Young children who stutter have shown the capability of developing an awareness of stuttering as early as age two (Ambrose & Yairi, 1994; Yairi & Ambrose, 2005; Boey et al., 2009; Ezrati-Vinacour, Platzky, & Yairi, 2001). The child's awareness of both his communication difficulty and the response of listeners to his speech has the potential to adversely affect his cognitive and social-emotional development, as well as his self-perception of overall competence. The purpose of this study was to examine self-perceived general competence and social acceptance in children who stutter (CWS) and children who do not stutter (CWNS), and to assess the extent to which temperament, speech disfluency, expressive and receptive language abilities, and home environment both co-vary and predict children's perception of their own competence. Participants included 16 CWS and 16 CWNS between the ages of 4;0 and 5;10. Results of the MANOVA revealed no significant between-group differences in perceived competence or social acceptance, language abilities, temperament, or home environment between the two groups; because stuttering severity and time since onset of stuttering were not calculated for CWNS, these two values were not included in the MANOVA. Results of the backwards linear regressions revealed that the best two-regressor model for predicting perceived general competence in all subjects included the temperament constructs of surgency and negative affectivity; in CWS only, surgency and expressive language together were the most predictive of perceived general competence. The best two-regressor model for predicting perceived social acceptance in all subjects included negative affectivity and receptive language; in CWS only, receptive language and stuttering severity together were most predictive of perceived social acceptance. However, none of these relationships reached significance. Taken together, results suggest that as a group, CWS present with similar temperamental profiles as CWNS, and that a child's speech and language skills are linked to his perception of peer acceptance, while a tendency for risk taking and a generally positive view of new situations may be more important for self-perception of overall competence in the world. Theoretical and clinical implications are discussed.

This study examined the relationship between the perceptions of physical competence and patterns of physical activity of 83 5th and 7th grade children in one school in rural southwest Virginia. Gender and grade level differences in perceptions of competence and physical activity patterns were also investigated. The Perceived Physical Competence Subscale for Children (PPCSC) (Harter, 1982) was modified to measure children's perceptions of physical competence (26 self-efficacy questions). Children's patterns of physical activity were measured by a modification to Sallis & McKenzie's Self Administered Physical Activity Checklist (SAPAC). Each item on the PPCSC was matched with an activity on the SAPAC scale. Modifications to both scales were made as a result of pilot testing performed with the sample population. A significant positive linear relationship was found between children's perceptions of competence and their amount of physical activity. Significant positive correlations were also found for a number of self-efficacy measures and the amount of time children chose to engage in these specific activities. Significant gender differences were found between boys and girls in overall perceptions of competence, as well as in a number of self-efficacy measures. Boys were typically higher is self-efficacy on most physical activities with the exception of gymnastics, dance, and jump rope. The 7th grade boys had the highest perceptions of competence, while 7th grade girls were the lowest of all four groups. These perceptions of competence were reflected in whether children chose to participate in an activity or not. Children generally chose to engage in activities that they perceived themselves competent . There also appear to be very powerful socio-cultural influences on the types of activities that boys and girls choose (Lirgg, 1992). Girls were significantly more active in health enhancing lifetime physical activities such as walking, jogging, and bicycling, and chose activities of a lower intensity level than boys. Contrary to the literature, this study found no significant differences in the total amount of physical activity between boys and girls. It was hypothesized that the rural setting in which this study was conducted may have influenced this outcome. No significant differences were found between grades in perceptions of competence or physical activity time. / Ph. D.

No description available.

Inledning: Fysisk aktivitet minskar risken för många sjukdomar. Många barn når inte upp till rekommendationerna för fysisk aktivitet, och flickor är mindre fysiskt aktiva än pojkar. Syftet med litteraturöversikten är att identifiera orsakerna bakom att flickor i åldern 5-16 år är mindre fysiskt aktiva än pojkar. Metod: Studien är en litteraturöversikt som innefattar tio artiklar. Sökning efter artiklar gjordes i olika relevanta databaser, och därefter granskades och analyserades artiklarna. Resultat: Vanligast förekommande orsaker till flickors lägre fysiska aktivitetsnivå i jämförelse med pojkars delades in i följande teman: upplevd kompetens, konflikt, kroppsuppfattning, vänner och påverkan från familj. Diskussion: Flickor blir retade av pojkar och har en uppfattning av att inte vara tillräckligt bra på grund av pojkars beteende. Familj och vänner kan utgöra både motivationsfaktor och hinder. Skolan är en viktig arena för interventioner inom fysisk aktivitet med tanke på tiden barn spenderar där. Synen på flickor och fysisk aktivitet behöver förändras, och interventioner behöver göras på många olika nivåer i samhället. Nyckelord: Fysisk aktivitet, flickor, upplevd kompetens, jämställdhet, folkhälsa

O Ballet Clássico é muito oferecido como atividade extracurricular em escolas de educação infantil. Os tipos de intervenções pedagógicas que permeiam o ensino dessa atividade estão voltados, na maioria das vezes, para o desempenho de suas habilidades específicas. No entanto, muitos estudos com diferentes modalidades esportivas vêm sendo desenvolvidos com o objetivo de verificar os tipos de intervenções pedagógicas existentes para o ensino e aprendizagem das mesmas. Os resultados mostram que dois tipos divergentes são possíveis: um tipo de intervenção pedagógica voltado para a tarefa e outro voltado para o desempenho. Além disso, muitas pesquisas estão estudando a relação desses diferentes tipos de intervenção nas dimensões físicas, cognitivas, sociais e emocionais dos indivíduos. Um aspecto bastante estudado é a relação do tipo de intervenção com a percepção de competência. O objetivo desse estudo foi verificar, após um programa de aulas de Ballet Clássico com um tipo de intervenção pedagógica voltada para a tarefa, a execução de habilidades específicas pré-determinadas do Ballet e o nível de percepção de competência física, em crianças de quatro (4) e cinco (5) anos. Os resultados encontrados mostraram que no final do programa a maioria das crianças alcançou um nível avançado na execução das habilidades específicas e que todos os participantes aumentaram sua percepção de competência física. Sendo assim, pode-se concluir que as intervenções pedagógicas voltadas para a tarefa, mostram-se como uma maneira eficiente no ensino do Ballet Clássico para crianças; além de aprenderem suas habilidades específicas, vivenciam experiências de sucesso, adaptadas a seus níveis de desenvolvimento físico, cognitivo e afetivo-social. São necessários mais estudos sobre os benefícios desse tipo de intervenção para crianças dentro da faixa etária proposta, nas diferentes atividades das quais participam. Contribuir, de forma positiva, no crescimento e desenvolvimento das crianças, em suas diferentes dimensões, não é uma tarefa fácil, porém deve ser considerada fundamental, uma vez que nós, educadores, somos co-responsáveis pela formação da nossa futura sociedade / The Classical Ballet is offen offered as extracurricular activities at kindergarten. The types of pedagogic interventions permeating the teaching of this activity is focused on the performance of their specific skills. However, many studies with differents sports modalities are being developed with the objective of verifying the types of interventions in the learning of their skills. The results show that two divergents types are possible: a type of educational intervention oriented to the task and another oriented to the performance. Moreover, many researches are studying the relationship of these different types of intervention on the individuals physical, cognitive, social and emotional dimentions. One well studied topic is the relationship of the type of intervention with the perceived competence. The aim of this study was describe, after a classical ballet program oriented to the task, the performance of predetermined ballet skills and the level of physical perception competence in children with four and five years old. The results of this study showed that at the end of the program, most of the children reached an advanced level in the performance of the specific skills and that all participants increased their perception of physical competence. Therefore we can conclude that the interventions oriented to the task, showed to be an efficient manner in classical ballet teaching for children; in besides learning their specialized skills, children experiences succes adapted to their level of physical, cognitive and affective-socail development. Future research should examine the benefits of this type of intervention for children in the age group proposal in the various activities in wich thus participate. It is not easy to contribute in a positive way, to the children growth and development in its various dimensions, but it should be considered essential, since we, educators are coresponsible for the development of our future society

O Ballet Clássico é muito oferecido como atividade extracurricular em escolas de educação infantil. Os tipos de intervenções pedagógicas que permeiam o ensino dessa atividade estão voltados, na maioria das vezes, para o desempenho de suas habilidades específicas. No entanto, muitos estudos com diferentes modalidades esportivas vêm sendo desenvolvidos com o objetivo de verificar os tipos de intervenções pedagógicas existentes para o ensino e aprendizagem das mesmas. Os resultados mostram que dois tipos divergentes são possíveis: um tipo de intervenção pedagógica voltado para a tarefa e outro voltado para o desempenho. Além disso, muitas pesquisas estão estudando a relação desses diferentes tipos de intervenção nas dimensões físicas, cognitivas, sociais e emocionais dos indivíduos. Um aspecto bastante estudado é a relação do tipo de intervenção com a percepção de competência. O objetivo desse estudo foi verificar, após um programa de aulas de Ballet Clássico com um tipo de intervenção pedagógica voltada para a tarefa, a execução de habilidades específicas pré-determinadas do Ballet e o nível de percepção de competência física, em crianças de quatro (4) e cinco (5) anos. Os resultados encontrados mostraram que no final do programa a maioria das crianças alcançou um nível avançado na execução das habilidades específicas e que todos os participantes aumentaram sua percepção de competência física. Sendo assim, pode-se concluir que as intervenções pedagógicas voltadas para a tarefa, mostram-se como uma maneira eficiente no ensino do Ballet Clássico para crianças; além de aprenderem suas habilidades específicas, vivenciam experiências de sucesso, adaptadas a seus níveis de desenvolvimento físico, cognitivo e afetivo-social. São necessários mais estudos sobre os benefícios desse tipo de intervenção para crianças dentro da faixa etária proposta, nas diferentes atividades das quais participam. Contribuir, de forma positiva, no crescimento e desenvolvimento das crianças, em suas diferentes dimensões, não é uma tarefa fácil, porém deve ser considerada fundamental, uma vez que nós, educadores, somos co-responsáveis pela formação da nossa futura sociedade / The Classical Ballet is offen offered as extracurricular activities at kindergarten. The types of pedagogic interventions permeating the teaching of this activity is focused on the performance of their specific skills. However, many studies with differents sports modalities are being developed with the objective of verifying the types of interventions in the learning of their skills. The results show that two divergents types are possible: a type of educational intervention oriented to the task and another oriented to the performance. Moreover, many researches are studying the relationship of these different types of intervention on the individuals physical, cognitive, social and emotional dimentions. One well studied topic is the relationship of the type of intervention with the perceived competence. The aim of this study was describe, after a classical ballet program oriented to the task, the performance of predetermined ballet skills and the level of physical perception competence in children with four and five years old. The results of this study showed that at the end of the program, most of the children reached an advanced level in the performance of the specific skills and that all participants increased their perception of physical competence. Therefore we can conclude that the interventions oriented to the task, showed to be an efficient manner in classical ballet teaching for children; in besides learning their specialized skills, children experiences succes adapted to their level of physical, cognitive and affective-socail development. Future research should examine the benefits of this type of intervention for children in the age group proposal in the various activities in wich thus participate. It is not easy to contribute in a positive way, to the children growth and development in its various dimensions, but it should be considered essential, since we, educators are coresponsible for the development of our future society

O objetivo desse estudo foi verificar a mútua relação entre percepção de competência e aprendizagem motora. Para isso, 60 indivíduos entre 18 e 35 anos de idade, de ambos os sexos, inexperientes na habilidade forehand open space do tênis de campo foram divididos em três grupos de acordo com o preenchimento do questionário PSPP de percepção de competência: (1) alta percepção, (2) média percepção e (3) baixa percepção. Ainda, cada grupo foi subdividido de acordo com a possibilidade de controlar ou não uma determinada variável que afeta a aprendizagem motora, o estabelecimento de meta. Desta forma, os três grupos foram subdivididos em grupo escolha (auto-estabelecimento de meta) e grupo espelho (meta estabelecida pelo instrutor). A tarefa consistiu no forehand do tênis de campo com o objetivo de acertar um alvo redondo posicionado na quadra adversária. Foram três blocos de 20 tentativas durante três dias de aquisição e um teste de transferência, alterando a velocidade da bolinha, aplicado 10 minutos após o último bloco de tentativas da fase de aquisição. Os indivíduos preencheram o PSPP, todos os dias antes da prática e, no último dia antes e após a prática. Os resultados mostraram que a percepção de competência influenciou a aprendizagem motora de maneira que, indivíduos com alta percepção de competência aprenderam melhor que indivíduos de baixa percepção de competência. E, que o inverso não ocorreu, isto é, a aprendizagem motora não afetou a percepção de competência. Além disso, verificou-se que os grupos espelho obtiveram melhores desempenhos e superiores percepções de competência quando comparados aos grupos escolha / The aim of this study was to verify the mutual relationship between perceived competence and motor learning. For this purpose, 60 individuals between 18 and 35 years of age, of both sexes, inexperienced in the forehand open space skill of the tennis were divided into three groups according to the questionnaire PSPP of perceived competence: (1) high perception, (2) average perception and (3) low perception. Still, each group was subdivided by considering the possibility to control or not a particular variable that affects motor learning, the goal setting. Thus, they were divided into choice group (target of self-establishment) and yoked group (target set by the instructor). The task consisted in the forehand of the tennis field in order to hit a target positioned round the opponent\'s court. There were three blocks of 20 trials over three days of acquisition and a transfer test by changing the speed of the ball. This test was applied 10 minutes after the last block of trials of the acquisition phase. The participants answered the PSPP every day before the practice, and on the last day before and after practice. Results showed that the perception of competence influenced the motor learning so that individuals with high level of perceived competence learned better than those individuals with low levels of perceived competence. And, the inverse did not occur, i.e., motor learning did not affect the perception of competence. Furthermore, it was found that the yoked groups had better performances and higher levels of perceptions when compared to choice groups

No description available.

The objective of this study was to examine goal-setting, perceived competence, goal orientation and psychological well-being in Swedish male football players. Further it was investigated if junior players differed when compared with senior players regarding the subjects mentioned above. This was a quantitative study using the following four instruments: Goal Setting in Sport Questionnaire, Harter’s Competence Scale, Task and Ego Orientation in Sport Questionnaire and General Health Questionnaire. The participants consisted of 121 male subjects who played in junior or senior teams. Achievement goal theory and a working model made by the authors based on previous research represented the theoretical framework. One-way ANOVA was used to examine differences between juniors and seniors. Pearson’s correlation test was used to examine relationships between all the variables. The results indicated that the juniors had significantly higher ego orientation when compared to the seniors. Significant differences also emerged in the importance of competence, negative selfconfidence and anxiety, where the juniors showed higher results in all. Finally, significant correlations were demonstrated between goal setting and perceived competence, task orientation and goal setting, task and positive well-being, ego and perceived competence, perceived competence and positive well-being and anxiety and negative self-confidence in both juniors and seniors. The results were discussed in relation to the working model, the theoretical framework and earlier research.

This study examined the domain-specific nature of perfectionism in the contexts of sport and academe among a sample of 113 female and 142 male intercollegiate varsity student-athletes. Participants completed self-report measures of domain-specific perfectionism, perceived competence (PC), and perceived importance (PI) of success. A repeated-measures MANOVA revealed that, on average, student-athletes had significantly higher levels of perfectionism in sport than in school/academe (all ps < .0001). Separate single sample t-tests for PC and PI showed the participants had, on average, significantly higher levels of PC and PI in sport than in school (ps < .001). Bivariate correlation analyses revealed that, in general, as domain-specific PC and PI increased so too did domain-specific perfectionism. Results reinforce the value of measuring perfectionism as a domain-specific (rather than global) personality disposition, and that perceived competence and perceived importance (i.e., perceived task value) may be associated with the development of domain-specific perfectionism.