A Reverse Pathway? Actual and Perceived Skill Proficiency and Physical Activity
A Reverse Pathway? Actual and Perceived Skill Proficiency and Physical Activity
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DOI：
10.1249/mss.0b013e3181fdfadd
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发表时间：
2011-05-01
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影响因子：
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通讯作者：
Lubans, David R.
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文献类型：
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作者：
Barnett, Lisa M.;Morgan, Philip J.;Lubans, David R.
巴内特湖M.，P. J.摩根，E.货车伯登Ball和D. R.鲁本斯。反向通道？实际和感知的技能熟练度和身体活动。医学科学。体育锻炼：第43卷，第5期，第100页。898-904，2011。目的：运动技能被认为是身体活动的先决条件，但这种关系可能是互惠的，感知的运动能力可能会调解协会。研究方法：在2006/2007年，215名青少年完成了运动技能熟练程度（获得技能和积极性），感知运动能力（身体自我感知概况）和身体活动评估（青少年身体活动回忆问卷），作为身体活动和技能研究的一部分。使用AMOS（版本7.0），运动技能（对象控制和运动）和中度到剧烈的体力活动（MVPA）之间的相互关系进行了检查。然后，这两个模型在不同的版本中运行，以了解感知的运动能力作为一个潜在的调解人的作用。结果：平均年龄为16.4岁（SD = 0.6），51.6%（111/215）为女性。目标控制与MVPA之间存在交互关系，MVPA与运动技能之间存在单向关系，当知觉运动能力作为中介变量时，最佳拟合模型解释了16%（R-2 = 0.16）MVPA变异、30%目标控制（R-2 = 0.30）和12%运动技能变异（R-2 = 0.12）（反向关系）。知觉运动能力部分中介对象控制熟练度和身体活动的两个方向之间的关系，并完全中介身体活动和运动技能之间的关系，但只有当运动技能的结果。结论：如果将物体控制技能和身体活动之间的关系视为“正反馈回路”，那么在身体活动干预中应同时针对技能发展和增加身体活动。增加感知的运动能力也应该是一个干预的重点。
BARNETT, L. M., P. J. MORGAN, E. VAN BEURDEN, K. BALL, and D. R. LUBANS. A Reverse Pathway? Actual and Perceived Skill Proficiency and Physical Activity. Med. Sci. Sports Exerc., Vol. 43, No. 5, pp. 898-904, 2011. Purpose: Motor skills are considered a prerequisite to physical activity, yet the relationship may be reciprocal and perceived sports competence might mediate associations. Methods: In 2006/2007, 215 adolescents completed motor skill proficiency (Get Skilled Get Active), perceived sport competence (Physical Self-Perception Profile) and physical activity assessments (Adolescent Physical Activity Recall Questionnaire) as part of the Physical Activity and Skills Study. Using AMOS (Version 7.0), reciprocal relationships were examined between motor skill (object control and locomotor) and moderate to vigorous physical activity (MVPA). Both models were then run in different versions to understand the role of perceived sports competence as a potential mediator. Results: Mean age was 16.4 yr (SD = 0.6), 51.6% (111/215) were females. A reciprocal relationship between object control and MVPA and a one-way relationship from MVPA to locomotor skill was found. When perceived sports competence was examined as a mediator, the best-fitting model versions explained 16% (R-2 = 0.16) MVPA variation, and 30% object control (R-2 = 0.30), and 12% locomotor skill variation (R-2 = 0.12) (reverse relationship). Perceived sports competence partially mediates the relationship between object control proficiency and physical activity for both directions and fully mediates the relationship between physical activity and locomotor skill; but only when locomotor skill is the outcome. Conclusions: If the relationship between object control skill and physical activity is viewed as a "positive feedback loop," skill development and increasing physical activity should simultaneously be targeted in physical activity interventions. Increasing perceived sport competence should also be an intervention focus.