1 Cyberpsychology Laboratory and Department of Psychoeducation and Psychology, Université du Québec en Outaouais (UQO|campus de Saint-Jérôme), Saint-Jérôme, Canada.
2 Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Montreal, Canada.
3 Department of Education Sciences, Université du Québec en Outaouais (UQO |campus de Saint-Jérôme), Saint-Jérôme, Canada.
4 Department of Psychoeducation and Psychology, Université du Québec en Outaouais (UQO|campus de Saint-Jérôme), Saint-Jérôme, Canada.
5 Department of Physical Activity Sciences, Université du Québec à Trois-Rivières, Trois-Rivières, Canada.

This study examined whether profiles varying in actual and perceived locomotor and ball skill competencies would be identified and whether these profiles would differ in relation to children's characteristics. Participants were 127 (70 boys; 57 girls) French-speaking Canadian children (5-11 years). Actual and perceived motor competencies were, respectively, measured using the Test of Gross Motor Development - Third version and the pictorial scale of Perceived Movement Skill Competence. Latent profile analyses revealed four profiles: (1) Non-Alignment: Devaluation (children underestimated their slightly below average competencies; 17.9%); (2) Non-Alignment: Overestimation (children overestimated their slightly below average competencies; 24.7%); (3) Non-Alignment: Underestimation (children slightly underestimated their above average competencies; 24.9%); (4) Alignment: Low Competence (children displayed accurate but slightly below average competencies; 32.5%). Girls were more likely to correspond to profiles 1 and 4, older children and children more frequently involved in physical activity/sport practice were more likely to correspond to profile 3, and younger children were more likely to correspond to profile 2. These results emphasise the importance of considering the alignment between perceived and actual motor competencies. They also indicate that age and physical activity/sport practice were associated with higher competencies, whereas girls and younger children were associated with lower competencies.