Motor competence in children is shaped by multiple environmental layers; however, most studies have examined individual factors without a comprehensive ecological framework. Therefore, the present study employed Bronfenbrenner's socio-ecological model (1997) through 40 semi-structured in-depth interviews with parents (n=22), teachers (n=9), and sports coaches (n=9) to identify and prioritize factors influencing children's motor competence. In this model, the child's biological structure is influenced by microsystems (the child's physical and social environmental structures including family, school, and peers). Subsequent layers include mesosystems (interactions between two or more microsystems), exosystems (including neighbors, media, social services, etc.), macrosystems (comprising cultural beliefs and perspectives), and chronosystems (significant events or changes during the child's lifetime). Based on the frequency of extracted statements, factors influencing motor competence were prioritized using the Friedman test. The results demonstrated that the frequency of statements related to the microsystem layer was significantly higher than that of other layers (p < 0.05). Furthermore, after prioritizing the statements within the microsystem layer, the following factors were identified as important determinants of children's motor competence, in order: verbal and physical encouragement or reprimand of children toward sports, living in urban versus rural areas, the degree of parental collaboration and cooperation with children, the presence or absence of playmates in the home environment, among others. Based on the findings of this study, in practice, interventions aimed at improving children's motor competence should initially focus on the microsystem (family and school), with particular emphasis on parental verbal encouragement and the availability of playmates.