The Importance Of Sports Motivation

Statement of the Problem

Sports participation provides lifelong benefits for young people such as improving fitness, learning teamwork and developing character. Yet despite these benefits, millions of children dropout or withdraw from sports each year. In fact, Petlichkoff (1996) estimated the annual dropout rate at 35% with many children withdrawing from sports in early adolescent (cited in Fraser-Thomas & Deakin, 2008). Further, Telama, Yang, Hirvensalo, and Raitakari (2006) state when early withdrawal happens, children will less likely engage in physical activity later in life. Because of the high dropout rate and associated implications, researchers have devoted numerous studies investigating the factors that may cause children to withdraw

In this regard, Harter’s competence motivation theory has provided an important theoretical framework to evaluate how motivation influences effort, persistence, and achievement in the physical activity domain. This motivational model consists of three competencies, or ability, subgroups. First, cognitive competence, addresses academic performance, such as wanting to do well in science class (Harter, 1982). Second, social competence concerns relationships, feeling important, and wanting acceptance from others (Harter, 1982). Third, physical competency, deals with outdoor and sport participation (Harter, 1982). Further, within each subgroup (cognitive, social, or physical), perceived competence will serve as a mediator between actual competence and the related activity (Harter, 1982). For instance, a child who feels confident in his or her basketball skills will practice more in an attempt to improve those skills

Harter (1981) identified perceived competency accuracy anomalies in her early research using the Perceived Competence Scale for Children (PCSC). Harter (1981) designed a cross-sectional study to valid the PCSC (8-15 years) against teacher ratings in the cognitive, social, and physical domains. The study found younger children overestimated their perceived competence however, the accuracy showed a linear improvement with age (Harter, 1981). Harter (1981) contributed the improved accuracy to cognitive development where children can better understand the difference between effort and ability. However, the study did not address the implications when perceived and actual competences do not