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Does Skill Performance Influence Young Children's Perceived Physical Competence?
Jerraco L Johnson1, Danielle D Wadsworth2, Mary E Rudisill2
1Department of Kinesiology, Health Promotion, and Recreation, 3404University of North Texas, Denton, Texas, United States.
Perceptual and Motor Skills
|August 17, 2022
Summary
Children
Area of Science:
- Developmental Psychology
- Pediatric Motor Development
- Physical Activity Research
Background:
- Children's self-perceived competence is vital for fundamental motor skills (FMS) engagement.
- Perceptions of FMS competence are often inaccurate in young children (before age 7).
- FMS competence is strongly linked to childhood physical activity levels.
Purpose of the Study:
- To investigate if children's FMS competence perceptions change after performing or observing skills.
- To determine if skill performance or observation impacts the accuracy of perceived competence.
- To analyze these effects across different fundamental motor skills.
Main Methods:
- Participants: 76 children (Kindergarten to 2nd grade).
- Measures: Harter and Pike Pictorial Scale of Perceived Competence and Social Acceptance.
- Conditions: No-performance baseline, after performing skills, after observing self-performance for running, skipping, and dribbling/hopping.
Main Results:
- Perceived competence significantly differed across conditions for running skills.
- No significant differences were found for skipping/hopping or dribbling perceptions.
- Observing self-performance improved the accuracy of perceived running competence.
Conclusions:
- Performing and observing motor skills can alter children's perceptions of their running competence.
- Observing performance enhances the accuracy of perceived running competence in children.
- Further research is needed on assessing perceived competence and its relation to FMS and physical activity.
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