A Conceptual Model of Perceived Motor Skill Competence, Successful Practice Trials, and Motor Skill Performance in Physical Education

in Journal of Teaching in Physical Education
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  • 1 Chengdu Sport University
  • 2 The Ohio State University
  • 3 Missouri State University
  • 4 Texas A&M University
  • 5 Shanghai University of Sport
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Self-efficacy theory assumes that students’ efficacy beliefs affect their performance through process variables, including behavior, cognition, and affection. The purpose of this study was to utilize self-efficacy theory as a theoretical framework to propose a conceptual model of a mediating relationship among perceived motor skill competence, successful practice trials, and motor skill performance in physical education. In addition, the authors reviewed the literature to provide evidence to support the potential mediating relationship by following the steps recommended by Baron and Kenny. This paper is significant because the authors integrated the literature of motor development/learning and physical education pedagogy to propose a conceptual model where successful practice trials would act as a behavioral mediator through which perceived motor skill competence affects students’ motor skill performance. This conceptual model can guide future research to identify students’ behaviors affecting their skill development, thus helping teachers develop pedagogies to improve motor skill performance in physical education.

M. Li is with the Chengdu Sport University, Chengdu, China. W. Li is with the Department of Human Sciences, College of Education & Human Ecology, The Ohio State University, Columbus, OH, USA. Kim is with the Department of Kinesiology, Missouri State University, Springfield, MO, USA. Xiang is with the College of Education and Human Development, Texas A&M University, College Station, TX, USA. Xin and Tang are with the Shanghai University of Sport, Shanghai, China.

Tang (tybsh2011@126.com) is corresponding author.
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