Actual and perceived motor competence in a rural context according to gender and extracurricular sports participation
Supporting Agencies
- Agencia Nacional de Investigacion y Desarrollo de Chile
Abstract
The purpose of this study is to determine if there are differences in actual and perceived motor competence in rural schoolchildren, according to gender and participation in extracurricular sports; and if there is a relationship between actual motor competence, perceived motor competence, participation in extracurricular sports activities and the type of sports. A total of 120 primary school students (60.0% girls, age M=11.05 SD=1.05 years) from the commune of Perquenco in the La Araucanía Region, Chile, participated. The MOBAK Test was used for the assessment of actual motor competence and the SEMOK Questionnaire for the assessment of perceived motor competence. Boys performed better than girls in the object control of actual motor competence, with a significant difference (p<0,001; PSest=0,69); while no significant differences were found in perceived motor competence according to gender. Students who participate in extracurricular sports show higher values in actual (object control: p<0,001; PSest=0,27; self-movement: p<0,001; PSest=0,23) and perceived motor competence (object control: p=0,005; PSest=0,35; self-movement: p<0,001; PSest=0,31), with significant differences compared to those who do not participate in any extracurricular sports activity. Significant relationships were found between actual and perceived motor competence and participation in sports. The type of extracurricular sports was only associated with actual motor competence, where group sports were related to the object control (r=0,378) and individual sports to the self-movement (r=-0,350). The results suggest that gender and extracurricular sports play a relevant role in the motor competence of students from rural areas.
Downloads
References
REFERENCIAS
Amador-Ruiz, S., Gutierrez, D., Martínez-Vizcaíno, V., Gulías-González, R., Pardo-Guijarro, M. J., y Sánchez-López, M. (2018). Motor Competence Levels and Prevalence of Developmental Coordination Disorder in Spanish Children: The MOVI-KIDS Study. The Journal of School Health, 88(7), 538–546. https://doi.org/10.1111/josh.12639
Babic, M. J., Morgan, P. J., Plotnikoff, R. C., Lonsdale, C., White, R. L., y Lubans, D. R. (2014). Physical activity and physical self-concept in youth: Systematic review and meta-analysis. Sports Medicine, 44(11), 1589–1601. https://doi.org/10.1007/s40279-014-0229-z
Bardid, F., Rudd, J., Lenoir, M., Polman, R., y Barnett, L. (2015). Cross-cultural comparison of motor competence in children from Australia and Belgium. Frontiers in Psychology,6, 964. https://doi.org/10.3389/fpsyg.2015.00964
Barnett, L. M., Lai, S. K., Veldman, S. L. C., Hardy, L. L., Cliff, D. P., Morgan, P. J., Zask, A., Lubans, D. R., Shultz, S. P., Ridgers, N. D., Rush, E., Brown, H. L., y Okely, A. D. (2016). Correlates of Gross Motor Competence in Children and Adolescents: A Systematic Review and Meta-Analysis. Sports Medicine, 46(11), 1663–1688. https://doi.org/10.1007/s40279-016-0495-z
Barnett, L. M., Lubans, D. R., Timperio, A., Salmon, J., y Ridgers, N. D. (2018). What is the Contribution of Actual Motor Skill, Fitness, and Physical Activity to Children’s Self-Perception of Motor Competence? Journal of Motor Learning and Development, 6(s2), S461-S473. https://doi.org/10.1123/jmld.2016-0076
Barnett, L. M., Morgan, P. J., van Beurden, E., Ball, K., y Lubans, D. R. (2011). A reverse pathway? Actual and perceived skill proficiency and physical activity. Medicine and Science in Sports and Exercise, 43(5), 898–904. https://doi.org/10.1249/MSS.0b013e3181fdfadd
Barnett, L. M., van Beurden, E., Morgan, P. J., Brooks, L. O., y Beard, J. R. (2009). Childhood motor skill proficiency as a predictor of adolescent physical activity. The Journal of Adolescent Health : Official Publication of the Society for Adolescent Medicine, 44(3), 252–259. https://doi.org/10.1016/j.jadohealth.2008.07.004
Barnett, L. M., Ridgers, N. D., y Salmon, J. (2015). Associations between young children's perceived and actual ball skill competence and physical activity. Journal of Science and Medicine in Sport, 18(2), 167–171. https://doi.org/10.1016/j.jsams.2014.03.001
Breslin, G., Murphy, M., McKee, D., Delaney, B., y Dempster, M. (2012). The effect of teachers trained in a fundamental movement skills programme on children’s self-perceptions and motor competence. European Physical Education Review, 18(1), 114–126. https://doi.org/10.1177/1356336X11430657
Cárcamo, J. (2012). El profesor de Educación Física desde la perspectiva de los escolares. Estudios pedagógicos, 38(1), 105-119. http://dx.doi.org/10.4067/S0718-07052012000100006
Carcamo-Oyarzun, J., Estevan, I., y Herrmann, C. (2020). Association between Actual and Perceived Motor Competence in School Children. International Journal of Environmental Research and Public Health, 17(10), 3408. https://doi.org/10.3390/ijerph17103408
Carcamo-Oyarzun, J., y Herrmann, C. (2020). Validez de constructo de la batería MOBAK para la evaluación de las competencias motrices básicas en escolares de educación primaria. Revista Española De Pedagogía, 78(276), 291–308. https://doi.org/10.22550/REP78-2-2020-03
Carcamo-Oyarzun, J., Peña-Troncoso, S., y Cumilef-Bustamante, P. (en prensa). Validez de contenido de la Batería MOBAK para la evaluación del eje curricular de habilidades motrices en Educación Física. Revista Estudios Pedagógicos.
Cieśla, E. (2014). Physical fitness and motor skills in 6-year-old children from the Małopolska province. Kinesiology, 24(65), 29–37. https://doi.org/10.5604/17310652.1129239
Crane, J. R., Foley, J. T., Naylor, P.J., y Temple, V. A. (2017). Longitudinal Change in the Relationship between Fundamental Motor Skills and Perceived Competence: Kindergarten to Grade 2. Sports, 5(3). https://doi.org/10.3390/sports5030059
Crane, J. R., Naylor, P. J., Cook, R., y Temple, V. A. (2015). Do Perceptions of Competence Mediate The Relationship Between Fundamental Motor Skill Proficiency and Physical Activity Levels of Children in Kindergarten? Journal of Physical Activity y Health, 12(7), 954–961. https://doi.org/10.1123/jpah.2013-0398
Drenowatz, C., y Greier, K. (2019). Cross-sectional and longitudinal association of sports participation, media consumption and motor competence in youth. Scandinavian Journal of Medicine y Science in Sports, 29(6), 854–861. https://doi.org/10.1111/sms.13400
Estevan, I., y Barnett, L. M. (2018). Considerations Related to the Definition, Measurement and Analysis of Perceived Motor Competence. Sports Medicine, 48(12), 2685–2694. https://doi.org/10.1007/s40279-018-0940-2
Ferriz-Valero, A., García-Jaén, M., Casamián, D. T., y Amat, S. S. (2019). Efectos de la práctica deportiva extraescolar en la competencia motriz del alumnado de Educación Física. Ibero-American Journal of Exercise and Sports Psychology, 14(2), 190–194. http://hdl.handle.net/10045/97470
Gallahue, D. L., Ozmun, J. C., y Goodway, J. D. (2012). Understanding motor development: Infants, children, adolescents, adults (7th ed.). McGraw-Hill.
Gerlach, E., Herrmann, C., Jekauc, D., y Wagner, M. (2017). Diagnostik motorischer Leistungsdispositionen. In U. Trautwein y M. Hasselhorn (Eds.), Test und Trends – Jahrbuch der pädagogisch-psychologischen Diagnostik. Begabungen und Talente (pp. 145–158). Hogrefe Verlag.
Gómez-García, M., Ruiz-Pérez, L. M., y Mata-Gómez de Avila, E. (2006). Los problemas evolutivos de coordinación en la adolescencia: Análisis de una dificultad oculta. Revista Internacional de Ciencias del Deporte (RICYDE), 2(3), 44–54. https://doi.org/10.5232/ricyde2006.00303
González, P. (2019). Definiciones relacionadas a la ruralidad. Chile, Argentina, Uruguay, México, España, Estados Unidos de Norteamérica y OCDE. Biblioteca del Congreso Nacional de Chile. https://obtienearchivo.bcn.cl/obtienearchivo?id=repositorio/10221/26971/1/Definiciones_relacionadas_a_la_ruralidad.pdf
Grissom, R. J. (1994). Probability of the superior outcome of one treatment over another. Journal of Applied Psychology, 79(2), 314–316. https://doi.org/10.1037/0021-9010.79.2.314
Guthold, R., Stevens, G. A., Riley, L. M., y Bull, F. C. (2020). Global trends in insufficient physical activity among adolescents: a pooled analysis of 298 population-based surveys with 1·6 million participants. The Lancet Child y Adolescent Health, 4(1), 23–35. https://doi.org/10.1016/S2352-4642(19)30323-2
Harter, S., y Pike, R. (1984). The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. Child Development, 55(6), 1969. https://doi.org/10.2307/1129772
Herrmann, C. (2018). MOBAK 1-4: Test zur Erfassung motorischer Basiskompetenzen für die Klassen 1 - 4. Hogrefe Verlag.
Herrmann, C., Heim, C., y Seelig, H. (2019). Construct and correlates of basic motor competencies in primary school-aged children. Journal of Sport and Health Science, 8(1), 63–70. https://doi.org/10.1016/j.jshs.2017.04.002
Herrmann, C., y Seelig, H. (2017a). “I can dribble!” On the relationship between children’s motor competencies and corresponding self-perceptions. German Journal of Exercise and Sport Research, 47(4), 324–334. https://doi.org/10.1007/s12662-017-0468-x
Herrmann, C., y Seelig, H. (2017b). Basic motor competencies of fifth graders. German Journal of Exercise and Sport Research, 47(2), 110–121. https://doi.org/10.1007/s12662-016-0430-3
Herrmann, C., y Seelig, H. (2017c). Structure and Profiles of Basic Motor Competencies in the Third Grade-Validation of the Test Instrument MOBAK-3. Perceptual and Motor Skills, 124(1), 5–20. https://doi.org/10.1177/0031512516679060
Holfelder, B., y Schott, N. (2014). Relationship of fundamental movement skills and physical activity in children and adolescents: A systematic review. Psychology of Sport and Exercise, 15(4), 382–391. https://doi.org/10.1016/j.psychsport.2014.03.005
Hulteen, R. M., Morgan, P. J., Barnett, L. M., Stodden, D. F., y Lubans, D. R. (2018). Development of Foundational Movement Skills: A Conceptual Model for Physical Activity Across the Lifespan. Sports Medicine, 48(7), 1533–1540. https://doi.org/10.1007/s40279-018-0892-6
Iivonen, S., y Sääkslahti, A. K. (2014). Preschool children's fundamental motor skills: a review of significant determinants. Early Child Development and Care, 184(7), 1107–1126. https://doi.org/10.1080/03004430.2013.837897
Liong, G. H. E., Ridgers, N. D., y Barnett, L. M [Lisa M.] (2015). Associations between skill perceptions and young children's actual fundamental movement skills. Perceptual and Motor Skills, 120(2), 591–603. https://doi.org/10.2466/10.25.PMS.120v18x2
Lloyd, M., Saunders, T. J., Bremer, E., y Tremblay, M. S. (2014). Long-term importance of fundamental motor skills: A 20-year follow-up study. Adapted Physical Activity Quarterly : APAQ, 31(1), 67–78. https://doi.org/10.1123/apaq:2013-0048
Logan, S. W., Robinson, L. E., Wilson, A. E., y Lucas, W. A. (2012). Getting the fundamentals of movement: A meta-analysis of the effectiveness of motor skill interventions in children. Child: Care, Health and Development, 38(3), 305–315. https://doi.org/10.1111/j.1365-2214.2011.01307.x
Logan, S. W., Webster, E. K., Getchell, N., Pfeiffer, K. A., y Robinson, L. E. (2015). Relationship Between Fundamental Motor Skill Competence and Physical Activity During Childhood and Adolescence: A Systematic Review. Kinesiology Review, 4(4), 416–426. https://doi.org/10.1123/kr.2013-0012
Lopes, L., Santos, R., Coelho-Silva, M., Draper, C., Mota, J., Jidovtseff, B., . . . Agostinis-Sobrinho, C. (2021). A Narrative Review of Motor Competence in Children and Adolescents: What We Know and What We Need to Find Out. International Journal of Environmental Research and Public Health, 18(1), 18. https://doi.org/10.3390/ijerph18010018
Martinez-Lopez, N., Espinoza-Silva, M., & Carcamo-Oyarzun, J. (2021). Competencia motriz en escolares de primer y segundo año de primaria en la región la Araucanía, Chile. Pensar En Movimiento: Revista De Ciencias Del Ejercicio Y La Salud, 19(2), e45621. https://doi.org/10.15517/pensarmov.v19i2.45621
Meester, A., Maes, J., Stodden, D., Cardon, G., Goodway, J., Lenoir, M., y Haerens, L. (2016). Identifying profiles of actual and perceived motor competence among adolescents: Associations with motivation, physical activity, and sports participation. Journal of Sports Sciences, 34(21), 2027–2037. https://doi.org/10.1080/02640414.2016.1149608
Navarro-Patón, R., Lago-Ballesteros, J., y Arufe-Giráldez, V. (2021). Midiendo la motivación auto-determinada hacia la educación física en la escolaridad obligatoria. Revista de Psicología del Deporte, 29(4), 126-134. Recuperado a partir de https://www.rpd-online.com/index.php/rpd/article/view/235
Niemistö, D., Finni, T., Haapala, E. A., Cantell, M., Korhonen, E., y Sääkslahti, A. (2019). Environmental Correlates of Motor Competence in Children-The Skilled Kids Study. International Journal of Environmental Research and Public Health, 16(11), 1989. https://doi.org/10.3390/ijerph16111989
Noordstar, J. J., van der Net, J., Jak, S., Helders, P. J., y Jongmans, M. J. (2016). Global self-esteem, perceived athletic competence, and physical activity in children: A longitudinal cohort study. Psychology of Sport and Exercise, 22, 83–90. https://doi.org/10.1016/j.psychsport.2015.06.009
Nuviala, A., Ruiz F., García, M. E., y Díaz, A. (2006). Motivos de práctica y tasa de participación en actividades físico-deportivas organizadas entre adolescentes que viven en entornos rurales. Cuadernos de Psicología del Deporte, 6(1). Recuperado a partir de https://revistas.um.es/cpd/article/view/112581
Pesce, C., Masci, I., Marchetti, R., Vannozzi, G., y Schmidt, M. (2018). When Children’s Perceived and Actual Motor Competence Mismatch: Sport Participation and Gender Differences. Journal of Motor Learning and Development, 6(s2), S440-S460. https://doi.org/10.1123/jmld.2016-0081
Pinheiro, R., Luca, H., Castro, I., Almeida, M., Sousa, G., Castro, B. Santos, F., Pimentel, A, y Ferreira, G. (2021). The influence of sports practice in children aged 6 to 7 years on physical fitness, motor coordination and executive functions. Revista De Psicología Del Deporte, 29(4), 175-184. Recuperado a partir de https://www.rpd-online.com/index.php/rpd/article/view/239
Pratt, M., Ramirez, A., Salvo, D., Kohl, H., y Ding, D. (2020). Attacking the pandemic of physical inactivity: what is holding us back? British Journal of Sports Medicine, 54(13), 760-762. http://dx.doi.org/10.1136/bjsports-2019-101392
Rodríguez-Briceño, D., Castro-Vilugron, F., Díaz-Alvarado, M., & Carcamo-Oyarzun, J. (2022). La competencia motriz en estudiantes chilenos de 3° y 4° de educación básica. Aprendizajes esperados versus realidad. Retos, 44, 515-524. https://doi.org/10.47197/retos.v44i0.91095
Robinson, L. E., Stodden, D. F., Barnett, L. M., Lopes, V. P., Logan, S. W., Rodrigues, L. P., y D'Hondt, E. (2015). Motor Competence and its Effect on Positive Developmental Trajectories of Health. Sports Medicine, 45(9), 1273–1284. https://doi.org/10.1007/s40279-015-0351-6
Roy-García, Ivonne, Rivas-Ruiz, Rodolfo, Pérez-Rodríguez, Marcela, & Palacios-Cruz, Lino. (2019). Correlación: no toda correlación implica causalidad. Revista alergia México, 66(3), 354-360.https://doi.org/10.29262/ram.v66i3.651
Rudd, J. R., Pesce, C., Strafford, B. W., & Davids, K. (2020). Physical Literacy - A Journey of Individual Enrichment: An Ecological Dynamics Rationale for Enhancing Performance and Physical Activity in All. Frontiers in psychology, 11, 1904. https://doi.org/10.3389/fpsyg.2020.01904
Ruiz, L. M. (1995). Competencia Motriz: Elementos para comprender el aprendizaje motor en Educación Física escolar. Gymnos.
Ruiz, L. M. (2014). De qué hablamos cuando hablamos de Competencia Motriz. Acciónmotriz(12), 37–44. https://dialnet.unirioja.es/servlet/articulo?codigo=4724601
Ruiz, L. M. (2004). Competencia motriz, problemas de coordinación y deporte. Revista de educación(335), 21–34. https://dialnet.unirioja.es/servlet/articulo?codigo=1066525
Ruiz, L. M., Mata, E., y Moreno Murcia, J. A. (2008). Problemas evolutivos de coordinación motriz y autoconcepto físico en escolares de educación primaria. Estudios de Psicología, 29(2), 163–172. https://doi.org/10.1174/021093908784485110
Ruscio, J., y Mullen, T. (2012). Confidence Intervals for the Probability of Superiority Effect Size Measure and the Area Under a Receiver Operating Characteristic Curve. Multivariate Behavioral Research, 47(2), 201–223. https://doi.org/10.1080/00273171.2012.658329
Sánchez-Matas, Y.; Gutiérrez, D.; Hernández-Martínez, A.; Segovia, Y. (2022). Efecto de un programa de refuerzo motriz en alumnado con dificultades motrices y/o sociales. Cuadernos de Psicología del Deporte,22(1), 14-27
Slykerman, S., Ridgers, N. D., Stevenson, C., y Barnett, L. M [Lisa M.] (2016). How important is young children's actual and perceived movement skill competence to their physical activity? Journal of Science and Medicine in Sport, 19(6), 488–492. https://doi.org/10.1016/j.jsams.2015.07.002
Stodden, D. F., Goodway, J. D., Langendorfer, S. J., Roberton, M. A., Rudisill, M. E., Garcia, C., y Garcia, L. E. (2008). A Developmental Perspective on the Role of Motor Skill Competence in Physical Activity: An Emergent Relationship. Quest, 60(2), 290–306. https://doi.org/10.1080/00336297.2008.10483582
Strotmeyer, A., Kehne, M., y Herrmann, C. (2020). Motorische Basiskompetenzen. Zusammenhänge mit Geschlecht, Alter, Gewichtsstatus, außerschulischer Sportaktivität und Koordinationsleistung. German Journal of Exercise and Sport Research, 50(1), 82–91. https://doi.org/10.1007/s12662-019-00596-z
UNESCO. (2015). Quality Physical Education (QPE): guidelines for policy makers. UNESCO.
Weinert, F. E. (2001). Concept of competence: a conceptual clarification. In S. Rychen y L. H. Salganik (Eds.), Defining and selecting key competencies (pp. 54–65). Hogrefe y Huber.
Wu, X. Y., Han, L. H., Zhang, J. H., Luo, S., Hu, J. W., y Sun, K. (2017). The influence of physical activity, sedentary behavior on health-related quality of life among the general population of children and adolescents: A systematic review. PloS One, 12(11), e0187668. https://doi.org/10.1371/journal.pone.0187668
Las obras que se publican en esta revista están sujetas a los siguientes términos:
1. El Servicio de Publicaciones de la Universidad de Murcia (la editorial) conserva los derechos patrimoniales (copyright) de las obras publicadas, y favorece y permite la reutilización de las mismas bajo la licencia de uso indicada en el punto 2.
2. Las obras se publican en la edición electrónica de la revista bajo una licencia Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (texto legal). Se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que: i) se cite la autoría y la fuente original de su publicación (revista, editorial y URL de la obra); ii) no se usen para fines comerciales; iii) se mencione la existencia y especificaciones de esta licencia de uso.
3. Condiciones de auto-archivo. Se permite y se anima a los autores a difundir electrónicamente las versiones pre-print (versión antes de ser evaluada) y/o post-print (versión evaluada y aceptada para su publicación) de sus obras antes de su publicación, ya que favorece su circulación y difusión más temprana y con ello un posible aumento en su citación y alcance entre la comunidad académica. Color RoMEO: verde.
