جستجوی مقالات مرتبط با کلیدواژه "perceived motor competence" در نشریات گروه "علوم انسانی"

The relationship between developmental affordances and child's actual motor competence has been well determined. However, this relationship about their perceived motor competence has not yet been examined. The aim of this study was to determine the relationship between affordances and perceived motor competence in Preschool children. The research method was a descriptive correlational study. The research sample included 192 children and their parents from preschool centers. Scales used to gather data include the affordances for motor behavior of schoolchildren and the pictorial scale of perceived movement skill competence for young children. The Pearson correlation coefficient and the regression analysis results showed that the affordance dimension of game materials predicts the perceived motor competence of locomotor skills; The affordance dimensions of the home and school characteristics significantly predict the perceived motor competence of ball skills; The affordance dimensions of the home and school characteristics, and game material predict total perceived motor competence. Overall, these findings suggest that developmental affordances play an important role in the perception of movement competence in preschool children. Therefore, it is suggested that parents and educators pay more attention to providing developmental affordances such as home and school characteristics, and game material in order to promote the perceived motor competence of preschool children and achieve favorable outcomes.

The aim of the present study was to investigate the effects of 12 weeks of football training using the Game Sense approach on heart rate, cardiovascular fitness, maximal oxygen consumption and perceived motor competence in inactive female students.

The statistical population of the study was physically inactive female students, 40 of whom had no experience of playing football and were physically healthy, with a mean age of (22.06±3). They were randomly divided into the desired groups (each group consisted of 20 people). The perceived motor competence questionnaire, the 540-metre running test, the McQueen's step test and the Polar heart rate monitor were used to collect information. The way the exercises were presented in the groups included technical exercises in the traditional group and changes in the playing field, the size of the playing field and the number of players in the game sense group. Multiple covariance analysis was used to analyze data.

The results of the tests showed that the exercises were effective and the subjects showed changes in cardiovascular fitness, maximal oxygen consumption, heart rate and perceived motor competence after the intervention compared to before. The effects of football training with traditional methods and game sense were also different and showed the confirmation of the positive role of teaching game sense at the level of p< 0.05 among the research indicators.

Coaches can design activities that help young female students to achieve an active lifestyle and positive changes in physiological health indicators by using the game sense approach.

Finding the best teaching method is a current issue of interest to behavioural scientists. This study aims to investigate the effect of teaching games for understanding (TGFU) and linearity on motor proficiency and perceived motor competence in futsal games. The study's population included children aged 9-12 years in Ahvaz (Mean age = 10.7, SD = 1.41). Two groups of subjects (20 participants in each group) engaged in futsal skill training using Teaching Games for Understanding (TGFU) and linear methods. Perceived motor competence was evaluated using the Intrinsic Motivation Questionnaire, and actual motor competence was assessed with the Bruininks-Oseretsky test. The training sessions lasted for two months, with 16 sessions, each lasting one and a half hours. Data were analyzed using an independent t-test in SPSS version 20 statistical software. The results of an independent t-test revealed significant differences in motor proficiency (t(1.38) = -3.52, p = 0.00) and perceived motor competence (t (1.38) = -2.44, p = 0.02) between the TGFU and linear groups, with TGFU showing higher effectiveness. The study's findings demonstrate the effectiveness of teaching games for understanding (TGFU) methods over linear methods, which can be implemented in schools and kindergartens.

The aim of this study was to examine the role of gender, age, and body mass index on the perceived motor competence of 7-9-year-old children.

The research method was descriptive and causal-comparative. A total of 270 male and female students aged 7 to 9 years, with underweight, normal, and overweight body mass indexes, were selected using purposive sampling. The pictorial scale of Perceived Movement Skill Competence was used to measure perceived motor competence.

The results showed that the groups of 8 and 9-year-old children had higher perceived motor competence scores than the 7-year-old children in ball skills and total skills. However, this difference was not significant between the groups of 8 and 9-year-olds. Moreover, both the overweight and normal weight groups exhibited higher perceived motor competence than the underweight group across all three skills (locomotor, ball, and total skills). Further, the overweight male group demonstrated even higher perceived competence than the normal weight group in ball skills and total skills.

Gender, age, and body mass index are influential factors in the perceived motor development of children aged 7 to 9 years. It is recommended to consider these factors when designing and implementing motor development interventions for children.

The aim of this study was to identify the profile of motor competence in children and to compare the enjoyment of physical activity in different profiles of motor competence as well as different age groups.
For this purpose, 184 students in three age groups of 7-8 years, 9-10 years, and 11-12 years were studied. Actual motor competence, perceived motor competence, and enjoyment of physical activity were assessed. Hierarchical cluster analysis and factor analysis of variance were used for data analysis.
the relationship between actual and perceived motor competence was significant but the effect size was small (r = 0.197). Cluster analysis identified four profiles of motor competence: high-high (high actual and perceived motor competence), high-low (high actual motor competence and low perceived motor competence), low-high (low actual motor competence and high perceived motor competence), and low-low (low actual and perceived motor competence). The results showed that enjoyment of physical activity in the high-high and low-high groups was significantly better than in the high-low and low-low groups.
The results of this study clearly showed that regardless of actual motor competence (high or low), perceived motor competence determines the enjoyment of physical activity in children.

Physical activity is related to health factors such as motor competence, health related  Physical fitness, perceived motor competence. The purpose of this study was to investigate the role of mediation of cardiovascular fitness, perceived motor competence in relation between actual  motor competence and physical activity of boys in middle and end childhood.  Research is a correlation type. 204 students (mean age 9.9 and standard deviation of 1/05) from the four Tehran schools participated in this study. The motor competence was measured using the Bruninks-Oseretsky-based product-oriented (BOT-2), perceived motor competence, and physical activity, using the PSDQ and the physical activity questionnaire for older children (PAQC), respectively. The 600 yard running / walking test was used to measure cardiovascular endurance.   Pearson's test results showed a moderate to weak relationship between all variables. Also, the results of regression path analysis indicated that perceived motor competence, not cardiovascular fitness, mediates the relationship between real motor competence and physical activity. Educational and practice strategies should target the development of fundament motor skills and perceived motor competence to increase the participation of male students in the physical activity.

The purpose of this study was to determine the validity and reliability of Persian version of the Perceived Motor Competence Questionnaire in Childhood. This questionnaire includes two dimensions of perceived competence of locomotion skills (includes running, standing broad jump, hopping and leaping) and perceived competence of object-control skills (includes throwing, catching, kicking and bouncing). For this purpose, 184 students aged 7 to 13 years (95 girls and 89 boys) were selected and they completed a 24-item of Perceived Motor Competence Questionnaire. Cronbach's alpha coefficient was used to determine the reliability of the questionnaire and structural validity was used to determine the validity of the questionnaire using confirmatory factor analysis, convergent validity, group differences and age differences. Results of confirmatory factorial analysis and Cronbach’s alpha showed that the Persian version of this questionnaire confirmed the two-factor structure of the initial questionnaire and it has an acceptable internal consistency. Also, the validity of this instrument was confirmed by convergent validity method (positive and significant correlation between perceived motor competence and real motor competence), age differences (higher perceived motor competence in younger children) and group differences (higher perceived motor competence of boys than girls). The Persian version of the Perceived Motor Competence Questionnaire in Childhood has acceptable validity and reliability and teachers and educators are suggested to use this questionnaire to evaluate perceived motor competence especially in middle and final childhood (7 to 13 years old).