Correlation Between Self-Concept And The Level Of Motor Skills In Children

Abstract

The level of motor skills is an important indicator when evaluating children’s readiness for school attendance. The deficit in the area of motor skills can lead to a decrease in children’s activities. Is there a relationship between the level of motor skills and factors of self-concept in children attending lower levels of primary schools? The aim of this research is to analyze the relationship between the level of motor skills and factors of self-concept in children attending lower levels of primary schools, especially at the middle school age. The research sample consisted of 300 pupils (149 boys, 151 girls) of middle school age. The level of motor skills (locomotor and manipulative) was monitored by the TGMD-2 test ( Ulrich, 2000 ). The self-concept factors were measured by using the Piers-Harris questionnaire (Piers & Herzberg, 2009). Based on the results, which were realized within the IGA_PdF_2017_002 project, no significant relationship was detected between the levels of motor skills and self-concept. The importance of the research lies mainly in identifying targeted interventions in the area of children’s motor skills and development of self-concept factors, which can support adaptive behaviour in the first years of compulsory school attendance.

Keywords: Childrenself-conceptgross motor skills

Introduction

There is a limited body of research in the Czech Republic on the cognitive and motor skills in children in lower levels of primary schools. Hence, this research focuses on the relationship between self-concept, which is definitely a part of cognitive component, and gross motor skills. The self-concept construct is vital to psychological well-being and is the term used to describe an individual’s awareness of their qualities and limitations (Craven & Marsh, 2008). Another definition is that self-concept is a psychological construct of how people perceive themselves and is “essentially phenomenological in nature” (Piers & Herzberg, 2002). Newer views postulate that self-concepts are seen as appraisals because they imply the abilities that are necessary to exert control over one’s learning and behavior (Lohbeck, Tietjens & Bund, 2016). The Piers-Harris Children's Self-Concept Scale 2 (Piers-Harris 2) was chosen as a data collection instrument for this study because of its multifaceted and hierarchical characteristics as well as descriptive and evaluative dimensions (Piers & Herzberg, 2002; Gang, 2005). Furthermore, its design seems to match younger children’s cognitive and developmental abilities.

According to the literature, children have the ability of describing and evaluating themselves from very young age (Marsh, Ellis & Craven, 2002). But, on the other hand, according to Butler & Gasson (2005) it is hard to draw a clear line between self-descriptions and self-evaluations. From the developmental point of view, self-concept becomes more abstract and integrated with age. Children in middle to late childhood (ages 8 to 11) can label their abilities and interpersonal characteristics, have comparative assessment with peers, and integrate opposing attributes (Evans & Roberts, 1987).

This study does not focus only on cognitive part, as a substantial body of research also focuses on physical activity and its benefits for young children. Literature suggests that physical activity can improve mental health (Penedo & Dahn, 2005; Hassmén, Koivula & Uutela, 2000), including depression, anxiety, self-esteem, self-concept, anger, stress, executive function and so on (Davis, Tomporowski, McDowell, Austin, Miller, Yanasak, et al., 2011; Holley, Crone, Tyson & Lovell, 2011; Alpert, Field, Goldstein & Perry, 1990). From a health perspective, higher levels of gross motor skills is associated with enhanced cognitive and social development and language skills (Best, 2010; Piek J, Dawson L, Smith L, et al., 2008; Leonard & Hill, 2014). This evidence supports the premise that physical activity and self-concept could be connected.

The importance of physical activity and development of motor skills has also been established extensively in the literature. The successful development of motor skills allows mastering of complex motor skills, but also improves nervo-muscular coordination and development of interpersonal, cognitive and emotional abilities (Pang & Fong, 2009). Children who actively participate in many types of sports and physical activities experience benefits to their movement skill performance and psychological outlook, compared to children who have experienced a less diverse range of sporting activities (Bridge & Toms, 2013; Côté & Fraser-Thomas, 2007; Wall & Côté, 2007). Such research findings support the potential of physical education at Czech schools. However, if the children and their teachers are limited to only two lessons of physical activity per week, then it would be a miracle if the children enjoy any benefits of the physical activities. Such a minimal duration for movement development usually does not even cover the basic motor skills. This is, for the researcher, a very serious issue, given the stated benefits physically as well as psychologically for the children. If the duration for physical education in schools increases, children could engage in more physical activities and experience the wholesome benefits as mentioned in all the research undertaken in this area.

Problem Statement

During physical education lessons, self-assessment regularly occurs because, as children try new skills, their physical skills are constantly on display to their peers. This can lead to feelings of both success and failure which will directly affect children’s self-concept and its development (Gehris, Kress, & Swalm, 2010; Goodwin, 1999). This concurs with the study of Schmidt, Blum, Valkanover & Conzelmann (2014) who state that being rejected or disliked by peers can lower self-esteem. Jenni et al. (2013) found positive correlations between motor and intellectual functions. This paper focuses on correlations between motor skills and self-concept.

In general, those who regularly engage in some kind of physical activity tend to have a better self-concept, particularly as regards their physical ability and physical fitness, than those who do so less frequently (Biddle, Whitehead, O’Donovan, and Nevill, 2005; Contreras, Fernández, García, Palou, and Ponseti, 2010). Participation in physical activity may improve psychological health and help prevent and treat the development of mental health disorders such as depression and anxiety (Ströhle, 2009; Biddle & Asare, 2011; Brown, Pearson & Braithwaite, et al., 2013). Evans & Roberts (1987) state that children could gain peer acceptance by participating in an activity which is valuated highly by children of the same age. This activity could be also some kind of physical activity. Conversely, Bierman (2004) suggests that peer rejection could cause long‐term harm in terms of self-concept. Evidence is beginning to accumulate showing that in adolescence, self-concept might play a significant mediational role in how mastered motor skills influence social and emotional well-being, specifically anxiety and depression (Rigoli, Piek, & Kane, 2012).

Research Questions

This research aims to answer two basic research questions:

Purpose of the Study

The purpose of the research was to identify the relationship between the level of primary school pupils’ self-concepts and their motor skills. Further, the research focused on the differences between boys and girls in the level of their gross motor skills. Since in the Czech Republic, physical education is rather neglected, findings about the benefits of physical activity at schools could change this situation. Therefore, this study focused on the role of motor skills on self-concept of children. Self-concept is connected to cognitive skills and also with academic achievement; this means that improvement in this area could lead to higher academic achievements and other accrued benefits (Donnelly & Lambourne, 2011; Hillman, Kamijo & Scudder, 2011). International researchers have established the importance of physical education, because Payne & Isaacs (2011) and Akbari et al. (2009) both say that basic motor skills represent an important part of physical education programs in pre-primary and primary education. In the Czech Republic, unfortunately, the political representatives do not share the same idea.

The literature in this area has already established that during physical education lessons self-assessment regularly occurs because, as children try new skills, their physical skills are constantly on display to their peers leading to a sense of accomplishment and the subsequent development of their self-concept. Of course, in failing to master certain physical skills, children may also feel dejected if they are rejected by their peers which can affect their self-concept. However, generally, at such young ages, this scenario is rare, with children mostly engaged in having fun and enjoying themselves while engaged in physical activities. It is very rare at this age for children to be extremely competitive.

Research Methods

Findings

The findings revealed no significant relationship between GMQ and self-concept as well as between GMQ and self-concept according to the gender of pupils.

Conclusion

Research has already established the relationship between cognitive skills, self-concept and physical activity. This study has clearly revealed that children in the Czech Republic are not receiving the wholesome value of physical education in their schools which is a deterrent to the development of their self-concept and cognitive skills. This, added to the fact that physical education is neglected in the Czech Republic, is a very worrying situation in terms of the potential development of children. The fact is that physical education is an integral component in the development of children and their successful integration into school groups. This study, though limited to only one region in the Czech Republic, is proof that physical activity plays a vital role in the development of children’s self-concept and cognitive skills. More extensive research should be conducted on a larger number of children covering a wider area in the Czech Republic would reveal the extent of the damage to children’s development due to the school policies on physical education.

Acknowledgments

I would like to thank all the representatives of schools without whose permission this study would not have been completed and also all teachers for their kind cooperation.

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