The relationship between motor skills, perceived self‐competence, peer problems and internalizing problems in a community sample of children

Abstract

Poor motor skills have been associated with a range of interpersonal and intrapersonal difficulties, including poor self‐competence, peer problems, and internalizing problems such as anxiety and depression. The Elaborated Environmental Stress Hypothesis provides a theoretical framework for understating these relationships. Studies have recently begun to evaluate this framework; however, ongoing empirical investigation is required. Currently, the extent to which these relationships may differ across factors such as gender remains unclear. The current study tests an indirect effect of motor skills on internalizing problems via peer problems and perceived self‐competence in a community sample of 164 children (81 males; 83 females) aged 7 to 12 years. A combination of clinician‐administered, self‐report, and parent‐rated measures were used. Regression analysis using PROCESS indicated that the relationship between motor skills and internalizing problems was not moderated by gender. Motor skills did have an indirect effect on internalizing problems via perceived scholastic competence and peer problems. Results provide partial support for part of the Elaborated Environmental Stress Hypothesis; perceived scholastic competence and peer problems are mechanisms through which motor skills are related to internalizing problems in school‐aged children. This study highlights potentially important targets for psychomotor interventions for this age group. Highlights The Environmental Stress Hypothesis suggests that motor skills may have an indirect effect on internalizing problems via factors such as peer problems and perceived self-competence. A community sample of 164 children aged 7–12 years provided measures of motor skills and psychosocial functioning. Motor skills had an indirect effect on internalizing problems via perceived scholastic competence and peer problems. This relationship was not moderated by gender.

Connection between Social Relationships and Basic Motor Competencies in Early Childhood

“…Children with good motor performances are more popular and better-integrated into peer groups than those with poorer motor performances [ 25 , 26 ]. Low motor competencies can lead to negative interpersonal (problems with peers) and intrapersonal (low self-assessment) consequences at the psychosocial level, which, in turn, has an impact on mental health in the form of a downward spiral, thus emphasizing the relationship between motor competence and metal health [ 27 , 28 ].…”

Screening of Developmental Difficulties during the Transition to Primary School

“…The transition from preschool to primary school is a sensitive period for early childhood and education research [ 26 , 27 ]. A successful transition may translate into positive socio-emotional development, social skills, and positive school trajectories [ 26 , 28 ], whereas an ineffective transition may lead to school failure and social adjustment issues [ 29 ]. Children themselves have perceived this transition as both exciting, with the new learning environment, and worrying, with concerns about the unknown [ 30 , 31 ].…”

“…In contrast, when children transition to first grade they spend more time in rigid environments, sitting at their desks, and copying in their notebooks the content delivered by one teacher, and interacting less time with peers [ 34 ]. Although preschool education introduces general development, social skills, and learning of basic knowledge in preparation for primary education [ 35 ], there is no continuity between the kindergarten and first grade curriculum, and this lack of alignment negatively affects children’s adaptation [ 29 , 34 ].…”