Expectancies, Values, and Perceptions of Physical Competence of Children with and Without Learning Disabilities

This study examined the relationship between components of Eccles' (Eccles et al., 1983) expectancy-value model and perceptions of physical competence of children with and without learning disabilities (LD) across three physical activity contexts (physical education class, outdoor school recess, and at home). Participants, 60 children with and without LD between 10 and 13 years, completed the Modified Pictorial Scale of Perceived Physical Competence (Ulrich & Collier, 1990) and an expectancy-value questionnaire measuring perceived importance, usefulness, enjoyment, and gender orientation of selected motor skills. Gender differences in perceptions of physical competence were found in recess and home settings. No significant group differences were observed in perceptions of physical competence. Expectancy-value subscales contributed differently to understanding competence judgments of boys and girls across context. Results are discussed with implications for improving self-concept and expectancy-value among girls toward sport and physical activity.