Word Files
Reference for Downloading Educational Files
  2. Psychology
  3. The relationship between the development of basic motor skills and the perceived motor competence of obese and non-obese 10-year-old girls

The relationship between the development of basic motor skills and the perceived motor competence of obese and non-obese 10-year-old girls

Number of pages: 96 File Format: word File Code: 31668
Year: Not Specified University Degree: Master's degree Category: Physical Education - Sports
Tags/Keywords: Basic motor skills - developmental needs - fat - fat girls - motor development - Motor skills - Motor skills - physical activity - Real motor skills
  • Part of the Content
  • Contents & Resources

  • Summary of The relationship between the development of basic motor skills and the perceived motor competence of obese and non-obese 10-year-old girls

    Motion behavior group

    Academic thesis to receive a master's degree in motor behavior

    Abstract:

    A person's sense of competence in doing things (perceived competence) is one of the important factors in the development of self-concept. Perceived physical and movement competence plays a significant role in the idea of ??participation in physical activities. On the other hand, success in basic movement skills (actual movement competence) can increase perceived movement competence and motivation for physical activity. Obese children are often exposed to weak self-concept and lack of motivation for inactivity and more endangering their health due to several reasons, including inappropriate physical appearance. Therefore, the purpose of this study was to determine the relationship between the development of basic motor skills and perceived motor competence in obese and non-obese 10-year-old girls and to compare these two variables in these two groups. The method of this research was correlational. The statistical population included 10-year-old female students of Sirjan city, 60 obese and 60 non-obese were selected as available. According to the criteria of the US Centers for Disease Control and Prevention (CDC), obese and non-obese children were separated. In order to measure basic motor skills, gross motor development (TGMD-2; Ulrich, 2000) was used, and to measure the perceived competence of the physical ability subtest, Self-Description Questionnaire-1 (PSDQ; Marsh, 1992) was used. The findings showed that there is no significant relationship between basic motor skills and perceived motor competence in obese girls, but this relationship was significant but weak (0.27) in non-obese girls. From the results of this study, it can be predicted that, in addition to the development of fundamental motor skills or real motor competence, perceived motor competence is influenced by other variables that need further study. Basic motor skills and perceived motor competence in obese girls were significantly (p<0.114) lower than non-obese girls. Therefore, it is possible that obese girls have a lower real and perceived motor competence due to low movement experiences and not having a suitable appearance or the low quality of school physical education programs. Based on Marsh's theory, motor development leads to the development of self-esteem and self-concept. Therefore, motor incompetence has a negative effect on the emotional development of children. The results of the current research remind the educational planners of the importance of effective physical education programs that match the developmental needs of children.

    Key words: perceived motor competence, actual motor competence, basic motor skills, obese, non-obese

    Introduction

     

    Man, as a conscious being, has always sought to know his personality, self and preserve his physical and mental organization. Each person has a specific understanding of the word "self" [1]. Self-concept [2] is generally considered as a person's awareness of personal characteristics, traits and limitations, and in fact, it refers to how a person looks at himself without having personal judgment or any comparison with other people (Galaho and Azmon, 2008). According to the results of studies on living conditions and quality of life and the type of experiences a person gradually forms his self-concept. Therefore, the period of childhood and adolescence is the most important period of self-concept development and the development of a positive view of oneself (Islami Nasab, 1373). From Harter's point of view (1981), self-concept appears in two dimensions: academic self-concept[3] and non-academic self-concept. Academic self-concept is related to subjects such as math and English.  Non-academic self-concept is also divided into social[4], emotional[5] and physical[6] levels. Each of these levels in turn has subsets. For example, body self-concept includes appearance[7] and physical abilities[8] and movement (Marsh, 1997) and refers to a person's attitude towards his body (Bahram and Shafizadeh, 2013). Therefore, the level of proficiency of the child in movement skills and physical abilities in games is very effective on the quality of his self-concept development. According to Galaho's motor development model [9], basic motor skills that can be perfected in childhood from two to seven years old are the foundation of a child's success in games and sports skills. These skills, which are also known as gross motor skills, i.e.These skills, which are also known as gross motor skills, i.e. skills that require the action of large muscles of the body, and include moving skills such as running and various types of jumping, and object control motor skills such as throwing and catching a ball (Galaho, 2006). Studies show that children who are proficient in these skills enjoy playing and physical activity more; Therefore, they are more mobile. In other words, a child who feels capable in performing movement and sports skills is more motivated to participate in sports games and competitions (Marsh, 2005). According to Harter's motivational theory [10], a person's feeling towards his abilities, which is presented as perceived competence [11], is one of the underlying variables of motivation and the development of self-concept and self-esteem, therefore, a person's understanding of his physical and motor abilities or perceived motor competence [12] can play a decisive role in choosing an active and inactive lifestyle (Galaho and Azmon, 2008).

    Today, obesity[13] is known as one of the diseases of the century, and this same problem has also plagued children and adolescents in the last few decades, which threatens the physical and mental health of future societies (Mulvani, 2007). Considering that one of the causes of obesity is inactivity, and based on what was said above, it can be predicted that the training and development of basic motor skills can be among the strategies to prevent and deal with obesity due to increasing motivation for physical activity, however, for a better understanding of the factors affecting obesity and the relationship between motor skills, perceived motor competence and obesity, there is a need to conduct research in this field in our society. For this reason, the aim of this research is to evaluate the relationship between the development of fundamental motor skills[14] and perceived motor competence in obese and non-obese girls.           

    1- 2. Statement of the problem

    motor development [15] varies throughout life and psycho-social changes can also be seen with changes in motor development (Galaho, 2006). The most important period of motor development among the periods of life is the childhood period, which is characterized by continuous physical, motor, cognitive and emotional growth (Fazel, 2006).

    Galaho has divided human motor development into four periods, one of which is the period of basic movements. Movement skills of object control [17], including throwing, receiving the ball and hitting the ball, and transfer skills [18], including rolling, running and jumping (Galaho and Azmon, 2008).

    According to the model of motor development of Galaho, these basic motor skills evolve during childhood under the influence of physical development, education and training. Yaband (Pani, 2002). Pangrazi [19] (2004) states that learning gross motor skills in early childhood is necessary because they are the cornerstone of complex motor skills (Red, 2002). Developmental retardation of children in these
    skills affects the learning of sports skills, academic success and mental function and interaction and social adaptation of children. This factor will prevent the development of self-confidence and self-worth in children (Zarezadeh, 2018).

    Until now, the studies conducted on the relationship between perceived motor competence and the development of fundamental motor skills show that perceived competence plays a significant role in the motivation of success and the level of children's sports participation (Sheikh, 2019). Ulrich's study (1987) shows that children's mastery of basic motor skills, which are referred to as real motor competence, is related to the quality of children's self-concept and feeling of motor competence, and most children tend to be physically inactive due to their low level of perceived or real competence (Bahram and Shafizadeh 2013). As Morgan and his colleagues (2008) showed, children who have a higher perceived and real motor competence (for example, children who believe that they are good at sports performance and learn new sports skills early), have higher levels of physical activity than children who have a lower perceived competence (Baghalian, 2013). Kathleen Kilay (2010) found out from a study about preschool and elementary school children that children who have a high level of physical fitness, i.e. real motor skills, are less likely to be overweight or obese (Fazel, 2016).

  • Contents & References of The relationship between the development of basic motor skills and the perceived motor competence of obese and non-obese 10-year-old girls

    List:

    Introduction.. 2

    1-2 statement of the problem. 4

    1-3 Necessity and importance of conducting research. 7

    1-4 research objectives. 9

    1-4-1 general goal. 9

    1-4-2 specific goals. 9

    1-5 research hypotheses. 10

    1-6 research assumptions. 10

    1-7 research area. 10

    1-8 research limitations. 11

    1-9 theoretical definition of research terms. 11

    10-10 operational definition of words. 12

     

     

     

    Chapter Two: Theoretical Foundations of Research Literature

     

    2-1 Introduction. 15

    2-2 Theoretical Foundations. 15

    2-3 Definition of growth. 15

    2-4 areas of human development. 16

    2-5 motor development, its importance and evaluation methods. 17

    2-5-1 Definition of motor development. 17

    2-5-2 The importance of developing movement skills. 18

    2-5-3 indicators of motor development, quantitative evaluation and qualitative evaluation. 20

    2-6 models of motor development. 21

    2-6-1 Anitaharu model. 22

    2-6-2 Galaho hourglass model. 23

    2-6-2-1 course of reflex movements. 23

    2-6-2-2 course of preliminary movements. 24

    2-6-2-3 course of fundamental movements. 25

    2-6-2-4 course of specialized movements. 26

    2-6-2-5 Filling and overturning the hourglass. 26

    2-7 Basic motor skills. 27

    2-7-1 Gender differences in basic motor skills. 28

    2-8 characters. 29

    2-8-1 The concept of self. 31

    2-8-2 own types. 32

    2-9 self-concept. 35

    2-9-1 Factors affecting self-concept. 35

    2-9-2 Division of self-concept. 37

    2-9-3 Definitions and models of body self-concept or body image. 37

    2-9-4 Evolution of body self-concept. 41

    2-9-5 Movement abilities and activities and their importance. 42

    2-10 Perceived motor competence. 44

    2-11 body composition. 45

    2-12 body composition model. 46

    2-12-2 fat system growth. 47

    2-13 Physical composition and physical activity in children and adolescents. 48

    2-14 Definition of obesity. 49

    2-14-1 Investigating the prevalence of obesity. 50

    2-14-2 types of obesity. 51

    2-14-3 causes of obesity. 52

    2-15 Body fat measurement. 52

    2-15-1 Laboratory methods. 52

    2-15-2 Field methods. 54

    2-15-2-1 Methods of calculating body mass index. 55.

    2-15-3 method of calculating body mass index mass for adults. 57

    2-15-3-1 Interpretation of body mass index according to gender. 58

    2-16 body mass index in children and adolescents. 58

    2-16-1 percent body mass index. 60

    2-17 research background. 62

    2-17-1 Investigations conducted inside the country. 62

    2-17-2 Investigations conducted abroad. 64

    2-17-3 Summary. 70

    Chapter Three: Research Methodology

    3-1 Introduction. 73

    3-2 research method. 73

    3-3 The research community. 73

    3-3-1 sampling method and participants. 73

    3-3-2 Information collection tools. 74

    3-3-2-1 Self-description questionnaire-1 for children. 74

    3-3-3 gross motor development test 2 (Ulrich 2000; 2-TGMD). 75

    3-3-3-1 The structure and means of conducting the test. 76

    3-3-3-2 How to conduct and score the test. 77

    3-3-3-3 test scores and their interpretation. 78

    3-4 information collection methods. 78

    3-5 variables included in the research. 79

    3-6 statistical methods. 79

    81

    Chapter Four: Data Analysis

    4-1 Introduction. 81

    4-2 Statistical description of data. 81

    4-3 hypothesis testing. 83

    4-3-1 The first hypothesis. 83

    4-3-2 The second hypothesis. 84

    4-3-3 The third hypothesis. 85

    4-3-4 The fourth hypothesis. 86

    Chapter Five: Discussion and Conclusion

    5-1 Introduction. 88

    5-2 Summary of the research. 88

    5-3 Discussion .. 89

    5-4 Conclusion. 95

    5-5 research proposals. 96

    5-5-1 Proposals based on research demand. 96

    5-5-2 Research proposals. 96

    Sources:

     

    Persian sources. 98

    English sources. 103

    Appendices:

    Appendix No. 1. 110

    Appendix No. 2. 111

    Source:

    : Farsi sources

    1. Ahmadi, Seyyed Ahmad (1371). Adolescent and youth psychology. Tehran, Rushd Publications,. Tehran, Rushd Publications, pp. 25-42.  

    2. Islamic Nasab, Ali (1373). The psychology of self-confidence. Mehrdad Publications, pp. 70-86.

    3. Ismailzadeh, Majid (2011). Comparison of perceived motor competence and actual motor competence between 8-10 year old boys and girls. Master's degree, Shahid Bahonar University of Kerman.

    4. Ismaili, Mohammadreza (2012). General principles of physical fitness. Tehran, Danesh Afrooz Publications, pp. 56-66.

    5. Eftekhari, Fereshte (1385). The effect of participation in summer sports classes on some factors of physical and movement fitness, body composition and physical self-concept of adolescent girls. Master's thesis, Tarbiat Moalem University, Tehran.

    6. Amiri, Fatemeh (1386). Determining the effect of selected station programs and regular physical education lesson program on general physical preparation and perceptual-motor skills in girls' schools of Mashhad city. Master's thesis, Tarbiat Moalem University, Tehran.

    7. Bagalian, Masoume (1383). Comparison of gender in the physical self-concept of students in Tehran's 15th district and its relationship with age, activity level, academic progress, and their socio-economic status. Master's degree thesis, Tarbiat Moalem University, Tehran.

    9. Bahram, Abbas; Shafizadeh, Mohsen (1383). Determining the validity and reliability of the self-concept questionnaire and investigating the factors affecting it among students of different grades in Tehran. Publications of the Ministry of Science and Research, No. 2, pp. 45-51. 10. Bayangerd, Ismail (1370). Methods of increasing self-esteem in children and adolescents Mehr Publications. pp. pp. 40-55.

    11. Payne and Isaacs, D. (2016). Human motor development. Translated by Hassan Khalji and Khajooi, Arak University Publications, second edition.

    12. Pope, Alice; McHall, Susan (1373). Self-esteem and mental health. Translated by Parisa Tejali, Rushd Publications. 13. Tavakoli Darestani; Azadeh et al. (2010). Effect of superior conjugated linoleic acid supplementation on body composition and serum leptin level in healthy postmenopausal women. Iranian journal of endocrinology and metabolism, twelfth period, vol. 1, pp. 59-48.

    14. P Winnick, Joseph; Sherratt, Francis X. (2016). Guide to physical fitness tests (Brockport). Soleimani Malekan, Hossein; Ardestani, Abbas. Bamdad Kitab Publications, first edition. 15. Javadi, Mohammad Jafar; Kodpur, Parveen (1377). Personality psychology. Fourth edition, expressive cultural services.

    16. Seeking support, Rasul (1388). Measurement in physical education and sports sciences. Science and Motion Publications, first edition.

    17. Khalji, Hassan; Shafizadeh, Mohsen (1385). Preparing and determining the reliability and validity of motor performance scales for three- to seven-year-old children in preschool centers in Tehran, Research Quarterly in Sports Sciences, No. 10, 57-72.                

    18. Darishti, Ahmad Reza; Hoshiarrad, Anahita (2008). Determining the most appropriate body mass index reference standard for diagnosing obese Iranian elementary school children, Iranian Journal of Nutrition Sciences and Food Industries, No. 2, pp. 71-80.

    19. Delavar, Ali (2008). Research method in psychology and educational sciences. 29th edition, edited publications.

    20. Zarezadeh, Mahshid (1388). Normization and determination of reliability and validity of gross motor development test for children 3 to 11 years old in Tehran. Behavioral Doctoral Dissertation, University of Tehran. 21. Suleimannejad, Ali Akbar (2015). Comparison of the perception of merit of gifted and normal students in the third grade of middle school in Urmia city in the academic year 2004-2015. Pik Noor magazine, 6th year, 3rd issue.

    22. Seif, Diba; Bashash, Laiya; Latifian, Morteza (1383). The effect of dimensions of self-perception of social relations with peers in teenagers of gifted educational centers and normal schools. Journal of Psychology 29, Year 8, Number One Spring 2013.

    23. Shujaei, Masoumeh (2016). Growth and motor development. Third edition, Imam Hossein (AS) University Press.

    24. Shafizadeh, Mohsen (1384). Measurement and evaluation in physical education and sports sciences. Bammad Kitab Publications, first edition.

    25. Sadeghian, Parisa (2012). Determining the correlation between physical self-concept with a selection of physical fitness factors and physical activity level of students. Master's thesis, Tarbiat Moalem University, Tehran. 26. Talebzadeh, Mohsen; Abolghasemi, Mahmoud (2010). Investigating the structural relationships of self-concept, self-regulated learning and academic success of students. Journal of Psychological Methods and Models, No. 4, pp. 65-79.

    27. Zarif Yeganeh, Maryam and colleagues (2008). Investigating changes in body weight and body composition of cancer patients during chemotherapy in affiliated hospitals of Iran University of Medical Sciences and Health Services in 2015-2016.

The relationship between the development of basic motor skills and the perceived motor competence of obese and non-obese 10-year-old girls
How To Access The File
Related Contents:
Number of pages: 158 Category: Physical Education - Sports

Dissertation for Master's Degree in Physical Education and Sports Science, Movement Behavior Abstract: Developmental coordination disorder is usually associated with motor and cognitive disorders such as balance, motor coordination, problems in reaction time and prediction, and memory in affected children. The purpose of this study is to investigate the effect of 8 weeks of ...

Number of pages: 127 Category: Physical Education - Sports

Dissertation for obtaining a master's degree in physical education and sports sciences, movement behavior, abstract: Developmental coordination disorder is usually associated with movement and cognitive disorders such as balance, movement coordination, problems in reaction time and prediction, and memory in affected children. The purpose of this study is to investigate the ...

Number of pages: 93 Category: Psychology

Dissertation for receiving a master's degree (M.A.) major: psychology and education of exceptional children Abstract of the thesis (including summary, objectives, implementation methods and obtained results): The present study compares perception and visual and auditory memory in educable mentally retarded girls with and without physical-motor disabilities in Tehran. 1391-92

Number of pages: 108 Category: Educational Sciences

Dissertation for Master's degree (M.A.) Orientation: Preschool Education Abstract The present study is a quasi-experimental research with a control and experimental group, which deals with the effect of preschool games on the mental and social skills of children in preschool centers in District 1 of Shiraz city in the academic year of 2012-2013. The statistical population ...

Number of pages: 68 Category: Physical Education - Sports

Dissertation for Master's Degree in Physical Education and Sports Science Major: Sports Physiology Abstract The aim of the current research is to compare the relationship between the level of physical fitness and body composition between public and non-profit schools in Rasht. included 600 people, separated by 200 people per

Number of pages: 86 Category: Physical Education - Sports

Dissertation for Master's Degree in Physical Education Abstract In recent developmental research, lifelong growth has been investigated. Motor development and cognitive development are two different categories, but they interact with each other. The aim of the present study was to investigate the relationship between body mass index and mental rotation in active and inactive ...

Number of pages: 95 Category: Physical Education - Sports

Master's in Movement Behavior and Sports Psychology Developmental coordination disorder is used to describe children who have difficulty performing some movement skills and lack the necessary competence to deal with their daily movement needs. The purpose of this study was to investigate the effect of selected exercises on the reaction time and posture control of 7-8 year old ...

Number of pages: 106 Category: Physical Education - Sports

Dissertation for the Master's Degree in Physical Education and Sports Science Majoring in Motor Behavior Abstract The purpose of this research was to investigate the effect of documentary feedback on the acquisition and memorization of dart throwing skills. This research was semi-experimental in which 58 male and female subjects in the age range of 20-25 years who participated ...

Number of pages: 85 Category: Physical Education - Sports

Master's thesis in the field of physical education and sports science, majoring in sports management. Abstract: The purpose of this research is to investigate the effective factors in improving the status of physical education courses in schools from the point of view of sports teachers in North Khorasan province in the academic year 2013-2015. This research is of applied type, ...

Number of pages: 87 Category: Physical Education - Sports

Master's thesis in the field of physical education and sports sciences - motor behavior Abstract Comparison of the general health dimensions of male students of the third year of physical education conservatory with the same group in a theoretically selected field in Shiraz city. The subjects of this research were 137 third-year experimental students and 56 third-year ...