Crane Jeff R, Foley John T, Naylor Patti-Jean, Temple Viviene A
School of Exercise Science, Physical & Health Education, University of Victoria; Victoria, BC V8P 5C2, Canada.
Physical Education Department, State University of New York College at Cortland, Cortland, NY 13045, USA.
Sports (Basel). 2017 Aug 10;5(3):59. doi: 10.3390/sports5030059.
As children transition from early to middle childhood, the relationship between motor skill proficiency and perceptions of physical competence should strengthen as skills improve and inflated early childhood perceptions decrease. This study examined change in motor skills and perceptions of physical competence and the relationship between those variables from kindergarten to grade 2. Participants were 250 boys and girls (Mean age = 5 years 8 months in kindergarten). Motor skills were assessed using the Test of Gross Motor Development-2 and perceptions were assessed using a pictorial scale of perceived competence. Mixed-design analyses of variance revealed there was a significant increase in object-control skills and perceptions from kindergarten to grade 2, but no change in locomotor skills. In kindergarten, linear regression showed that locomotor skills and object-control skills explained 10% and 9% of the variance, respectively, in perceived competence for girls, and 7% and 11%, respectively, for boys. In grade 2, locomotor skills predicted 11% and object-control skills predicted 19% of the variance in perceptions of physical competence, but only among the boys. Furthermore, the relationship between motor skills and perceptions of physical competence strengthened for boys only from early to middle childhood. However, it seems that forces other than motor skill proficiency influenced girls' perceptions of their abilities in grade 2.
随着儿童从幼儿期过渡到童年中期，随着运动技能的提高以及幼儿期过高的自我认知的降低，运动技能熟练程度与身体能力认知之间的关系应会得到加强。本研究考察了从幼儿园到二年级运动技能和身体能力认知的变化以及这些变量之间的关系。研究参与者为250名男孩和女孩（幼儿园时平均年龄为5岁8个月）。使用《大肌肉发展测试-2》评估运动技能，使用感知能力的图片量表评估认知。混合设计方差分析显示，从幼儿园到二年级，物体控制技能和认知有显著提高，但运动技能没有变化。在幼儿园阶段，线性回归显示，对于女孩，运动技能和物体控制技能分别解释了感知能力差异的10%和9%，对于男孩则分别为7%和11%。在二年级，运动技能预测了身体能力认知差异的11%，物体控制技能预测了19%，但仅在男孩中如此。此外，仅在男孩中，从幼儿期到童年中期，运动技能与身体能力认知之间的关系得到了加强。然而，似乎除了运动技能熟练程度之外的其他因素影响了二年级女孩对自身能力的认知。
