000132853 001__ 132853
000132853 005__ 20240416132815.0
000132853 0247_ $$2doi$$a10.1080/02701367.2024.2319589
000132853 0248_ $$2sideral$$a137593
000132853 037__ $$aART-2024-137593
000132853 041__ $$aeng
000132853 100__ $$0(orcid)0009-0007-9320-6751$$aSegura-Berges, Manuel$$uUniversidad de Zaragoza
000132853 245__ $$a(Re)defining motor competence: empirical exploration based on a moderated mediation approach
000132853 260__ $$c2024
000132853 5060_ $$aAccess copy available to the general public$$fUnrestricted
000132853 5203_ $$aPurpose: The aim of the study was to empirically support a broader motor competence moderated mediation approach in which motor coordination is the predictor variable and motor competence self-perception is the outcome variable, anxiety and self-esteem are mediator variables, and gender is the moderator variable. Method: 327 year-4 Primary Education pupils participated. A conditional processes analysis was performed by macro PROCESS v.3.4. Results: For the moderation effects, interactions appeared between motor coordination and gender when taking self-esteem, anxiety and motor competence self-perception as outcome variables. Interactions were found between self-esteem and gender when anxiety and motor competence self-perception were taken as outcome variables. An interaction appeared between anxiety and gender when motor competence self-perception was considered an outcome variable. A significant direct effect was noted between the motor coordination variable and motor competence self-perception for both genders. The moderated mediation indices supported the indirect conditional effects of motor coordination when partially and jointly bearing in mind the moderator effect of gender on motor competence self-perception by means of self-esteem and anxiety. Conclusions: The results reveal the importance of understanding motor competence by more globally contemplating not only students’ motor learning, but also their cognitive and psycho-emotional reality.
000132853 536__ $$9info:eu-repo/grantAgreement/ES/UZ/JIUZ-2020-SOC-15
000132853 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
000132853 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000132853 700__ $$0(orcid)0000-0002-3776-2901$$aPeñarrubia-Lozano, Carlos$$uUniversidad de Zaragoza
000132853 700__ $$0(orcid)0000-0002-8201-0469$$aBustamante, Juan Carlos$$uUniversidad de Zaragoza
000132853 7102_ $$13001$$2187$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres.Corporal
000132853 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000132853 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000132853 773__ $$g(2024), [9 pp.]$$pRes. q. exerc. sport$$tRESEARCH QUARTERLY FOR EXERCISE AND SPORT$$x0270-1367
000132853 8564_ $$s1132793$$uhttps://zaguan.unizar.es/record/132853/files/texto_completo.pdf$$yPostprint$$zinfo:eu-repo/date/embargoEnd/2025-03-05
000132853 8564_ $$s849707$$uhttps://zaguan.unizar.es/record/132853/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint$$zinfo:eu-repo/date/embargoEnd/2025-03-05
000132853 909CO $$ooai:zaguan.unizar.es:132853$$particulos$$pdriver
000132853 951__ $$a2024-04-16-13:21:46
000132853 980__ $$aARTICLE