Global self-esteem,perceived athletic competence,and physical activity in children: A longitudinal cohort study

ObjectivesThe Exercise and Self-Esteem Model is used as a theoretical framework to describe associations between global self-esteem and physical activity, mediated by perceived athletic competence. We know little about how these associations develop over time in elementary school children. We examined the change in, and associations between, global self-esteem, perceived athletic competence, and moderate-to-vigorous physical activity (MVPA) in children from kindergarten to grade 4. We also investigated if this change and these associations were different for boys and girls.DesignA prospective longitudinal cohort-sequential design that consisted of two cohorts of children.MethodChildren in cohort I were followed from kindergarten to grade 2, and children in cohort II were followed from grade 2 to grade 4. Global self-esteem and perceived athletic competence were measured with the Self-Perception Profile for Children (SPPC) (n = 292; 148 boys), while MVPA was measured with proxy-reports for physical activity filled in by parents (n = 184; 88 boys).ResultsGlobal self-esteem, perceived athletic competence, and MVPA remained stable. Global self-esteem was the same in boys and girls, while boys reported higher levels of perceived athletic competence and were more physically active than girls. The change in global self-esteem was significantly associated with perceived athletic competence and MVPA in girls, but not in boys.ConclusionThere are few developmental changes in global self-esteem, perceived athletic competence, and MVPA from kindergarten to grade 4. The change in global self-esteem was associated with perceived athletic competence and MVPA in girls, but not in boys.     

Motor competence predicts self-esteem during childhood in typical development children

PurposeThe purpose of this study was to study the relationship between motor competence (MC) and self-esteem in children between 7 and 13 years of age.MethodsThis is five years mixed longitudinal study, although only the last two years were included in the analysis. Participants were N = 144 of both sexes (69 girls) divided in 6 cohorts. At baseline the youngest and the oldest cohorts had 4 and 9 years of age respectively. MC was assessed with KTK. Self-esteem and self-worth were assessed with the Portuguese version of Physical Self-Perception Profile for Children and Youth (PSPP-CY). Cross-lagged models were used to find out whether MC predicts self-esteem and self-worth, or the reverse. Linear mixed models were applied.ResultsOverall, only self-esteem was predicted by MC across age. Results show that self-esteem had a significant decrease between 7 and 13 years of age (−0.56) and that MC is positively associated with self-esteem (b = 0.006).ConclusionsMC had a mitigating effect on the decrease of self-esteem. Promoting MC during childhood and adolescence might have a positive effect on children's well-being and mental health and prevent them to dropout from physical activities.     

Configurations of actual and perceived motor competence among children: Associations with motivation for sports and global self-worth

The present study used a person-centred approach to examine whether different profiles based on actual and perceived motor competence exist in elementary school children. Multilevel regression analyses were conducted to explore how children with different motor competence-based profiles might differ in their autonomous motivation for sports and global self-worth. Validated questionnaires were administered to 161 children (40% boys; age = 8.82 ± 0.66 years) to assess their perceived motor competence, global self-worth, and motivation for sports. Actual motor competence was measured with the Körperkoordinationstest für Kinder. Cluster analyses identified four motor competence-based profiles: two groups were characterized by corresponding levels of actual and perceived motor competence (i.e., low–low and high–high) and two groups were characterized by divergent levels of actual and perceived motor competence (i.e., high–low and low–high). Children in the low–low and high–low group displayed significantly lower levels of autonomous motivation for sports and lower levels of global self-worth than children in the low–high and high–high group. These findings emphasize that fostering children’s perceived motor competence might be crucial to improve their motivation for sports and their global self-worth. Teachers and instructors involved in physical education and youth sports should thus focus on both actual and perceived motor competence.     

Self and proxy (parents and teachers’) reports of child motor competence: A three-year longitudinal study

ObjectiveThe aims of this study were to: 1) analyse the longitudinal trends in the evolution of the association between children’s actual and perceived motor competence (AMC and PMC, respectively) according to the source of information: children, parents, and Physical Education (PE) teachers; 2) assess whether children, parents, and PE teachers can report on children’s AMC longitudinally (considering the children’s age, sex, and the type of motor competence).Design and methodA sample of 108 typically developing Spanish children (47.12% girls) from five schools participated in this study. AMC and PMC (locomotion, object control and overall MC) data was collected at three time points one year apart. Longitudinal mixed effects models with repeated measures were conducted.ResultsRegardless of the domain of MC, no longitudinal association between children’s AMC and PMC was found. Parents also exhibited limited capability to proxy report their children’s AMC longitudinally. PE teachers’ proxy reports of children’ AMC were associated over time with object control and overall level.ConclusionThis study confirms the necessity of specific training in AMC to effectively report on children’s motor competence. PE teachers can be seen as a potential source to empower children’s AMC and PMC development over time.     

Muscular fitness,motor competence,and processing speed in preschool children

ABSTRACT

The aim of this study was to examine the relationship between muscular fitness and motor competence and processing speed in preschool children. Eighty-four preschool-aged children were recruited and underwent assessments for muscular fitness (muscular endurance and power), motor competence, and then participated in an auditory oddball task. The findings showed that muscular fitness and motor competence were associated with shorter reaction times after controlling for confounding factors. These findings provide tentative support for a positive association between muscular fitness and motor competence and processing speed in preschool children.

abbreviations:

Reaction time (RT); Institutional Review Board (IRB); Basic Motor Ability Test-Revised (BMAT); Body mass index (BMI); Preschool Children Fitness Programme (PCFP); Intraclass correlation coefficients (ICC); Thinking Creatively in Action and Movement test (TCAM); Inter-stimulus interval (ISI); Insulin-like growth factor 1 (IGF-1); Brain-derived neurotrophic factor (BDNF)     

The mediational role of motivation in the model of motor development in childhood: A longitudinal study

The aim of this study was twofold: first, to examine the stability of the hypothesized conceptual model of motor development (without and with including various types of motivation) when children are followed up one-year later, and second to examine longitudinally whether changes in one model variable predict changes in other variables, according to the hypothesized pathways in the model. A sample of 361 Spanish students (50.7% girls, 8–11 years old) voluntarily participated in this study. In relation to the first aim, structural equation modeling revealed the expected positive relationship between the model variables in both measurement times. That is: actual motor competence (MC) predicted physical activity (PA) (p < .001), perceived MC mediated the relationship between actual MC and PA (p < .001), and autonomous motivation mediated the relationship between perceived MC and PA (p < .05). Moreover, the comparison of the invariance analysis showed non-practical differences between the unconstrained model and the constrained model, supporting the stability of the model over time. In relation to the second aim, the hypothesized model in Time 2 controlling for Time 1 values showed that changes in children’s actual MC positively predicted changes in their perceived MC (p < .001), which in turn, predicted changes in their autonomous motivation (p < .001), and PA (p < .001) at Time 2. Based on these findings Physical Education teachers are recommended to foster children’s actual and perceived MC as well as their autonomous motivation over time in order to promote PA strategies for lifelong health.     

Domain-specific perfectionism in intercollegiate athletes: Relationships with perceived competence and perceived importance in sport and school

ObjectivesTo examine the domain-specific nature of perfectionism in sport and school, and to examine potential links between domain-specific perceived competence, perceived importance (task value), and perfectionism in sport and school.Design and MethodA total of 255 male and female varsity student-athletes from a successful intercollegiate sport program completed domain-specific (i.e., sport and school) versions of Hewitt and Flett's (1991) Multidimensional Perfectionism Scale (HF-MPS). Participants also completed an inventory designed to assess perceived competence (PC) in sport versus school and perceived importance (PI) of success in sport versus school.ResultsExploratory factor analyses conducted on perfectionism data indicated that perfectionist orientations were organized around domain-specific as opposed to global perfectionist tendencies. Regression analyses indicated that PC was a significant predictor of domain-specific levels of self-oriented and socially prescribed perfectionism (ps < .05), and PI was a significant predictor of domain-specific levels of self-oriented, socially prescribed, and other-oriented perfectionism (ps < .001). A repeated-measures MANOVA revealed that student-athletes had significantly higher levels of perfectionism in sport than school (ps < .0001) across all three HF-MPS subscales.ConclusionResults reinforce the value of measuring perfectionism as a domain-specific (rather than global) personality disposition, and identify the potential role that perceived competence and perceived importance may play in the development of domain-specific perfectionism.     

Mechanisms linking height to early child development among infants and preschoolers in rural India

Stunting has been negatively associated with children's development. We examined the range of height by testing hypotheses: (a) height is positively associated with children's development, with associations moderated by inflammation and (b) home environments characterized by nurturance and early learning opportunities is positively associated with children's development over time and attenuate associations with height. Data included 513 infants (mean age 8.6 months) and 316 preschoolers (mean age 36.6 months) in rural India from a randomized controlled trial of multiple micronutrient powders (MNPs). Measures included height (height‐for‐age z‐scores based on WHO standards), inflammation (C‐reactive protein concentration >5 mg/L), nurturance (HOME Inventory), child development (Mullens Scales of Early Learning), and inhibitory control (preschoolers). Linear mixed effects models accounting for repeated measures, clustering, and confounders were used to assess associations between height and child development over time (infants: enrollment, 6 and 12 months; preschoolers: enrollment and 8 months). Moderating effects of inflammation and nurturance were tested with interaction terms. Among infants and preschoolers, height and nurturance were positively associated with all domains of child development over time, with the exception of inhibitory control. Among preschoolers, in the presence of inflammation, height was not associated with child development. Among infants, but not preschoolers, a nurturant home environment attenuated significant associations between height with fine motor and receptive language development. The mechanisms associated with children's development over time are multifactorial and include direct and indirect associations among nutrition, health, and the home environment, as supported by the Nurturing Care Framework.     

Exercise can improve physical self perceptions in adolescents with low motor competence

Adolescents with low motor competence have diminished perceptions of their physical self and tend to avoid physical activities. This study examined the outcomes of an exercise intervention that focused on improving aerobic fitness, strength, and self-perceptions in the physical domain in adolescents with poor motor coordination. The sample included 35 adolescents with low motor competence, comprising boys (n = 25) and girls (n = 10) ranging in age from 13 to 17 years, who attended two sessions per week in the 13 week exercise intervention study (AMP it up). Physical self-perceptions were measured before and after the intervention using the Physical Self Perception Profile and Perceived Importance Profile. Significant improvements in perceived Physical Condition, Attractive Body and Physical Strength sub domain scores were identified between pre and post-test. Adjusting for age, gender, BMI and attendance, regression analyses revealed that Attractive Body was the strongest predictor of Physical Self Worth at pre-test, joined by Physical Condition at post-test. This exercise intervention had a positive impact on adolescent physical self-perceptions, in particular males, with improvements in those sub domains specifically related to the exercise program. Changes in specific aspects of Physical Self Worth can be facilitated by exercise interventions, after a relatively short period of time, in adolescents with poor motor coordination.     

Motor competence in fundamental motor skills and sport skill learning: Testing the proficiency barrier hypothesis

We investigated whether motor competence in fundamental motor skills influences sports motor skill learning. Motor competence in fundamental motor skills related to the overhead volleyball serve (i.e., throwing and volleying) was evaluated in 38 children (aged 9–10 yrs) and participants were divided into lower and higher motor competence groups. The groups practiced the volleyball serve under random or constant-random conditions during an acquisition phase and then assessed in pre-test, intermediate, and retention tests. A three-way repeated-measures ANOVA showed performance improvement from pre-test to retention test only for high motor competence groups in fundamental motor skills. Initial competence in fundamental motor skills influences sport skills learning and demonstrates a potential proficiency barrier to learning complex-sports motor skills.     

Does level of motor competence affect the associations between identity health and self-perceptions in adolescents?

BackgroundAdolescence is a particularly important time for the development of self-perceptions and identity as many environmental and personal factors are influential. One relatively unexplored factor is level of motor competence.AimTo examine the relationship between identity health and self-perceptions in male and female adolescents with low motor competence (LMC) compared to typically developing (TD) adolescents.MethodAdolescents (N = 160, 64.4% males, M_age = 14.45 yrs., SD = 0.75) completed the Adolescent Motor Competence Questionnaire (AMCQ), Assessment of Identity Development in Adolescence (AIDA), and Harter's Self-Perception Profile for Adolescents (SPPA). Based on the AMCQ score, the sample was grouped into LMC and TD. Pearson's product moment correlations between the AIDA and SPPA subscales were derived for gender, competence groups, and gender x competence sub-groups.ResultsOverall, males had lower AIDA scores (healthier identity) than the females and significant associations with all self-perception domains. For females, only scholastic and social competence, physical appearance, behavioural conduct, close friendship and Global Self-worth (GSW) domains were significantly related to their AIDA score. The adolescents in the LMC group had higher AIDA scores (less-healthier identity) and fewer self-perception domains [scholastic competence, physical appearance, behavioural conduct, close friendships and GSW] were associated to their AIDA scores. For the TD group, all self-perception domains were significantly correlated with their AIDA scores. When grouped by gender and motor competence, the TD males had the healthiest identity scores which were strongly associated with all self-perception subdomains. For males with LMC, only scholastic competence, behavioural conduct and GSW domains were significantly related with their identity score. Females from both competence groups reported significant associations between physical appearance, close friendships, behavioural conduct, and social competence domains with their identity scores. Scholastic competence was also significantly associated with identity only for females with LMC.ConclusionPositive self-perceptions across a range of domains are associated with a healthier identity, but differ according to level of motor competence and gender. For those with LMC, the self-perception subdomains unrelated to physical activity and sport, such as school-based aspects were associated with a healthier identity. These findings should guide school based interventions to provide support in these domains in order to strengthen self-worth and identity health.     

Associations of non‐symbolic and symbolic numerical magnitude processing with mathematical competence: a meta‐analysis

Many studies have investigated the association between numerical magnitude processing skills, as assessed by the numerical magnitude comparison task, and broader mathematical competence, e.g. counting, arithmetic, or algebra. Most correlations were positive but varied considerably in their strengths. It remains unclear whether and to what extent the strength of these associations differs systematically between non‐symbolic and symbolic magnitude comparison tasks and whether age, magnitude comparison measures or mathematical competence measures are additional moderators. We investigated these questions by means of a meta‐analysis. The literature search yielded 45 articles reporting 284 effect sizes found with 17,201 participants. Effect sizes were combined by means of a two‐level random‐effects regression model. The effect size was significantly higher for the symbolic (r = .302, 95% CI [.243, .361]) than for the non‐symbolic (r = .241, 95% CI [.198, .284]) magnitude comparison task and decreased very slightly with age. The correlation was higher for solution rates and Weber fractions than for alternative measures of comparison proficiency. It was higher for mathematical competencies that rely more heavily on the processing of magnitudes (i.e. mental arithmetic and early mathematical abilities) than for others. The results support the view that magnitude processing is reliably associated with mathematical competence over the lifespan in a wide range of tasks, measures and mathematical subdomains. The association is stronger for symbolic than for non‐symbolic numerical magnitude processing. So symbolic magnitude processing might be a more eligible candidate to be targeted by diagnostic screening instruments and interventions for school‐aged children and for adults.     

Relationships among motor skill,perceived self-competence,fitness, and physical activity in young adults

PurposeThis large-scale, exploratory study sought to examine the associations between motor skill proficiency (MSP), perceived self-competence (PC), physical fitness (PF), and self-reported physical activity (PA) to assess the assumption that relationships among these variables found in childhood and adolescence persist into young-adulthood. Specifically, predictors of PF and PA were assessed. Additionally, the contributions body mass index (BMI) and gender made to these relationships, as well as that of process- versus product-oriented motor skills data, were studied. Finally, how these relationships differed by gender was explored.MethodsParticipants’ (n = 448) MSP was assessed using select measures from the TGMD-2 and the BOT-2, while PF was evaluated using the FitnessGram. Participants also completed surveys to assess PC (SPPCS), PA (past-week MAQ), and demographic information. Height and weight were collected to calculate BMI.ResultsModels predicting physical fitness had good fit to the observed data, with perceived athletic competence, locomotor skill, upper-limb coordination, BMI, and gender accounting for about 75% (R² = 0.748) of aerobic PF variance and about 48% (R² = 0.476) of variance in push-up performances. About 18% (R² = 0.178) of variance in curl-up performances was predicted by perceived athletic competence, locomotor skill, upper-limb coordination, and PA. The PA model demonstrated weaker predictive power, with only about 10% (R² = 0.097) of variance explained. When considering male and female models separately, female models demonstrated better fit when predicting all PF and PA outcome variables. BMI and gender operated as significant predictors to differing degrees across the various models.ConclusionsThere is compelling evidence to believe relationships found among MSP, PC, PF, and PA in childhood and adolescence also exist in early adulthood. However, differences in the roles of gender and physical fitness versus physical activity are likely to exist.     

Family correlates of adolescent self-monitoring and social competence.

The purpose of this study was to investigate linkages between adolescent self-monitoring, global social competence, and parenting and family environment dimensions of support and encouragement of autonomy. The sample consisted of 233 young women and 199 young men at 2 southwestern universities. The primary measures used were the Family Environment Scale (R. H. Moos, 1981), the Parent Behavior Form (L. Worell & J. Worell, 1974), the revised Self-Monitoring Scale (M. Snyder, 1987), and the Texas Social Behavior Inventory (R. Helmreich, J. Stapp, & C. Ervin, 1974). Findings indicated that family variables are more strongly associated with social competence than with self-monitoring; family support was, overall, a more important ingredient of social competence than was autonomy. Women and men had different patterns of associations among specific variables.     

Goal equivalent manifold analysis of task performance in non-specific LBP and healthy subjects during repetitive trunk movement: Effect of load,velocity, symmetry

Motor abundance allows reliability of motor performance despite its variability. The nature of this variability provides important information on the flexibility of control strategies. This feature of control may be affected by low back pain (LPB) and trunk flexion/extension conditions.Goal equivalent manifold (GEM) analysis was used to quantify the ability to exploit motor abundance during repeated trunk flexion/extension in healthy individuals and people with chronic non-specific LBP (CNSLBP).Kinematic data were collected from 22 healthy volunteers and 22 CNSLBP patients during metronomically timed, repeated trunk flexion/extension in three conditions of symmetry, velocity, and loading; each at two levels. A goal function for the task was defined as maintaining a constant movement time at each cycle. Given the GEM, flexibility index and performance index were calculated respectively as amounts of goal-equivalent variability and the ratio of goal-equivalent to non-goal-equivalent variability.CNSLBP group was as similar as healthy individuals in both flexibility index (p = 0.41) and performance index (p = 0.24). Performance index was higher in asymmetric (p < 0.001), high velocity (p < 0.001), and loaded (p = 0.006) conditions.Performance and flexibility in using motor abundance were influenced by repeated trunk flexion/extension conditions. However, these measures were not significantly affected by CNSLBP.     

Child perceived motor competence as a moderator between physical activity parenting and child objectively measured physical activity

This longitudinal study aimed to examine how physical activity parenting (PAP) directly predicted objectively measured children’s moderate-to-vigorous physical activity (MVPA) and sedentariness over a three-year transitional period from early to middle childhood, and second, whether the children’s perception of motor competence (PMC) mediated or moderated the influence of PAP to children’s MVPA or sedentariness. At time 1 (T1), PAP and children’s (N = 396, mean age 5.80, SD 1.04) PA were assessed by parental questionnaire. Three years later, at time 2 (T2), children’s (N = 396, mean age 8.80, SD 1.04) PMC was measured by a validated pictorial scale, and MVPA and sedentariness were measured by accelerometers. All the analyses were conducted using the Mplus statistical package (Version 8.4). The models were adjusted for the following covariates: children’s PA (T1), gender (T1), age (T1), mean accelerometer measurement in hours per day (T2), and parents’ education level (T1). Results showed that PAP at T1 did not significantly predict level of MVPA or sedentary time at T2 and, therefore, PMC did not mediate the PAP-children’s MVPA or sedentary time relationship either. However, PMC significantly moderated the relationship between PAP and MVPA but not between PAP and sedentary time. The results suggested that parental support positively predicts children’s MVPA among children with low PMC but not among children with high PMC. This unique finding proposes that family-based PA interventions could benefit from screening of children with low PMC and provision of PA counselling to their parents.     

Effects of a physical education intervention programme for ninth-graders on physical activity-related health competence: Findings from the GEKOS cluster randomised controlled trial

The main purpose of this cluster randomised controlled trial was to investigate the effects of a physical education (PE) intervention programme combining theoretical and practical components on students' knowledge, skills, abilities and motivation related to competence for a healthy active lifestyle. The intervention used learning tasks to combine theory on health and physical fitness with either running/jumping activities or small-sided ball games and was compared to regular PE classes. Forty-eight PE classes were randomly assigned to intervention (IG-run, IG-game play; 27 classes) and control (CG-run, CG-game play; 21 classes) groups. Overall, 841 ninth-graders (51.1% girls, M_age = 14.20, SD = 0.51) were tested before and after the six-week intervention and in an eight-to-twelve-week follow-up. Students completed a health-related fitness knowledge test, questionnaires on control competence for physical training, health- and fitness-related interest and attitudes, and physical fitness tests. Regressions in structural equation models revealed positive treatment effects of the game play intervention on students' knowledge (β_StdY = 0.33, 99.6% CI [0.12, 0.55]) and control competence for physical training (β_StdY = 0.26, 99.6% CI [0.02, 0.50]) at the post-test. No significant effects were found at the follow-up test. Treatment effects were independent of gender. The results indicate the short-term effectiveness of learning tasks combining theory with ball games in order to develop knowledge and control competence for physical training in PE. Further studies have to clarify how to sustain effects over time and address students' physical fitness and health- and fitness-related interest and attitudes in interventions combining theory and practice.Trial registrationThis study was retrospectively registered with the German Clinical Trials Register (DRKS), DRKS-ID: DRKS00016349.     

Self-perceived and independently observed competence of young adolescents as a function of parental marital conflict and recent divorce

The self-perceived and independently observed cognitive and social competence of young adolescents as a function of parental conflict and recent divorce was investigated. Subjects were 40 young adolescents between the ages of 11 years 1 month and 15 years 1 month. A 2×2 factorial design was used, with the independent variables being parental marital status (married vs. recently divorced) and parental conflict (high vs. low). Dependent variables included the following measures of adolescent competence: adolescent-completed measures of self-perceived competence, teacher-completed measures, behavioral observations, and school grades. The results indicated that the level of parental conflict, rather than parental marital status, appears to be the critical variable associated with adolescents' independently observed levels of cognitive and social competence. In regard to adolescents' self-perceived levels of cognitive and social competence, parental marital status was found to be the critical variable. The implications of these findings are discussed.This research was supported by the William T. Grant Foundation and the University of Georgia's Institute for Behavioral Research.     

Effect of a motor skill-based intervention in the relationship of individual and contextual factors in children with and without Developmental Coordination Disorder from low-income families

Contextual opportunities facilitate skill acquisition, and the interaction between individual and contextual factors is fundamental to enhancing health and social parameters in children with DCD. This study examined (1) the influence of Mastery Motivational Climate (MMC) and Exercise Play Climate (EPC) interventions on motor performance, physical activity, self-perceptions, BMI, engagement in the lessons, playtime, and screen time of children without and with DCD, (2) the relationship between motor performance, self-perceptions, BMI, engagement in the physical education lessons, playtime, and screen factors in the children's physical activity levels in the lessons (PA) pre-and post-test. Children (N = 255, 98 children with Developmental Coordination Disorder - DCD; 157 children without DCD) were randomly assigned to MMC and EPC. Physical Activity levels in the lessons, motor performance, self-perceptions of physical competence, body mass indexes, appropriate motor engagement with success in the lessons, and active play and screen time were assessed. Regarding intervention impact, from pre-to post-tests, the results showed increases (1) PA in children with DCD in the EPC group and without DCD in the MMC group; (2) locomotor and ball skills for children with DCD in both climates; (3) locomotor and ball skills for children without DCD in the MMC group; (4) self-perceptions of competence for children with DCD in the MMC group; and (5) engagement with success for all children in both climates. A slight decrease in BMI for children with DCD in both climates was found. Regarding the associations, at post-test, engagement with success explained (1) PA levels for children with DCD in the MMC group and children without DCD in the EPC group; (2) active playtime explained PA for children with DCD in the EPC group; (3) ball skills explained PA for children without DCD in the MMC group. The intervention promoted overall increases in motor performance and children’s engagement in the lesson. The intervention strengthened the role of ball skills performance, engagement with success, and active play; however, these relationships were different across groups.     

Effects of dynamic and isometric motor practice on position control,force control and corticomuscular coherence in preadolescent children

In this study, we investigated the effects of motor practice with an emphasis on either position or force control on motor performance, motor accuracy and variability in preadolescent children. Furthermore, we investigated corticomuscular coherence and potential changes following motor practice.We designed a setup allowing discrete wrist flexions of the non-dominant hand and tested motor accuracy and variability when the task was to generate specific movement endpoints (15–75 deg) or force levels (5–25% MVC). All participants were tested in both tasks at baseline and post motor practice without augmented feedback on performance. Following baseline assessment, participants (44 children aged 9–11 years) were randomly assigned to either position (PC) or force control (FC) motor practice or a resting control group (CON). The PC and FC groups performed four blocks of 40 trials motor practice with augmented feedback on performance.Following practice, improvements in movement accuracy were significantly greater in the PC group compared to the FC and CON groups (p < 0.001). None of the groups displayed changes in force task performance indicating no benefits of force control motor practice and low transfer between tasks (p-values:0.08–0.45). Corticomuscular coherence (C4-FCR) was demonstrated during the hold phase in both tasks with no difference between tasks. Corticomuscular coherence did not change from baseline to post practice in any group. Our findings demonstrate that preadolescent children improve position control following dynamic accuracy motor practice. Contrary to previous findings in adults, preadolescent children displayed smaller or no improvements in force control following isometric motor practice, low transfer between tasks and no changes in corticomuscular coherence.