Examining the Relationship Between Actual and Perceived Motor Competence Profiles With Executive Function

Area of Science:

• Child Development
• Motor Development
• Cognitive Psychology

Background:

• Executive function (EF) is crucial for learning and behavior.
• Understanding the interplay between motor competence and EF in preschoolers is vital.
• Accurate self-perception of motor skills may influence cognitive development.

Purpose of the Study:

• To identify profiles of actual motor competence (AMC) and perceived motor competence (PMC) in preschoolers.
• To examine demographic variations across these motor competence profiles.
• To investigate how executive function (EF), including cognitive flexibility and inhibitory attention, differs among these profiles.

Main Methods:

• Latent profile analysis (LPA) was used to categorize 571 preschoolers (aged 3-6) into distinct AMC and PMC profiles.
• Actual motor competence (AMC) was assessed using the Test of Gross Motor Development-3 (TGMD-3).
• Perceived motor competence (PMC) was measured using a modified Pictorial Scale of Perceived Movement Skill Competence (PMSC), and EF was assessed via the NIH-Toolbox Cognition Battery.

Main Results:

• Five distinct profiles of AMC and PMC were identified, showing varied alignment between actual and perceived skills.
• Significant associations were found between these motor competence profiles and executive function (EF) components.
• Preschoolers with more accurate self-perceptions of their motor competence demonstrated higher levels of cognitive flexibility and inhibitory attention.

Conclusions:

• Accurate self-perception of motor competence is linked to enhanced executive function in young children.
• Early childhood education should incorporate activities promoting realistic self-evaluation of motor skills.
• Supporting accurate self-assessment may foster better motor and cognitive development, contributing to healthier developmental trajectories.