Associations between PMC and AMC.

PurposeCompare physical education (PE) teachers’ perceptions of their students’ motor competence (MC) with students’ objectively assessed actual motor competence.Methods20 PE teachers and 340 students participated. Teachers were asked to estimate the student MC. Normative videos of the performance on each test (Standing Long Jump, Shuttle Run, Shifting Platforms, Jumping Sideways, Ball Throwing, and Kicking Velocity) were presented to assess teachers’ perceptions of MC. Paired t-tests with Cohen’s d quantified differences between children’s actual motor competence and teachers’ perceptions, alongside error tendency analyses (accurate, over-, or underestimation) using a 5% threshold. Associations and agreement between perceived and actual MC were examined using Pearson correlations and Bland-Altman plots.FindingsTeachers overestimated MC in most tests, particularly stability-related tasks such as the Shifting Platforms test (p ConclusionOur findings underscore the need for targeted teacher training programs and curriculum adjustments to improve assessment accuracy, ensuring that PE instruction effectively promotes skill development.研究目的：对比体育（Physical Education，PE）教师对学生运动能力（Motor Competence，MC）的主观认知，与学生经客观评估得到的实际运动能力之间的差异。 研究方法：本研究共纳入20名体育教师与340名学生参与实验。要求教师对所带学生的运动能力进行主观预估。向教师展示各项测试的标准化动作视频，测试项目包括立定跳远（Standing Long Jump）、折返跑（Shuttle Run）、移动平台测试（Shifting Platforms）、侧向跳跃（Jumping Sideways）、抛球测试（Ball Throwing）以及踢击速度测试（Kicking Velocity），以此量化教师对学生运动能力的主观认知水平。采用结合科恩d值（Cohen’s d）的配对t检验，量化学生实际运动能力与教师主观认知之间的差异；同时以5%作为阈值，开展误差倾向分析，分为准确评估、高估与低估三类。通过皮尔逊相关系数（Pearson Correlations）与布兰德-奥特曼图（Bland-Altman Plots），分析教师主观感知与学生实际运动能力之间的相关性与一致性水平。 研究结果：在绝大多数测试项目中，教师均高估了学生的运动能力，其中尤以移动平台测试这类与稳定性相关的任务为甚（p[原文未提供具体统计量]）。 研究结论：本研究结果凸显了开展针对性教师培训项目与调整课程设置的必要性，以提升教师的运动能力评估准确性，确保体育教学能够有效促进学生运动技能的发展。