Analysis Of Motor Competence Via Coordination, Self-Perception Of Motor Competence In Primary Education Pupils

Segura-Berges, Manuel ; Bustamante, Juan Carlos

Resumen: Motor competence is shaped as a dynamic process that forms part of pupils’ progress-related development while studying Primary Education by contributing to their integral development In this stage, children find the main ways to come into contact with reality in their own bodies and movement, and to acquire initial knowledge about their environment. The motor competence concept encompasses both motor and sociocognitive factors. Motor competence has been shown to be also related with psychosocial factors. The present study intends to analyse participants’ different motor coordination levels, effects among motor coordination levels, self-perception of motor competence and gender, and the relation between coordination levels and psychosocial constructs. This cross-sectional study was conducted with a selective design. The sample comprised 307 Primary Education pupils from Spanish Autonomous Communities Aragón and Rioja whose mean age was 9.34 years (SD=0.31). Different tests were used: A-EP, AMPET, PMCC, SCAS, GRAMI-2 and 3SJ. It was empirically evidenced that coordination levels were not detemined by the gender factor, but this factor determined the relation between the motor competence level and psychosocial constructs like self-esteem and achievement motivation. There was further evidence that gender and coordination levels had effects on the self-perception of specific motor competence skills, and that gender was a determining factor. In short, there was evidence to suggest that motor, social, cognitive and psychosocial factors interacted in the motor competence concept.

Idioma: Inglés

DOI: 10.15405/epsbs.2020.05.21

Año: 2020

Publicado en: The European Proceedings of Social & Behavioural Sciences 2019 (2020), 190-199
ISSN: 2357-1330

Tipo y forma: Artículo (Versión definitiva)