Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 52-52 |
| Number of pages | 1 |
| Journal | Journal of Sport and Exercise Psychology |
| Volume | 39 |
| Issue number | Suppl 1 |
| DOIs | |
| Publication status | Published - 30 Jun 2017 |
| Event | 2017 North American Society for the Psychology of Sport and Physical Activity conference - San Diego, United States Duration: 5 Jun 2017 → 8 Jun 2017 |
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Keywords
- motor competence
- young children
- cognitive change
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The role of cognitive change in the relationship between actual and perceived motor competence in young children. / Bardid, Farid; Goodway, Jacqueline D; Lenoir, Matthieu.
In: Journal of Sport and Exercise Psychology, Vol. 39, No. Suppl 1, 30.06.2017, p. 52-52.Research output: Contribution to journal › Conference Contribution
TY - JOUR
T1 - The role of cognitive change in the relationship between actual and perceived motor competence in young children
AU - Bardid, Farid
AU - Goodway, Jacqueline D
AU - Lenoir, Matthieu
PY - 2017/6/30
Y1 - 2017/6/30
N2 - Literature suggests that the relationship between actual and perceived motor competence emerges over time as young children shift to a higher level of cognitive development (Harter, 1998; Stodden et al., 2008). From Piaget’s theoretical perspective, this entails a transition from the intuitive, preoperational stage –when children rely heavily on visuospatial experience– to the concrete operational stage –when children start to develop logical thinking and mental representation. The purpose of the present study is to examine the effect of this cognitive change on the relationship between actual and perceived motor competence in the early years. Children (N = 349; 51.6% boys) aged 5-7 years took part in the study. Actual motor competence was measured using the Körperkoordinationstest für Kinder (Kiphard & Schilling, 1974, 2007), perceived motor competence was assessed with the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (Harter et al., 2012), and cognitive change was evaluated using three Piagetian conservation tasks (i.e., conservation of number, length and mass; Piaget, 1984). Three moderation analyses were conducted with each conservation task separately. Results showed that – after controlling for sex and age – cognitive change has a moderating effect on the relationship between actual and perceived motor competence (p values < .05). For children who cannot conserve, there is no significant association between actual and perceived motor competence (p values > .05). For children who can conserve, there is a positive relationship between actual and perceived motor competence (p values < .001). These findings provide some proof that cognitive processes play an important role in young children’s emerging ability to accurately assess their actual motor competence.
AB - Literature suggests that the relationship between actual and perceived motor competence emerges over time as young children shift to a higher level of cognitive development (Harter, 1998; Stodden et al., 2008). From Piaget’s theoretical perspective, this entails a transition from the intuitive, preoperational stage –when children rely heavily on visuospatial experience– to the concrete operational stage –when children start to develop logical thinking and mental representation. The purpose of the present study is to examine the effect of this cognitive change on the relationship between actual and perceived motor competence in the early years. Children (N = 349; 51.6% boys) aged 5-7 years took part in the study. Actual motor competence was measured using the Körperkoordinationstest für Kinder (Kiphard & Schilling, 1974, 2007), perceived motor competence was assessed with the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (Harter et al., 2012), and cognitive change was evaluated using three Piagetian conservation tasks (i.e., conservation of number, length and mass; Piaget, 1984). Three moderation analyses were conducted with each conservation task separately. Results showed that – after controlling for sex and age – cognitive change has a moderating effect on the relationship between actual and perceived motor competence (p values < .05). For children who cannot conserve, there is no significant association between actual and perceived motor competence (p values > .05). For children who can conserve, there is a positive relationship between actual and perceived motor competence (p values < .001). These findings provide some proof that cognitive processes play an important role in young children’s emerging ability to accurately assess their actual motor competence.
KW - motor competence
KW - young children
KW - cognitive change
UR - https://journals.humankinetics.com/journal/jsep
UR - https://lib.ugent.be/catalog/pug01:8528267
U2 - 10.1123/jsep.39.3.s1
DO - 10.1123/jsep.39.3.s1
M3 - Conference Contribution
VL - 39
SP - 52
EP - 52
JO - Journal of Sport and Exercise Psychology
JF - Journal of Sport and Exercise Psychology
SN - 0895-2779
IS - Suppl 1
ER -