Fachbeirat:Geschlechtsspezifische Sportsozialisation als Prädiktor motorischer Basiskompetenzen – Ein Mediationsmodell

Gramespacher, Elke; Herrmann, Christian; Ennigkeit, Fabienne; Heim, Christopher; Seelig, Harald

doi:10.2378/mot2020.art13d

Cited by 15 publications

(9 citation statements)

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“…As mentioned above, there is evidence to suggest that gender differences in MC are associated with the type of sport the children play, where boys are associated with team (ball) sports while girls are associated with individual sports [5,41]. This stereotyped social view may be an explanatory factor for differences in the perception of MC between boys and girls [77]. Therefore, in line with the motor development model proposed by Stodden and colleagues [2], it is suggested that future studies analyze the relationship between the type of PA or sport practice and the actual and perceived MC, using scales aligned and adjusted to the specific MC domain, differentiating the graphic representation according to gender.…”

Section: Discussionmentioning

confidence: 96%

Association between Actual and Perceived Motor Competence in School Children

Cárcamo-Oyarzún

Estevan

Herrmann

2020

IJERPH

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(1) Background: The association between actual and perceived motor competence (MC) is one of the underlying mechanisms that influence the practice of physical activity. This study mainly aimed to analyze the structure and correlations between actual and perceived MC in schoolchildren and to compare actual and perceived MC between girls and boys. (2) Methods: A total of 467 fifth and sixth graders (43.9% girls, M = 11.26, SD = 0.70) participated. Actual and perceived MC were assessed. To examine the proposed four factor models, structural equation models (factor analyses, latent correlations, invariance testing for gender) were conducted. Student t-test for independent samples was used to compare boys and girls. (3) Results: Proposed models achieved acceptable fit values with moderate correlation between the factors according to the type of MC in actual and perceived MC. Invariant factor structure in boys and girls was revealed. Boys performed and perceived themselves higher in object control than girls; whereas girls showed higher actual and perceived self-movement than boys. (4) Conclusions: The association between actual and perceived MC exists both globally and separately by gender, despite the differences between boys and girls. It is important to consider the role of gender and type of MC in the development of motor competencies, as well as in the strengthening of the children’s sense of competence.

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Section: Discussionmentioning

confidence: 96%

Association between Actual and Perceived Motor Competence in School Children

Cárcamo-Oyarzún

Estevan

Herrmann

2020

IJERPH

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“…This could be an indication that it is possible to cause positive changes in self-movement in boys over a shorter period of time than it is in girls, although the boys had a lower baseline level. This could possibly be explained by the fact that boys tend to participate in sports that require competencies in object movement and thus object control [ 65 ]. However, the significant intervention effects in object movement found in this study are in line with the state of research (e.g., [ 26 , 27 ]).…”

Section: Discussionmentioning

confidence: 99%

Effects of an Intervention for Promoting Basic Motor Competencies in Middle Childhood

Strotmeyer

Kehne

Herrmann

2021

IJERPH

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The development of motor competencies is necessary for participation in the culture of sport, exercise, and physical activity, which in turn supports the development of a healthy lifestyle. A lack of physical activity in childhood and deficits in motor performance emphasize the relevance of interventions for promoting basic motor competencies. However, there are research desiderata with regard to such interventions. This article describes an intervention program for promoting basic motor competencies in middle childhood (around 6 to 10 years of age). The intervention was investigated in a longitudinal study from June 2019 to January 2020 (n = 200; 58% girls, M = 8.84 years, SD = 0.63) at three primary schools. The intervention was conducted once a week in physical education (PE). The comparison group participated in regular PE. The intervention showed significant effects on basic motor competencies in object movement but not in self-movement. The results demonstrate that positive effects on basic motor competencies can be achieved with the help of a relatively simple intervention. Further longitudinal studies are desirable as a means of substantiating the results and developing evidence-based concepts to support children in their development in the best possible way.

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“…A positive association between the organized sport activities and perceptions of “object movement” was also found by Niemistö et al ( 2019 ). As boys participate more often in team sports and ball sports, they enhance their AMC in “object movement.” Gramespacher et al ( 2020 ) found that the differences between boys and girls in their AMC were mediated by club sport participation. Indirect effects of sex on “self-movement” were found through the frequency of individual sports and the frequency of team sports.…”

Section: Discussionmentioning

confidence: 99%

“…Indirect effects of sex on “self-movement” were found through the frequency of individual sports and the frequency of team sports. An indirect effect on “object movement” was found via the frequency of team sports (Gramespacher et al, 2020 ). This would also be conceivable for PMC.…”

Section: Discussionmentioning

confidence: 99%

Development and validation of a test instrument for the assessment of perceived basic motor competencies in first and second graders: the SEMOK-1-2 instrument

Bretz,

Strotmeyer,

Seelig

et al. 2024

Front. Psychol.

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Both actual motor competencies (AMC) and perceived motor competencies (PMC) play an important role in motor development research and children's physical and psychological development. PMC refer to children's perceptions of their motor competencies. To assess the PMC of first and second grade children (aged 6–9 years), the SEMOK-1-2 instrument was developed. The instrument is aligned to the validated MOBAK-1-2 instrument which assesses AMC in the competence areas “object movement” and “self-movement” Accounting for possible reading difficulties in younger children, the motor tasks and answer options were illustrated and explained verbally. The purpose of this study was to test and validate the SEMOK-1-2 instrument and investigate the associations between the constructs AMC, PMC and physical activity (PA), whereby PA was measured by the participation in team and individual sports. Data from N = 404 pupils in the German-speaking part of Switzerland from first and second grades (M = 7.8 years, SD = 0.69, 49% boys) were analyzed. Confirmatory factor analyses were conducted to test the factorial validity of the SEMOK-1-2 instrument. Structural equation models were used to investigate the association between the constructs. The analyses confirmed a two-factor structure with the factors PMC “object movement” and PMC “self-movement”, corresponding to the factors existing in the MOBAK-1-2 instrument. Latent correlations between AMC factors and the corresponding PMC factors were r = 0.79 for “object movement” and r = 0.76 for “self-movement”. Associations with external criteria and covariates, such as sex, were associated with both AMC and PMC. Analyses also revealed that children who participated more often in individual and team sports showed higher levels in both AMC and PMC. The confirmation of the two-factorial structure of the SEMOK-1-2 instrument and the associations between AMC and PMC as well as external criteria indicate construct and criterion validity. The SEMOK-1-2 instrument can be economically utilized for assessing PMC and is also suitable for the monitoring of PMC in the context of Physical Education.

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Fachbeirat:Geschlechtsspezifische Sportsozialisation als Prädiktor motorischer Basiskompetenzen – Ein Mediationsmodell

Cited by 15 publications

References 0 publications

Association between Actual and Perceived Motor Competence in School Children

Association between Actual and Perceived Motor Competence in School Children

Effects of an Intervention for Promoting Basic Motor Competencies in Middle Childhood

Development and validation of a test instrument for the assessment of perceived basic motor competencies in first and second graders: the SEMOK-1-2 instrument

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