Examining the Relationship Between Actual and Perceived Motor Competence Profiles With Executive Function.

Abstract

The purpose of this study was to explore the relationship between actual and perceived motor competence (AMC and PMC) profiles and executive function (EF) in preschool-aged children. Specifically, we aimed to identify distinct profiles of AMC and PMC, examine demographic differences across these profiles, and investigate how EF (cognitive flexibility and inhibitory attention) vary across profiles. Latent profile analysis (LPA) categorized preschoolers into distinct profiles based on their AMC and PMC. The analysis included 571 children aged 3-6 years from a large rural, publicly funded early childhood center in the southeastern United States. Data on AMC were collected using the Test of Gross Motor Development-3 (TGMD-3), while PMC was assessed through a modified Pictorial Scale of Perceived Movement Skill Competence (PMSC). EF was evaluated using the NIH-Toolbox Cognition Battery, focusing on inhibitory control and cognitive flexibility. Auxiliary variable methods were used to examine the relationships between the profiles and covariates, including age, gender, race/ethnicity, and EF. Five distinct profiles were identified, revealing varying levels of alignment between AMC and PMC. Significant associations were found between these profiles and EF components. Children with more accurate self-perceptions of their motor competence exhibited higher EF levels, particularly in cognitive flexibility and inhibitory attention. Results from this study underscore the importance of fostering accurate self-assessment in young children to support both motor and cognitive development. Thus, early childhood education programs should integrate activities that promote realistic self-evaluation of motor skills, which may enhance EF and contribute to healthier developmental trajectories.