000134943 001__ 134943
000134943 005__ 20240509150148.0
000134943 0247_ $$2doi$$a10.1371/journal.pone.0275196
000134943 0248_ $$2sideral$$a131403
000134943 037__ $$aART-2022-131403
000134943 041__ $$aeng
000134943 100__ $$0(orcid)0009-0007-9320-6751$$aSegura-Berges, Manuel
000134943 245__ $$aQualitative analysis from the social referents perspective of the multidimensional construct of schoolchildren’s motor competence
000134943 260__ $$c2022
000134943 5060_ $$aAccess copy available to the general public$$fUnrestricted
000134943 5203_ $$aMotor competence (MC) as a multidimensional construct is influenced by motor, cognitive, emotional and social variables. It is also determined by schoolchildren interacting with their own context. Thus pre-adolescence is a sensitive stage in development when physical, emotional and cognitive changes are manifested. By taking this context in accountn, the perception of the social referents close to schoolchildren allows for a deeper understanding of the role and influence of all these variables in a broader MC concept. For this purpose, a qualitative study was conducted by discussion groups and semistructured interviews, respectively, for teachers and family members in Primary Education. The content analysis was carried out according to the main study dimensions, associated with the motor, cognitive, affective-emotional and social domains. Both family members and teachers point out that the affective-emotional level has a stronger impact on the development of motor skills than the motor level. For children to develop their MC, it is necessary to create appropriate contexts in which family members and teachers are the main agents of influence. In conclusion, assessing MC in the educational sphere must have a more comprehensive and broad approach. It is necessary to bear in mind a larger number of variables involved in schoolchildren’s motor development to make the most objective assessment possible and, likewise, to promote facilitating environments that help their development.
000134943 536__ $$9info:eu-repo/grantAgreement/ES/UZ/JIUZ-2020-SOC-15
000134943 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000134943 590__ $$a3.7$$b2022
000134943 591__ $$aMULTIDISCIPLINARY SCIENCES$$b26 / 73 = 0.356$$c2022$$dQ2$$eT2
000134943 592__ $$a0.885$$b2022
000134943 593__ $$aMultidisciplinary$$c2022$$dQ1
000134943 594__ $$a6.0$$b2022
000134943 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000134943 700__ $$0(orcid)0000-0002-3776-2901$$aPeñarrubia-Lozano, Carlos$$uUniversidad de Zaragoza
000134943 700__ $$0(orcid)0000-0002-5359-1751$$aLizalde-Gil, Manuel$$uUniversidad de Zaragoza
000134943 700__ $$0(orcid)0000-0002-8201-0469$$aBustamante, Juan Carlos$$uUniversidad de Zaragoza
000134943 7102_ $$13001$$2187$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres.Corporal
000134943 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000134943 773__ $$g17, 12 (2022), e0275196 [21 pp.]$$pPLoS One$$tPLoS ONE$$x1932-6203
000134943 8564_ $$s433900$$uhttps://zaguan.unizar.es/record/134943/files/texto_completo.pdf$$yVersión publicada
000134943 8564_ $$s2324377$$uhttps://zaguan.unizar.es/record/134943/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000134943 909CO $$ooai:zaguan.unizar.es:134943$$particulos$$pdriver
000134943 951__ $$a2024-05-09-13:05:25
000134943 980__ $$aARTICLE