Motor competence, motivation and enjoyment in physical education to profile children in relation to physical activity behaviors

BackgroundMotor competence (MC) has been recognized as a main goal in Physical Education (PE) and a determining element for the promotion of Physical Activity (PA). The interaction between MC and PA would be mediated not only by physical factors, but also by psychological and affective factors, so their study should consider an integral perspective. Evidence suggests that actual and perceived motor competence, motivation and enjoyment of PE classes play an important role in schoolchildren's PA practice. However, not all the schoolchildren behave in a similar manner, so it is necessary to understand how the combination of these variables can establish different subpopulations with different individual realities.PurposeFollowing a person-centered approach, the present study aims (1) to examine profiles of Chilean children according to Actual Motor Competence (AMC), Perceived Motor Competence (PMC), intrinsic motivation and enjoyment of PE classes, and (2) to analyze how these profiles behave in relation to BMI and Physical Activity.MethodsSeven hundred and thirty schoolchildren (46.3% girls, age M = 11.22 SD = 0.70) in 5th and 6th grade of primary school participated. The instruments used for assessment were: MOBAK 5-6 test (AMC); SEMOK questionnaire (PMC); Questionnaire of Motivation in PE in Primary Education (intrinsic motivation); Physical Activity Enjoyment Scale (enjoyment); and ActiGraph wGT3X-BT accelerometers (PA). Latent class analysis was conducted to identify homogeneous groups of schoolchildren with respect to AMC, PMC, intrinsic motivation and enjoyment of PE classes.FindingsThree-class solution was the best fit for the data. Profile 1 (high aligned) represents 21.9% of the sample, with high levels of AMC, PMC, motivation and enjoyment of PE classes. Profile 2 (nonaligned) represents 67.5% of the sample, with low levels of AMC, medium levels of PMC, and high motivation and enjoyment. Profile 3 (low aligned) represents 10.5% of the sample, with low levels of AMC and PMC, motivation and enjoyment. Schoolchildren of profile 1 were more active, with more daily minutes of MVPA, compared to schoolchildren of profile 2 or 3. The schoolchildren of profile 1 have a lower BMI than the schoolchildren of profile 2 or profile 3.ConclusionChildren of two of the profiles, involving the majority of the sample, may be at risk of unhealthy lifestyles, with less motivation and enjoyment for PE classes. Therefore, for PE classes and PA programs, it is important to give the same importance to psychological and affective factors as to purely physical ones. The teaching methodologies should put an emphasis on the development of AMC and PMC, through didactic strategies that encourage autonomous motivation and provide pleasant experiences for the schoolchildren.