tgmd-3 and perceived motor competence: preliminary
TRANSCRIPT
TGMD-3 and Perceived Motor
Competence: Preliminary
Findings and Future Directions
Kip Webster, PhD
Assistant Professor
Louisiana State University
Fundamental Motor Skills
• FMS are critical to healthy
development in children
• FMS do not naturally
develop
• Correlates of FMS include
age and sex
Stodden et al., 2008
Robinson et al., 2015
Purpose of this study
Explore the relationship between actual motor competence (using the latest version of the
TGMD) and perceived motor competence (using the corresponding PMSC) in early childhood.
Participants
• n = 52
• 44.2% male
• 6.44 ±1.61 years
• High SES
• 90.4%
White/Caucasian
• “Younger” (4-6 yrs)
– Preschool (25%)
– Kindergarten (21.2%)
• “Older” (6-9 yrs)
– 1st grade (19.2%)
– 2nd grade (34.6%)
Test of Gross Motor Development –
3rd edition
• Run
• Gallop
• Hop
• Skip
• Jump
• Slide
• Two hand strike
• One hand strike
• Catch
• Dribble
• Kick
• Underhand Throw
• Overhand Throw
Webster & Ulrich, in press
Raw scores:
0 - 100
Pictorial Scale of Perceived Movement
Skill Competence for Young Children
Barnett, Ridgers, Zask, & Salmon
Pictorial Scale of Perceived Movement
Skill Competence for Young Children
Barnett, Ridgers, Zask, & Salmon
Raw scores:
1 - 52
62.71
42.65
27.15
19.77
35.56
22.88
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
Raw
Sco
res
Total Locomotor Ball Skills
Total Scores
63.91
43.22
61.76
42.21
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
Sex Differences: Total TGMD - PMSC
Male Female
No significant sex differences in total scores
25.91
19.87
38.00
23.52
28.14
19.69
33.62
22.38
0.00
5.00
10.00
15.00
20.00
25.00
30.00
35.00
40.00
Raw
Sco
res
Sex Differences: Subscale
Locomotor Ball Skills Locomotor Ball Skills
Male Female
No significant sex differences in subscale scores
Independent Samples t-test: Sex
• Select findings:
+ Male higher; - Female higher
Skill t p
PMSC Run 1.616 .004
PMSC Skip -2.214 .006
PMSC Two hand Strike 2.146 .018
TGMD Skip -1.628 .000
51.29
41.13
72.50
43.96
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
Raw
Sco
res
Age Differences: Total
Younger Older
‡
‡
* *
‡ p = .001* p = .05
22.96
19.96
28.33
21.17
30.75
19.61
41.75
24.36
0.00
5.00
10.00
15.00
20.00
25.00
30.00
35.00
40.00
45.00
Raw
Sco
res
Age Differences: Subscale
Locomotor Ball Skills Locomotor Ball Skills
Younger Older
‡ p = .001* p = .05
‡
‡‡
‡
Independent Samples t-test: Age
• Select findings – PMSC:
- Older group higher; + Younger group higher
Skill t p
Run 2.143 .000
Dribble -2.153 .003
Catch -2.238 .014
Underhand Throw -2.238 .012
Overhand Throw -2.652 .001
Total Score -1.996 .049
Independent Samples t-test: Age
• Select findings – TGMD:
Skill t p
Skip -2.380 .000
Slide -2.589 .002
Two-hand Strike -4.996 .015
Catch -5.232 .000
Overhand Throw -3.548 .045
Locomotor -4.607 .000
Ball Skills -6.153 .040
Total Score -6.065 .003
PMSCTotal
TGMD3Locomotor
TGMD3Ball Skills
TGMD3Total
PMSCLocomotor
PMSC Ball Skills
PMSCTotal
- .460* .157 .340 .151 .081
TGMD3Locomotor
.460* - .627** .899** .152 .097
TGMD3Ball Skills
.157 .627** - .905** .230 .192
TGMD3Total
.340 .899** .905** - .213 .161
PMSCLocomotor
.151 .152 .230 .213 - .412*
PMSC Ball Skills
.081 .097 .192 .161 .412* -
Younger
PMSCTotal
TGMD3Locomotor
TGMD3Ball Skills
TGMD3Total
PMSCLocomotor
PMSC Ball Skills
PMSCTotal
- .050 .017 .040 -.026 -.108
TGMD3Locomotor
.050 - .138 .659** .033 -.104
TGMD3Ball Skills
.017 .138 - .836** .013 .124
TGMD3Total
.040 .659** .836** - .028 .037
PMSCLocomotor
-.026 .033 .013 .028 - .368
PMSC Ball Skills
-.108 -.104 .124 .037 .368 -
Older
Preliminary Findings• No overall sex differences in performance
– Perception/ performance - Skip
• Older children out performed younger children in TGMD
– Perception of performance on select ball skills for older children higher (Dribble, Catch, Overhand and Underhand throw)
– Actually better (Two hand strike, Catch, Overhand throw)
Preliminary Findings
• Correlations between Actual and Perceived Motor Competence totals and subscales vary by age group
– No impact on middle childhood performance
– Perceived competence had small impact on younger children’s locomotor performance
• Higher SES?
• Weight status?
Future Directions
• Adding a PA component
• Is perceived competence more salient in different populations?
• Other psychological constructs that may relate to performance, specifically FMS?
• Specificity in interventions/ training
• Expand sample size/ more diverse group
Thank you! Questions?
Kip Webster, PhD
Louisiana State University
@KipWebsterPhD
Jackie Victoriano Calhoun, M.S.
Lydia HuckLila MolinaKatie Tso