Run, jump, throw and catch. How proficient are children attending English schools at the fundamental motor skills identified as key within the school curriculum?

Autor/inn/en	Duncan, Michael J.; Roscoe, Clare M. P.; Noon, Mark; Clark, Cain C. T.; O'Brien, Wesley; Eyre, Emma L. J.
Titel	Run, jump, throw and catch. How proficient are children attending English schools at the fundamental motor skills identified as key within the school curriculum? Gefälligkeitsübersetzung: Laufen, springen, werfen und fangen. Wie geschickt sind Kinder englischer Schulen in den grundlegenden motorischen Fähigkeiten, die im Lehrplan als wesentlich festgelegt wurden?
Quelle	In: European physical education review, 26 (2020) 4, S. 814-826Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1356-336X; 1741-2749
DOI	10.1177/1356336X19888953
Schlagwörter	Test; Curriculum; England; Test; Schulsport; Sportunterricht; Sportmotorik; Sportpädagogik; Bewegungsfertigkeit; Laufen; Motorisches Lernen; Werfen; Motorisches Lernen; Curriculum; Bewegungsfertigkeit; Fangen; Laufen; Schulsport; Sportmotorik; Sportpädagogik; Sportunterricht; Springen; Werfen; Grundschulalter; Bewegungsfähigkeit; Fangen; England
Abstract	This study examined proficiency levels in fundamental motor skills (FMS) in children within Key Stage 1 and 2 of the English school system. Four hundred and ninety-two children aged 6-9 Years old (245 boys, 247 girls) from school Years Two (n = 130), Three (n = 154) and Four (n = 208) participated in this study. FMS for the run, jump, throw and catch were assessed using the Test of Gross Motor Development - 2. The proportion of children who achieved mastery or near mastery of the skills was determined. For the whole sample, 18.5% (n = 91) did not achieve mastery in any of the four skills. A similar proportion (18.7%, n = 92) achieved mastery in all four of the FMS examined in this study. The proportion of children achieving mastery of all four skills was lower for Year Two children (0%) compared to children in years Three (24%) and Four (25%). More boys (25.7%) achieved mastery in all four of the FMS compared to girls (11.7%). Individual behavioural components in skill performance were also examined. The results of the present study highlight that less than one-fifth of children aged 6-9 years old have mastered the four key FMS identified by the physical education (PE) curriculum despite having the developmental potential to become fundamentally competent by six years of age. Fostering positive trajectories of FMS development presents a challenge for PE specialists given the association between FMS mastery in childhood and physical activity, weight status and health. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2021/2