Perceived Competence in Soccer Skills among Young Soccer Players

Abstract

Harter's (1979) perceived competence subscale was modified to specifically apply to soccer in order to compare young soccer players' general self-esteem, perceived physical competence, and perceived soccer competence scores in predicting players' actual soccer ability. Young soccer players (N = 217), 8 to 13 years of age, were tested on five soccer skill tests. Players also completed Harter's (1979) Perceived Competence Scale for Children and our perceived soccer competence subscale. We hypothesized that perceived soccer competence would have high internal consistency and would be a better predictor of soccer ability than either perceived physical competence or general self-esteem. Results indicated that the perceived soccer competence subscale had the highest internal consistency reliability coefficient, and that it was also slightly more predictive of soccer ability than perceived physical competence as indicated by multivariate multiple regression analysis and canonical correlation analysis. Future studies investigating perceived competence as a motivational variable in specific youth sports may find the sport-specific perceived competence measure to provide additional information to Harter's questionnaire.

Examining the Structure of Physical Self-Description Using an American University Sample

“…One construct that has received considerable attention in assessment development and refinement is physical selfconcept, defined as descriptions of attributes and roles of one's physical self (Fox, 1998;Marsh, 1996;Sonstroem, 1997). Historically, measurement of physical selfconcept was primarily unidimensional (e.g., Feltz & Brown, 1984). However, physical selfconcept cannot be properly understood if its multidimensionality is ignored (Marsh & Shavelson, 1985).…”

The effects of task organization on skill and knowledge in physical education. (Efecto de la forma de organización sobre el aprendizaje técnico y conceptual en educación física).

“…228). As a number of authors note, a lack of experience and a lack of ability are by far the most common reasons for students not wanting to participate in sporting activities (Feltz & Brown, 1984;Tjeerdsma, Rink, & Graham, 1996). Having skill correlates with enjoyment, which in turn enhances participation.…”

Development of a Kinesthetic Learning System for Schoolchildren’s Baseball Learning Based on Competence Motivation Theory: Its Effect on Students’ Skill and Motivation

“…Feltz and Brown (1984) and Roberts (1992) found some facts from the athletic activities of soccer and these facts indicated that the extents of the perceptive capabilities of an individual would remarkably affect the performance, skills, learning interest and motivation in soccer. If the instruction could be conducted by using appropriate instructive strategies and methods, it would be highly helpful to enhance the perceptive capabilities of students (György 2014).…”

“…The competence motivation theory had been widely explored and applied in the educational fields especially in the assessment on learning interest and motivation (Feltz and Brown 1984;Ommundsen and Vaglum 1991;Roberts 1992;Zou et al 2012). Feltz and Brown (1984) and Roberts (1992) found some facts from the athletic activities of soccer and these facts indicated that the extents of the perceptive capabilities of an individual would remarkably affect the performance, skills, learning interest and motivation in soccer.…”