCT improve adolescent girls' physical self-perception and perceived motor competence?

Perceived and actual motor competence (MC) influence physical activity (PA) behaviour. Notably, both are lower in girls than in boys. This study aimed to investigate (i) whether a 12-week, teacher-led intervention that improves actual MC (Lander, N., Morgan, P. J., Salmon, J., & Barnett, L. M. (2017). Improving early-adolescent girls' motor skill: A cluster randomized controlled trial. Medicine and Science in Sports and Exercise. 49(12), 2498-2505) could also improve adolescent girls' physical self-perception and perceived MC, and (ii) whether change in actual MC is associated with post-intervention perceptions A randomized controlled trial with 171 girls (mean age 12.48 ± 0.34 years), measured perception (i.e., physical self-perception profile (PSPP) and pictorial scale of perceived movement skill competence (PMSC)) and actual MC (i.e., Victorian FMS Teachers' Assessment Manual). Mixed models with post-intervention perception as the outcome, adjusting for baseline perception, group, and change in actual MC, as well as clustering, were performed. An interaction term between change in MC and intervention status was included to test the secondary aim. There were significant intervention effects on girls' physical self-perception as well as their perceived MC. However, there was no association between change in actual MC across the intervention and post intervention perception. While the intervention improved both actual MC and perceived MC, they were not associated.

Body Dissatisfaction, Perceptions of Competence, and Lesson Content in Physical Education

BACKGROUND

Significant proportions of young people experience body dissatisfaction, which has implications for psychological and physical well-being. Lesson content and perceived competence may be important variables for the experience of body dissatisfaction, yet these have been underexplored in physical education. The aim of this cross-sectional study is to identify the relationships between body dissatisfaction and perceptions of competence, and to explore whether body dissatisfaction depends on lesson content.

METHODS

A paper-and-pencil questionnaire was completed by 446 (210 boys, 236 girls) 13- to 14-year-old pupils from 37 physical education classes. The questionnaire assessed body dissatisfaction and perceived competence in physical education. Lesson content was also recorded. Twenty-nine of the classes were engaged in team activities, eg, ball games. Eight classes were engaged in individual activities, eg, fitness.

RESULTS

Multilevel analysis identified a significant negative association between body dissatisfaction and perceptions of competence in physical education. Lesson content did not significantly predict variations in body dissatisfaction scores.

CONCLUSIONS

Teachers should focus on enhancing pupils' perceptions of competence in physical education to support the development of body satisfaction.

Understanding physical (in-) activity, overweight, and obesity in childhood: Effects of congruence between physical self-concept and motor competence

Both the physical self-concept and actual motor competence are important for healthy future physical activity levels and consequently decrease overweight and obesity in childhood. However, children scoring high on motor competence do not necessarily report high levels of physical self-concept and vice versa, resulting in respective (in-) accuracy also referred to as (non-) veridicality. This study examines whether children’s accuracy of physical self-concept is a meaningful predictive factor for their future physical activity. Motor competence, physical self-concept and physical activity were assessed in 3^rd grade and one year later in 4^th grade. Children’s weight status was categorized based on WHO recommendations. Polynomial regression with Response surface analyses were conducted with a quasi-DIF approach examining moderating weight status effects. Analyses revealed that children with higher motor competence levels and higher self-perceptions show greater physical activity. Importantly, children who perceive their motor competence more accurately (compared to less) show more future physical activity. This effect is strong for underweight and overweight/obese children, but weak for normal weight children. This study indicates that an accurate self-perception of motor competence fosters future physical activity beyond single main effects, respectively. Hence, the promotion of actual motor competence should be linked with the respective development of accurate self-knowledge.

The Relationship between Actual Fundamental Motor Skill Proficiency, Perceived Motor Skill Confidence and Competence, and Physical Activity in 8⁻12-Year-Old Irish Female Youth

This study examines the relationship between actual fundamental motor skill (FMS) proficiency, perceived motor confidence and competence, and physical activity (PA) among female children (n= 160; mean age = 10.69 ± 1.40 years). The Test of Gross Motor Development-2nd Edition (TGMD-2) was used to assess seven FMSs (locomotor, object-control, and stability). Motor confidence and competence were assessed using a valid skill-specific scale, and a modified version of the Self-Perception Profile for Children. PA levels were assessed using self-report (PA Questionnaire for Older Children (PAQ-C)) and classified as low, moderate, and high active. One-way and two-way ANOVAs (post-hoc honest significant difference (HSD)) and correlation coefficients were used to analyse the data. Findings indicate that the majority of youth (71.8%) were not meeting the minimum 60 min of daily PA recommended for health, and that 98.1% did not achieve the FMS proficiency expected for their age. While there were high levels of perceived physical self-confidence (PSC) reported within FMS skill-specific tasks, there was no significant correlation observed between actual FMS proficiency and perceived PSC among the cohort. Results show that low, moderately, and highly active female participants differ significantly in terms of their overall FMS (p = 0.03) and locomotor (LOC) control scores (p = 0.03). Results from a two-way between-groups analysis of variance also revealed no statistically significant interaction effect between PA grouping and physical performance self-concept (PPSC) on overall FMS proficiency levels. Results of a multiple linear regression indicate that perceived PSC is a significant predictor (beta = 0.183) of participants' overall PA levels. Data show a need for targeting low levels of PA, and low FMS proficiency in female youth, and for developing interventions aiming to enhance perceived PSC levels.

Identifying a motor proficiency barrier for meeting physical activity guidelines in children

OBJECTIVES

This study examined the existence of a threshold level (proficiency barrier) of actual motor competence (MC) below which a child is not likely to attain 60min of moderate-to-vigorous physical activity (MVPA) per day.

DESIGN

A cross-sectional study.

METHODS

Actual MC was assessed in 326 children (48.5% boys; age=9.50±1.24years) using the Test of Gross Motor Development-2; MVPA was measured with ActiGraph GT3X+accelerometers. Perceived MC, included as a potential mediating variable, was assessed with the Self-Perception Profile for Children. Binary logistic (mediation) regression analyses controlling for sex and a chi-squared test were used to gain insight into the relationship between (the levels of) actual MC and the percentage of children meeting the MVPA guideline.

RESULTS

Actual MC significantly predicted the percentage of children meeting the guideline (B=.03, SE=.01, p<.001), even when controlling for sex. Perceived MC did not mediate this relationship. Children with high actual MC (65-100 percentile) were 2.46 (p=.003) times more likely to meet the guideline than children with low actual MC (0-27 percentile).

CONCLUSIONS

The present study demonstrates the potential impact of low MC on children's MVPA levels and suggests evidence for the existence of a proficiency barrier for meeting MVPA guidelines. Almost 90% of the children whose actual MC is below the 'average' threshold do not meet the MVPA guideline. As more children with higher levels of actual MC meet the guideline than their less competent peers, it is crucial to provide opportunities to sufficiently develop children's actual MC.

Associations among Elementary School Children's Actual Motor Competence, Perceived Motor Competence, Physical Activity and BMI: A Cross-Sectional Study

BACKGROUND

Positive associations between motor competence and physical activity have been identified by means of variable-centered analyses. To expand the understanding of these associations, this study used a person-centered approach to investigate whether different combinations (i.e., profiles) of actual and perceived motor competence exist (aim 1); and to examine differences in physical activity levels (aim 2) and weight status (aim 3) among children with different motor competence-based profiles.

MATERIALS AND METHODS

Children's (N = 361; 180 boys = 50%; Mage = 9.50±1.24yrs) actual motor competence was measured with the Test of Gross Motor Development-2 and their perceived motor competence via the Self Perception Profile for Children. We assessed physical activity via accelerometers; height through stadiometers, and weight through scales. Cluster analyses (aim 1) and MANCOVAs (aim 2 & 3) were used to analyze the data.

RESULTS

The analysis generated two predictable groups: one group displaying relatively high levels of both actual (M TGMD-2 percentile = 42.54, SD = 2.33) and perceived motor competence (M = 3.42, SD = .37; high-high), and one group with relatively low levels of both (M percentile = 9.71, SD = 3.21; M PMC = 2.52, SD = .35; low-low). One additional group was also identified as having relatively low levels of actual motor competence (M percentile = 4.22, SD = 2.85) but relatively high levels of perceived motor competence (M = 3.52, SD = .30; low-high). The high-high group demonstrated higher daily physical activity (M = 48.39±2.03) and lower BMI (M = 18.13±.43) than the low-low group (MMVPA = 37.93±2.01; MBMI = 20.22±.42). The low-high group had similar physical activity-levels as the low-low group (M = 36.21±2.18) and did not significantly differ in BMI (M = 19.49±.46) from the other two groups.

CONCLUSIONS

A combination of high actual and perceived motor competence is related to higher physical activity and lower weight status. It is thus recommended to expand health interventions in children with components that foster the development of both actual and perceived motor competence. Health professionals should furthermore pay sufficient attention to endorsing children's actual and perceived motor competence.

Configurations of actual and perceived motor competence among children: Associations with motivation for sports and global self-worth

The present study used a person-centred approach to examine whether different profiles based on actual and perceived motor competence exist in elementary school children. Multilevel regression analyses were conducted to explore how children with different motor competence-based profiles might differ in their autonomous motivation for sports and global self-worth. Validated questionnaires were administered to 161 children (40% boys; age=8.82±0.66years) to assess their perceived motor competence, global self-worth, and motivation for sports. Actual motor competence was measured with the Körperkoordinationstest für Kinder. Cluster analyses identified four motor competence-based profiles: two groups were characterized by corresponding levels of actual and perceived motor competence (i.e., low-low and high-high) and two groups were characterized by divergent levels of actual and perceived motor competence (i.e., high-low and low-high). Children in the low-low and high-low group displayed significantly lower levels of autonomous motivation for sports and lower levels of global self-worth than children in the low-high and high-high group. These findings emphasize that fostering children's perceived motor competence might be crucial to improve their motivation for sports and their global self-worth. Teachers and instructors involved in physical education and youth sports should thus focus on both actual and perceived motor competence.