Self-perceptions and physical activity in children with and without motor problems

Abstract

Self-perceptions influence global self-esteem and intrinsic motivation for achievement behavior (e.g., physical activity). Physical activity is an important component of a healthy lifestyle. Participation in physical activity is preventive against obesity and positively influences mental health (e.g., global self-esteem). Although the importance is widely accepted, many children in Western society do not meet daily recommendations for physical activity. We investigated associations between physical activity, self-perceptions about physical activity (i.e., perceived athletic competence), and global self-esteem in children from kindergarten to grade 4 to provide vital information for intervention programs to enhance physical activity and, in turn, enhance global self-esteem. The results showed that physical activity, perceived athletic competence, and global self-esteem remained stable between kindergarten and grade 4. Global self-esteem was the same in boys and girls, while boys reported higher levels of perceived athletic competence and were more physically active than girls. The development of global self-esteem was significantly associated with perceived athletic competence and physical activity in girls, but not in boys. However, children need more than a just a positive evaluation of their own (general) athletic competence to be motivated to participate in daily activities. Also, how they value a task is argued to influence participation in daily activities. We therefore examined the development of, and associations between, self-perceptions and task values of fine motor competence, ball competence, and gross motor competence in the same group of elementary school children. Self-perceptions of fine motor competence and gross motor competence declined over time, while self-perceptions of ball competence remained stable. Girls perceived their fine motor competence higher than boys, while boys perceived their ball competence higher. Self-perceptions of gross motor competence were the same in boys and girls. Task values remained stable over time. Boys valued their ball competence higher than girls, but boys and girls valued their fine motor competence and gross motor competence equally. Children with motor problems perceived and valued their motor competence the same as typically developing children. If children experience problems in (learning) motor problems that significantly interfere with daily life and/or academic behavior, they can be diagnosed with (possible) developmental coordination disorder ((p)DCD). Children with (p)DCD are less physically active and have lower levels of perceived athletic competence than typically developing children. We investigated if training a group of pediatric physical therapists in providing specific, (mainly) positive, goal-specific, progress feedback would affect motor performance, self-perceptions, and physical activity in children with (p)DCD. Children were assessed at baseline, after 12 treatment sessions (trial end-point), and at 3-month follow-up.There were no differences between the intervention and the care-as-usual group on any of the outcome measures. In general, children improved their motor performance and increased their perceived athletic competence, global self-esteem, and perceived motor competence after 12 treatment sessions. This improvement was maintained at 3-month follow-up. Motor task values and physical activity remained unchanged for all children. However, we found large intra-group variability with regard to perceived athletic competence in children with (p)DCD. This large intra-group variability was also present in children who were clinically diagnosed as having DCD.