Keywords
physical activity
physical education (primary)
childhood competencia motriz
actividad física
educación física (primaria)
infancia competência motora
atividade física
educação física (ensino fundamental)
infância
How to Cite
Abstract
Studies examining the relationship between actual and perceived motor competence (MC), physical fitness (PF) and the practice of physical activity (PA) are limited. The objective of the present study is to examine the direct and indirect reciprocal relationship between these four factors of the conceptual model of motor development. Volunteer participants included fifth- and sixth-grade primary school students (n = 679; 50.8% girls). Actual and perceived MC was measured by using the Canadian Agility and Movement Skill Assessment (CAMSA) and Perceived Movement Skill Competence (PMSC), respectively; PF was measured through the Progressive Aerobic Cardiovascular Endurance Run (PACER) test, and PA was measured through the Physical Activity Questionnaire for Children (PAQ-C). Correlation, multiple regression and mediation analyses were carried out. The results showed a reciprocal relationship between the variables being studied (r = .237 – .477; p < .01), explaining between 28-30% of variance between actual MC and PA. PF and perceived MC mediated the relationship between actual MC and PA and vice-versa. Physical education teaching programming should focus on and enhance learning and motor experience of students not just at a physical level, but paying attention to psychological aspects such as competence perception.
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Copyright (c) 2025 Isaac Estevan, Cristina Menescardi, Nuria Ortega-Benavent, Sergio Montalt-García, Jorge Romero-Martínez, Pamela Salazar-Cruz, Israel Villarrasa-Sapiña, Gonzalo Monfort-Torres, Xavier García-Massó, Javier Molina-García