Object Control Skills Mediate the Relationship Between Neighborhood Vulnerability and Participation in Physical Activities

Temple, Viviene A.; Lefebvre, Dawn L.; Field, Stephanie; Crane, Jeff R.; Smith, Beverly J.; Naylor, Patti-Jean

doi:10.1123/jmld.2017-0046

Cited by 6 publications

(6 citation statements)

References 29 publications

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“…With regard to the sociocultural factors, when analyzing the findings referring to socioeconomic level, the students from schools with low vulnerability, i.e., a better socioeconomic level, had higher motor performances. These findings are in line with several studies [ 42 , 43 , 71 ] that point to the existence of inequality in the development of MC, where socially underprivileged children perform more poorly than socially advantaged children. The students who attend schools with low vulnerability belong to the families with greater economic resources, so they have access to more types of extracurricular physical activity programs [ 72 , 73 ].…”

Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

“…In relation to sociocultural factors, the socioeconomic level seems to be relevant in the development of MC, where children from vulnerable settings present lower MC and participation in physical activity [ 42 ]; however, systematic review evidence has reported inconsistent associations [ 35 ]. Object control tasks appear to be a mediator in the link between vulnerability and physical activity, as the most vulnerable children likely have less access to equipment necessary for various object control activities [ 42 ]. In addition, both the neighborhood and the school are environments for MC development; therefore, non-vulnerable neighborhoods and schools that make outdoor games accessible enable a wider range of activities and experiences that bolster motor performance [ 43 ].…”

Section: Introductionmentioning

confidence: 99%

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Differences in Motor Competence of Chilean Schoolchildren According to Biological and Sociocultural Correlates

et al. 2022

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(1) Background: In this study, we aimed to determine differences in the levels of motor competence according to biological factors (sex, age and weight status) and sociocultural factors (socioeconomic level and belonging to an indigenous people or not) in students of the La Araucanía Region, Chile. (2) Methods: A total of 552 students in 5th and 6th grade were evaluated (49.6% girls; age M = 11.3; SD = 0.8). To assess motor competence (domains of object control and self-movement), the MOBAK 5-6 test was applied. (3) Results: In the object control dimension, significant differences were found according to sex, with the boys performing higher than the girls. According to age, schoolchildren aged 11.0 to 11.9 performed higher than those aged 10.0 to 10.9, and according to socioeconomic status, schoolchildren from schools with a higher socioeconomic status showed a higher motor performance. No significant interaction effects were found between groups. With regard to the self-movement domain, statistically significant differences were only found according to weight status, where students of normal weight presented the highest performance. No significant effects were found between any of the groups. (4) Conclusions: This study shows the importance of considering the biological and sociocultural characteristics in the development of motor competence when interpreting data or planning interventions in different settings.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Differences in Motor Competence of Chilean Schoolchildren According to Biological and Sociocultural Correlates

et al. 2022

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“…Within the behavioral explanations of the health-related associations of socio-economic status, low physical activity levels seem to play an important role [130,131]. Emerging evidence indicates that children from ethnic minorities, disadvantaged and poor environments show lower levels of MC [132]. Some disparities may exist regarding the opportunities for MC development for these children [121,122], which consequently, may lead to further disparities in physical activity levels throughout the lifespan, thereby perpetuating the cycle of poverty.…”

Section: What We Knowmentioning

confidence: 99%

“…Some disparities may exist regarding the opportunities for MC development for these children [121,122], which consequently, may lead to further disparities in physical activity levels throughout the lifespan, thereby perpetuating the cycle of poverty. For example, Temple et al [132] found that object control skills mediated the relationship between neighborhood vulnerability and participation in physical activities among children in their first year of school. Concomitantly, children from more vulnerable neighborhoods began their school career with lower motor skill proficiency than children from less vulnerable neighborhoods.…”

Section: What We Knowmentioning

confidence: 99%

A Narrative Review of Motor Competence in Children and Adolescents: What We Know and What We Need to Find Out

Lopes

Santos

Coelho‐e‐Silva

et al. 2020

IJERPH

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Lack of physical activity is a global public health problem causing not only morbidity and premature mortality, but it is also a major economic burden worldwide. One of the cornerstones of a physically active lifestyle is Motor Competence (MC). MC is a complex biocultural attribute and therefore, its study requires a multi-sectoral, multi-, inter- and transdisciplinary approach. MC is a growing area of research, especially in children and adolescents due to its positive association with a plethora of health and developmental outcomes. Many questions, however, remain to be answered in this field of research, with regard to: (i) Health and Developmental-related Associations of MC; (ii) Assessment of MC; (iii) Prevalence and Trends of MC; (iv) Correlates and Determinants of MC; (v) MC Interventions, and (vi) Translating MC Research into Practice and Policy. This paper presents a narrative review of the literature, summarizing current knowledge, identifying key research gaps and presenting questions for future investigation on MC in children and adolescents. This is a collaborative effort from the International Motor Competence Network (IMCNetwork) a network of academics and researchers aiming to promote international collaborative research and knowledge translation in the expansive field of MC. The knowledge and deliverables generated by addressing and answering the aforementioned research questions on MC presented in this review have the potential to shape the ways in which researchers and practitioners promote MC and physical activity in children and adolescents across the world.

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Motor Skills and Participation in Middle Childhood: A Direct Path for Boys, a Mediated Path for Girls

Emadirad¹,

Temple²,

Field³

et al. 2021

Journal of Physical Activity and Health

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Background: Beyond the often examined perceptions of competence and motor skill proficiency, perceived value and children’s expectations for success are thought to affect engagement in physical activities. We used parallel mediation models to examine the direct effect of motor skill proficiency on participation in physical activities, as well as whether children’s beliefs and value for physical activities mediated this relationship. Methods: The participants in this cross-sectional study were a total of 398 grade 3 children (201 girls) from 8 schools. Motor skills were assessed using the Test of Gross Motor Development-2, the Value Expectancy Questionnaire measured the psychological variables, and the Children’s Assessment of Participation and Enjoyment measured physical activities. Results: Motor skill proficiency predicted all 3 psychological constructs for the boys and the girls, and boys’ participation in physical activities. However, the psychological variables did not mediate the relationship between motor skills and participation among the boys. For the girls, task value mediated the relationship between motor skills and physical activity participation. Conclusion: It is possible that the girls are further along in their ability to reflect on their competence, successes, and failures; it is also possible that the lower motor skill levels of girls had a deleterious effect on their feelings about participating.

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Object Control Skills Mediate the Relationship Between Neighborhood Vulnerability and Participation in Physical Activities

Cited by 6 publications

References 29 publications

Differences in Motor Competence of Chilean Schoolchildren According to Biological and Sociocultural Correlates

Differences in Motor Competence of Chilean Schoolchildren According to Biological and Sociocultural Correlates

A Narrative Review of Motor Competence in Children and Adolescents: What We Know and What We Need to Find Out

Motor Skills and Participation in Middle Childhood: A Direct Path for Boys, a Mediated Path for Girls

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