The current meta-analysis compares the self-concepts and perceived competencies of gifted and nongifted students. Gifted and nongifted students’ beliefs about themselves differ across six domains. Using meta-analytic methods to synthesize the results of 37 studies, this meta-analysis shows that gifted students score significantly higher than nongifted students on measures of perceived academic and behavioral competence. Gifted students score significantly lower than nongifted students in perceived athletic competence. The small degree of difference between groups in the appearance, global, and social domains suggest that gifted students are not at significant advantage or disadvantage in these areas. Moderator variables such as grade level and measure account for systematic differences between gifted and nongifted students’ academic and behavioral perceptions of competence. The current study concludes with recommendations and guidelines for future self-concept and perceived competence research.

The aim of this study was to verify if temperament characteristics are associated to the different levels of perception of competence and motor performance of children of six and seven years of age. Participated 182 children, belonging to the municipal schools of a municipality of the Central Region of the state of Rio Grande do Sul and their respective parents. The Children's Behavior Questionnaire (CBQ) verified the temperament characteristics, the Pictorial Scale of Perceived Competence and Social Acceptance, verified the child's perceptions of competence and the Test of Gross Motor Development - Second Edition (TGMD-2) assessed motor performance. Descriptive statistics were used for the presentation of variables and for associations with simple linear regression, with significance level of p ≤ 0.05. The results showed greater presence of extroversion characteristics, control with effort and less presence of negative affection for the temperament variable. Competence perception presented high scores in the cognitive (53.3%), social (52.2%), motor (53.3%) and maternal (52.7%) and unsatisfactory classifications (88.5%) For motor performance. Regarding the associations between the temperament characteristics and the perception of competence, it identified an association in the cognitive domain with the levels of perceptual sensitivity and lower levels of sadness and pleasure in performing low intensity activities. The social domain associated with the perceptual sensitivity and the motor domain with the characteristics of pleasure in the accomplishment of activities with low intensity and the lower levels of sadness and shyness. The domain of maternal acceptance cannot be explained by the temperament characteristics. The characteristic of pleasure temperament in performing low intensity activities was significant and important in the locomotion model. Approximation, activity level and low intensity pleasure were important in the object control skills model and the pleasure of high intensity, activity level and low intensity pleasure for the QMG model. The regression model between the domains of competence perception and motor performance verified that the locomotion skills are not explained by the domains of competence perception. However, object control and QMG were significant with the domains of cognitive and motor, however, with low level of importance in the model. It was concluded that the perceptions of competence were associated with the levels of motor performance and with the dimension of extroversion (high intensity pleasure), control with effort (perceptual sensitivity and low intensity pleasure) and the lower levels of some characteristics of Negative affect (sadness and shyness). On the other hand, the motor performance levels were only associated with some characteristics of the extroversion dimension. In this sense, understanding the dimensions of temperament and perception of competence can help in the identification of individuals with motor risk and propose motor interventions for the child according to their needs. / O objetivo desse estudo foi verificar se características de temperamento estão associadas aos diferentes níveis de percepção de competência e desempenho motor de crianças de seis e sete anos de idade. Participaram 182 crianças, pertencentes às escolas municipais de um município da Região Central do estado do Rio Grande do Sul e seus respectivos responsáveis. O instrumento Children's Behavior Questionnaire (CBQ), verificou as características de temperamento, a Pictorial Scale of Perceived Competence and Social Acceptance, verificou os níveis de percepção de competência da criança e o Test of Gross Motor Development – Second Edition (TGMD-2) avaliou o desempenho motor. Foi utilizada estatística descritiva para apresentação das variáveis e para associações a regressão linear simples, com nível de significância de p ≤ 0,05. Os resultados demonstraram maior presença de características de extroversão, controle com esforço e menor presença de afeto negativo para a variável de temperamento. A percepção de competência apresentou classificações altas nos domínios cognitivo (53,3%), social (52,2%), motor (53,3%) e de aceitação materna (52,7%) e, classificações insatisfatórias (88,5%) para o desempenho motor. Em relação às associações entre as características de temperamento e a percepção de competência identificou associação no domínio cognitivo com os níveis de sensibilidade perceptual e menores níveis de tristeza e prazer na realização de atividades de baixa intensidade. O domínio social associou com a sensibilidade perceptual e o domínio motor com as características de prazer na realização de atividades com baixa intensidade e os menores níveis de tristeza e timidez. O domínio de aceitação materna não pode ser explicado pelas características de temperamento. A característica de temperamento de prazer na realização de atividades de baixa intensidade foi significativa e tem importância no modelo de locomoção. Aproximação, nível de atividade e prazer de baixa intensidade apresentaram-se importante no modelo de habilidades de controle de objetos e o prazer de alta intensidade, nível de atividade e prazer de baixa intensidade para o modelo de QMG. O modelo de regressão entre os domínios de percepção de competência e desempenho motor verificou que as habilidades de locomoção não são explicadas pelos domínios de percepção de competência. No entanto, controle de objetos e QMG foram significativos com os domínios de cognitivo e motor, entretanto, com baixo nível de importância no modelo. Conclui-se que as percepções de competência associaram-se com os níveis de desempenho motor e com a dimensão de extroversão (prazer de alta intensidade), controle com esforço (sensibilidade perceptual e prazer de baixa intensidade) e aos menores níveis de algumas características de afeto negativo (tristeza e timidez). Em contrapartida, os níveis de desempenho motor associaram-se apenas com algumas características da dimensão da extroversão. Neste sentido, compreender as dimensões de temperamento e percepção de competência pode auxiliar na identificação de indivíduos com risco motor e propor intervenções motoras para a criança de acordo com suas necessidades.

Submitted by Márcio Ropke (ropke13marcio@gmail.com) on 2017-02-20T12:45:04Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) DISSERTAÇÃO MESTRADO IMPRESSÃO FINAL (1).pdf: 804773 bytes, checksum: e247e2bec2f3ae68e5906e049ef73ab9 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-02-22T18:43:59Z (GMT) No. of bitstreams: 2 DISSERTAÇÃO MESTRADO IMPRESSÃO FINAL (1).pdf: 804773 bytes, checksum: e247e2bec2f3ae68e5906e049ef73ab9 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-02-22T18:45:41Z (GMT) No. of bitstreams: 2 DISSERTAÇÃO MESTRADO IMPRESSÃO FINAL (1).pdf: 804773 bytes, checksum: e247e2bec2f3ae68e5906e049ef73ab9 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-02-22T18:45:52Z (GMT). No. of bitstreams: 2 DISSERTAÇÃO MESTRADO IMPRESSÃO FINAL (1).pdf: 804773 bytes, checksum: e247e2bec2f3ae68e5906e049ef73ab9 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2014-02-26 / Sem bolsa / O presente estudo verificou os efeitos do estereótipo de sobrepeso na aprendizagem de uma tarefa de equilíbrio dinâmico em mulheres. Os participantes, do sexo feminino, foram divididos em dois grupos: AE (ameaça do estereótipo) e AER (ameaça do estereótipo reduzido). A tarefa consistiu em manter uma plataforma de equilíbrio na horizontal, o maior tempo possível, durante as 10 tentativas de prática. Antes da prática, o grupo AE recebeu instruções introduzindo a tarefa como sendo influenciada por diferenças individuais, em que indivíduos com sobrepeso normalmente apresentam piores resultados do que indivíduos sem sobrepeso. Para o grupo AER, as instruções informaram que a tarefa não era influenciada por diferenças individuais. Imediatamente após a prática e anteriormente ao teste de retenção, todos os participantes preencheram um questionário referente ao grau de motivação intrínseca. Os efeitos sobre a aprendizagem foram avaliados um dia após a prática, através de um teste de retenção. Os participantes do grupo AER demonstraram melhor performance e aprendizagem da tarefa, assim como um maior nível de competência percebida, do que o grupo AE. Conclui-se que a aprendizagem de habilidades motoras pode ser afetada pelo uso de instruções designadas a reduzir a ameaça do estereótipo. Os resultados estão de acordo com evidências crescentes que demonstram o impacto de fatores sócio-cognitivos e afetivos sobre a aprendizagem de habilidades motoras. / The objective of the present study was to investigate the influence of overweight stereotype threat on learning a balance task in women. Participants practiced 10 trials of a dynamic balance task, and their learning was observed in a retention test, one day later. Before practice, the stereotype threat (ST) group received instructions introducing the task is influenced by individual differences, where overweight people usually present worse outcomes. For the reduced stereotype threat group (RST), instructions informed that the task was not influenced by individual differences. After practice, all participants filled out a questionnaire measuring intrinsic motivation. Performance and learning, as well as increased intrinsic motivation, were enhanced for participants of the RST group, compared with participants of the ST group. The findings indicate that the learning of balance skills can be affected by the use of instructions designed to reduce stereotype threat. They add to the growing evidence of the impact of social-cognitive factors on motor skill learning.

No description available.

Master of Arts / Department of Communication Studies, Theatre, and Dance / Leann M. Brazeal / In this thesis study, the use of group work as an instructional strategy was assessed to determine the effect it has on students’ willingness to communicate, communication apprehension, and self-perceived competence. Students enrolled in a basic public speaking at a major Midwestern university completed Neer’s (1987) Classroom Apprehension about Participation Scale (CAPS) at the beginning of the semester and again four weeks later after being exposed to a treatment of group or no group. Results indicated students’ willingness to communicate and self-perceived competence increased over the four-week duration of the study regardless of treatment. However, a significant reduction of communication apprehension was seen in students using group work in their classrooms. Limitations and implications are discussed.

Selon la théorie des buts d’accomplissement, il est possible que les attitudes et les pratiques pédagogiques des enseignants d’éducation physique influencent la motivation de leurs élèves. Dans cette étude, les objectifs étaient d’abord de documenter l’évolution annuelle de la motivation pour l’éducation physique au début du secondaire en considérant le sexe et le niveau scolaire et de vérifier ensuite la valeur prédictive des buts d’accomplissement induits par les enseignants d’éducation physique et de la perception de ces buts par les élèves sur la motivation de ces derniers, puis d’évaluer l’effet modérateur du sentiment de compétence et du sexe des élèves sur la valeur prédictive des buts d’accomplissement. Les résultats montrent qu’en général les filles sont moins motivées que les garçons dans leurs cours d’éducation physique et que cette motivation diminue avec l’âge, et ce, peu importe le sexe des élèves. Ensuite, nos résultats montrent que les attitudes et les pratiques pédagogiques des enseignants ainsi que la perception des élèves du climat induit par l’enseignant sont en mesure d’influencer certaines caractéristiques motivationnelles des élèves telles que l’adoption de buts de maîtrise et de performance-approche, la motivation intrinsèque, la motivation extrinsèque (par introjection et par régulation externe), l’amotivation et la valeur utilitaire que les élèves accordent à leurs cours d’éducation physique. Puis, il a été montré que la valeur prédictive des buts d’accomplissement et de la perception de ces buts par les élèves était modérée par le sentiment de compétence des élèves pour les variables motivationnelles suivantes : buts de maîtrise, motivation intrinsèque, amotivation et valeur utilitaire. Ainsi, les attitudes des enseignants, leurs pratiques pédagogiques et la perception du climat de classe n’ont une incidence significative que lorsque le sentiment de compétence des élèves est faible. La valeur prédictive des buts d’accomplissement et de la perception de ces buts par les élèves était aussi modérée par le sexe des élèves pour les variables motivationnelles suivantes : buts de performance-approche, buts de performance-évitement et amotivation. Quand le sexe des élèves modifie la relation, celle-ci est généralement inversée selon le sexe des élèves : elle est positive pour les garçons et négative pour les filles. Suite à cette étude, nous constatons que les enseignants d’éducation physique gagneraient à instaurer un climat de maîtrise tout en laissant place aux défis personnels des élèves et en insistant sur l’utilité de la tâche. Afin de répondre aux besoins particuliers de chacun des élèves, il serait intéressant de mettre en place des regroupements selon la compétence sportive des élèves. Ainsi, l’enseignant serait en mesure d’instaurer un climat motivationnel adapté. / According to achievement goal theory, physical education teachers may influence the motivation of their students with their attitudes and the teaching practices they use. The goals of this study were first to document the annual evolution of motivation in physical education students at the beginning of their secondary education according to gender and school level; then to verify the predictive value of the achievement goals induced by physical education teachers as well as the perception of these goals by the students themselves; and finally to evaluate the moderating effect of the perceived competence and student gender on the predictive value of the achievement goals. The results show that female students are generally less motivated than male students in physical education classes and that motivation decreases as the students age, regardless of gender. Our results also show that the attitudes and teaching practices of the teachers as well as the students' perception of the climate induced by the teachers can influence certain motivational characteristics of students like adopting mastery and performance-approach goals, intrinsic motivation, extrinsic motivation (through introjection and external regulation), amotivation and the utility value they give to their physical education classes. The research also demonstrates that the predictive value of the achievement goals and of the perception of these goals by the students was moderated by the students' perceived competence for the following motivational variables: mastery goals, intrinsic motivation, amotivation and utility value. Thus, the teachers’ attitudes and teaching practices as well as the perception of the class climate have a significant effect only if the perceived competence of the students is low. The predictive value of the achievement goals and of the perception of these goals by the students was also moderated by the gender of the students for the following motivational variables: performance-approach goals, performance-avoidance goals and amotivation. When student gender changes the relation, this is generally reversed according to the gender of the students: it is positive for male students and negative for female students. The results of this study lead us to believe that physical education teachers would be well advised to implement a mastery climate in their classes and to allow students to meet personal challenges, insisting on the value of the task. In order to satisfy the special needs of every classmate, it would be interesting if students could be grouped according to their abilities in sports. By doing so, the teachers would be able to establish a motivational climate better suited to the class.

This investigation was undertaken to examine effects of motor skill intervention in children with motor difficulties consistent with developmental co-ordination disorder (DCD) diagnosed in child health care before school entrance, to analyse the parents' descriptions of their children, and to follow up the children's motor status in a short-term perspective. Thirteen studies on the effects of motor skill intervention were submitted to a meta-analysis (Study I). Thirty-seven children who at age 5 to 6 years were diagnosed as having motor difficulties consistent with DCD were enrolled in an experimental investigation of effects of group motor skill intervention on motor skills (Study II) and on self-perceived competence (Study III). The parents' descriptions of their children were obtained at an interview (Study IV). The children's motor status was re-examined when they were 7 to 8 years old (Study V). Motor skill intervention, using the Specific Skills approach, in a group setting or in a home programme, 3 to 5 times per week, was found beneficial for children with DCD who were older than 5 years of age. The non-specific group motor skill intervention influenced the number of children with borderline motor difficulties who changed to having no motor difficulties, and seemed to enhance awareness of motor competence. Parents whose children had definite motor difficulties were more inclined to support their children in physical activity, and reported worry and uncertainty. The children had not changed their motor status at the age of 7 to 8 years. The children with definite motor difficulties, in particular, continued to have these difficulties. Children who when 5 to 6 years old have motor difficulties and who score at the 5th percentile or below at the Movement ABC motor test, seem to need active support in joyful motor learning situations to reduce unwillingness and displeasure.

Selon la théorie des buts d’accomplissement, il est possible que les attitudes et les pratiques pédagogiques des enseignants d’éducation physique influencent la motivation de leurs élèves. Dans cette étude, les objectifs étaient d’abord de documenter l’évolution annuelle de la motivation pour l’éducation physique au début du secondaire en considérant le sexe et le niveau scolaire et de vérifier ensuite la valeur prédictive des buts d’accomplissement induits par les enseignants d’éducation physique et de la perception de ces buts par les élèves sur la motivation de ces derniers, puis d’évaluer l’effet modérateur du sentiment de compétence et du sexe des élèves sur la valeur prédictive des buts d’accomplissement. Les résultats montrent qu’en général les filles sont moins motivées que les garçons dans leurs cours d’éducation physique et que cette motivation diminue avec l’âge, et ce, peu importe le sexe des élèves. Ensuite, nos résultats montrent que les attitudes et les pratiques pédagogiques des enseignants ainsi que la perception des élèves du climat induit par l’enseignant sont en mesure d’influencer certaines caractéristiques motivationnelles des élèves telles que l’adoption de buts de maîtrise et de performance-approche, la motivation intrinsèque, la motivation extrinsèque (par introjection et par régulation externe), l’amotivation et la valeur utilitaire que les élèves accordent à leurs cours d’éducation physique. Puis, il a été montré que la valeur prédictive des buts d’accomplissement et de la perception de ces buts par les élèves était modérée par le sentiment de compétence des élèves pour les variables motivationnelles suivantes : buts de maîtrise, motivation intrinsèque, amotivation et valeur utilitaire. Ainsi, les attitudes des enseignants, leurs pratiques pédagogiques et la perception du climat de classe n’ont une incidence significative que lorsque le sentiment de compétence des élèves est faible. La valeur prédictive des buts d’accomplissement et de la perception de ces buts par les élèves était aussi modérée par le sexe des élèves pour les variables motivationnelles suivantes : buts de performance-approche, buts de performance-évitement et amotivation. Quand le sexe des élèves modifie la relation, celle-ci est généralement inversée selon le sexe des élèves : elle est positive pour les garçons et négative pour les filles. Suite à cette étude, nous constatons que les enseignants d’éducation physique gagneraient à instaurer un climat de maîtrise tout en laissant place aux défis personnels des élèves et en insistant sur l’utilité de la tâche. Afin de répondre aux besoins particuliers de chacun des élèves, il serait intéressant de mettre en place des regroupements selon la compétence sportive des élèves. Ainsi, l’enseignant serait en mesure d’instaurer un climat motivationnel adapté. / According to achievement goal theory, physical education teachers may influence the motivation of their students with their attitudes and the teaching practices they use. The goals of this study were first to document the annual evolution of motivation in physical education students at the beginning of their secondary education according to gender and school level; then to verify the predictive value of the achievement goals induced by physical education teachers as well as the perception of these goals by the students themselves; and finally to evaluate the moderating effect of the perceived competence and student gender on the predictive value of the achievement goals. The results show that female students are generally less motivated than male students in physical education classes and that motivation decreases as the students age, regardless of gender. Our results also show that the attitudes and teaching practices of the teachers as well as the students' perception of the climate induced by the teachers can influence certain motivational characteristics of students like adopting mastery and performance-approach goals, intrinsic motivation, extrinsic motivation (through introjection and external regulation), amotivation and the utility value they give to their physical education classes. The research also demonstrates that the predictive value of the achievement goals and of the perception of these goals by the students was moderated by the students' perceived competence for the following motivational variables: mastery goals, intrinsic motivation, amotivation and utility value. Thus, the teachers’ attitudes and teaching practices as well as the perception of the class climate have a significant effect only if the perceived competence of the students is low. The predictive value of the achievement goals and of the perception of these goals by the students was also moderated by the gender of the students for the following motivational variables: performance-approach goals, performance-avoidance goals and amotivation. When student gender changes the relation, this is generally reversed according to the gender of the students: it is positive for male students and negative for female students. The results of this study lead us to believe that physical education teachers would be well advised to implement a mastery climate in their classes and to allow students to meet personal challenges, insisting on the value of the task. In order to satisfy the special needs of every classmate, it would be interesting if students could be grouped according to their abilities in sports. By doing so, the teachers would be able to establish a motivational climate better suited to the class.

O objetivo desta pesquisa, de delineamento quase-experimental, foi verificar a influência de um Programa de Iniciação ao Tênis (PIT) com duas abordagens, Clássica (AC) e de Contexto Motivacional para a Maestria (AM), no desempenho de habilidades motoras fundamentais (HMF), especializadas do Tênis (HMET) especializadas do Tênis no jogo (HETJ) e na percepção de competência (PC) de crianças em situação de risco. A amostra desta pesquisa foi não probabilística, intencional, composta por 61 crianças (29 meninas e 32 meninos), com idades de 6 a 12 anos (M = 9,4), sendo 30 crianças da AC e 31 crianças da AM. Para as avaliações das crianças foram utilizados o Test of Gross Motor Development-2 (TGMD-2) (ULRICH, 2000); o Instrumento de Avaliação das Habilidades Motoras Especializadas do Tênis, o Instrumento de Avaliação de Habilidades Especializadas do Tênis no Jogo e a escala The Self-Perception Profile for Children (HARTER, 1985). O PIT foi desenvolvido em 26 semanas, implementando, para a AM os pressupostos da estrutura TARGET e do Sport Education Model e para a AC os modelos clássicos de aprendizagem do Tênis. General Linear Model com medidas repetidas no fator tempo foi conduzido para avaliar os efeitos do PIT no desempenho motor e nos níveis de PC, bem como, a influência de faixa etária e gênero. Teste de Wilcoxon foi utilizado para a comparação intra-grupo e teste de Mann-Whitney para a comparação inter-grupo (no jogo quanto à categorização). Análise de variância com medidas repetidas no fator tempo, delta e significância do delta por meio de One Way ANOVA foram utilizadas para avaliar o impacto da intervenção. Os resultados indicaram que 1) crianças do PIT demonstraram mudanças significantes (p < 0,01) nas habilidades de locomoção (HL), sendo que as crianças da AM revelaram escores significativamente (p = 0,034) superiores quando comparadas com a AC ao final da intervenção; 2) todas as crianças evidenciaram mudanças significantes nas habilidades de controle de objeto (HCO) da pré para a pósintervenção (p < 0,01); 3) não houve interação da faixa etária nas HL (p = 0,885) e nas HCO (p = 0,940) e do gênero nas HL (p = 0,791) e nas HCO (p = 0,723); 4) mudanças positivas e significantes (p < 0,01) nas HMET para todas as crianças; 5) interação não significante da faixa etária (p = 0,519) e do gênero (p = 0,24) nas HMET; 6) interação não significante da faixa etária (p = 0,523) e do gênero (p = 0,117) nas HETJ quanto à freqüência; 7) quanto à categorização das HETJ, resultados evidenciaram mudanças positivas para as crianças do PIT ao longo da intervenção, representando 62,5% das atitudes demonstradas no jogo; 8) crianças mais velhas da AC apresentaram mudanças significantes (p < 0,05) da pré para a pós-intervenção em duas categorias de comportamento, enquanto que, crianças mais velhas da AM em cinco (p < 0,05); 9) quanto ao gênero, não houve interação significante (p = 0,50) nas HETJ na categorização das atitudes; 10) quanto à PC, todas as crianças apresentaram mudanças significantes da pré para a pósintervenção (p < 0,01);11) não houve interação significante para a faixa etária (p = 0,096) e gênero (0,465) nas percepções de competência. A implementação de um Programa de Iniciação ao Tênis, baseado em propostas metodológicas eficazes e condizentes com as necessidades reais dos participantes, promove ganhos motores, sociais e emocionais que efetivam a participação das crianças no esporte e na atividade física e contribuem com o seu desenvolvimento. / The purpose of the present study, with a quasi-experimental design, was to verify the influence of a Beginning Tennis Program (BTP) with two approaches – the Classical approach (CA) and the Mastery Motivational Climate approach (MA) – on the development of fundamental motor skills (FMS), specialized tennis motor skills (STMS), specialized tennis motor skills in play (STMSP), and on perceived competence (PC) of children in risky situation. The sample was not probabilistic, intentional, and composed of 61 children (29 girls and 32 boys), aged 6-12 yr. (M = 9.4). Thirty children were submitted to the CA and 31 to the MA. The children were assessed using the Test of Gross Motor Development-2 (TGMD-2) (ULRICH, 2000), the Instrument for Assessing Specialized Tennis Motor Skills, the Instrument for Assessing Specialized Tennis Motor Skills in Play, and The Self-Perception Profile for Children (HARTER, 1985). The BTP was carried out in 26 weeks and implemented for MA the assumptions of the TARGET structure and the Sport Education Model, and for CA the classical models for tennis learning. General Linear Model with repeated measures on the time factor was conducted to assess the BTP effects on motor development and on PC levels, as well as the influence of age group and gender. 7) concerning STMSP categorization, children in BTP demonstrated positive changes over the intervention, representing 62.5% of the attitudes adopted in the play; 8) older children of CA showed significant changes (p < 0.05) from pre- to post-intervention in two behavior categories, whereas older children of MA showed significant changes in five (p < 0.05); 9) concerning gender, there was no significant interaction (p = 0.50) in STMSP in attitude categorization; 10) all children showed significant changes in PC from pre- to post-intervention (p < 0.01); 11) there was no significant interaction of age group (p = 0.096) and gender (0.465) in PC. The implementation of a Beginning Tennis Program based on effective methodological proposals that are suitable for the participants’ real needs fosters motor, social, and emotional gains that reinforce the children engagement in sports and physical activity, and favour their development.

O objetivo desta pesquisa, de delineamento quase-experimental, foi verificar a influência de um Programa de Iniciação ao Tênis (PIT) com duas abordagens, Clássica (AC) e de Contexto Motivacional para a Maestria (AM), no desempenho de habilidades motoras fundamentais (HMF), especializadas do Tênis (HMET) especializadas do Tênis no jogo (HETJ) e na percepção de competência (PC) de crianças em situação de risco. A amostra desta pesquisa foi não probabilística, intencional, composta por 61 crianças (29 meninas e 32 meninos), com idades de 6 a 12 anos (M = 9,4), sendo 30 crianças da AC e 31 crianças da AM. Para as avaliações das crianças foram utilizados o Test of Gross Motor Development-2 (TGMD-2) (ULRICH, 2000); o Instrumento de Avaliação das Habilidades Motoras Especializadas do Tênis, o Instrumento de Avaliação de Habilidades Especializadas do Tênis no Jogo e a escala The Self-Perception Profile for Children (HARTER, 1985). O PIT foi desenvolvido em 26 semanas, implementando, para a AM os pressupostos da estrutura TARGET e do Sport Education Model e para a AC os modelos clássicos de aprendizagem do Tênis. General Linear Model com medidas repetidas no fator tempo foi conduzido para avaliar os efeitos do PIT no desempenho motor e nos níveis de PC, bem como, a influência de faixa etária e gênero. Teste de Wilcoxon foi utilizado para a comparação intra-grupo e teste de Mann-Whitney para a comparação inter-grupo (no jogo quanto à categorização). Análise de variância com medidas repetidas no fator tempo, delta e significância do delta por meio de One Way ANOVA foram utilizadas para avaliar o impacto da intervenção. Os resultados indicaram que 1) crianças do PIT demonstraram mudanças significantes (p < 0,01) nas habilidades de locomoção (HL), sendo que as crianças da AM revelaram escores significativamente (p = 0,034) superiores quando comparadas com a AC ao final da intervenção; 2) todas as crianças evidenciaram mudanças significantes nas habilidades de controle de objeto (HCO) da pré para a pósintervenção (p < 0,01); 3) não houve interação da faixa etária nas HL (p = 0,885) e nas HCO (p = 0,940) e do gênero nas HL (p = 0,791) e nas HCO (p = 0,723); 4) mudanças positivas e significantes (p < 0,01) nas HMET para todas as crianças; 5) interação não significante da faixa etária (p = 0,519) e do gênero (p = 0,24) nas HMET; 6) interação não significante da faixa etária (p = 0,523) e do gênero (p = 0,117) nas HETJ quanto à freqüência; 7) quanto à categorização das HETJ, resultados evidenciaram mudanças positivas para as crianças do PIT ao longo da intervenção, representando 62,5% das atitudes demonstradas no jogo; 8) crianças mais velhas da AC apresentaram mudanças significantes (p < 0,05) da pré para a pós-intervenção em duas categorias de comportamento, enquanto que, crianças mais velhas da AM em cinco (p < 0,05); 9) quanto ao gênero, não houve interação significante (p = 0,50) nas HETJ na categorização das atitudes; 10) quanto à PC, todas as crianças apresentaram mudanças significantes da pré para a pósintervenção (p < 0,01);11) não houve interação significante para a faixa etária (p = 0,096) e gênero (0,465) nas percepções de competência. A implementação de um Programa de Iniciação ao Tênis, baseado em propostas metodológicas eficazes e condizentes com as necessidades reais dos participantes, promove ganhos motores, sociais e emocionais que efetivam a participação das crianças no esporte e na atividade física e contribuem com o seu desenvolvimento. / The purpose of the present study, with a quasi-experimental design, was to verify the influence of a Beginning Tennis Program (BTP) with two approaches – the Classical approach (CA) and the Mastery Motivational Climate approach (MA) – on the development of fundamental motor skills (FMS), specialized tennis motor skills (STMS), specialized tennis motor skills in play (STMSP), and on perceived competence (PC) of children in risky situation. The sample was not probabilistic, intentional, and composed of 61 children (29 girls and 32 boys), aged 6-12 yr. (M = 9.4). Thirty children were submitted to the CA and 31 to the MA. The children were assessed using the Test of Gross Motor Development-2 (TGMD-2) (ULRICH, 2000), the Instrument for Assessing Specialized Tennis Motor Skills, the Instrument for Assessing Specialized Tennis Motor Skills in Play, and The Self-Perception Profile for Children (HARTER, 1985). The BTP was carried out in 26 weeks and implemented for MA the assumptions of the TARGET structure and the Sport Education Model, and for CA the classical models for tennis learning. General Linear Model with repeated measures on the time factor was conducted to assess the BTP effects on motor development and on PC levels, as well as the influence of age group and gender. 7) concerning STMSP categorization, children in BTP demonstrated positive changes over the intervention, representing 62.5% of the attitudes adopted in the play; 8) older children of CA showed significant changes (p < 0.05) from pre- to post-intervention in two behavior categories, whereas older children of MA showed significant changes in five (p < 0.05); 9) concerning gender, there was no significant interaction (p = 0.50) in STMSP in attitude categorization; 10) all children showed significant changes in PC from pre- to post-intervention (p < 0.01); 11) there was no significant interaction of age group (p = 0.096) and gender (0.465) in PC. The implementation of a Beginning Tennis Program based on effective methodological proposals that are suitable for the participants’ real needs fosters motor, social, and emotional gains that reinforce the children engagement in sports and physical activity, and favour their development.