Fundamental Movement Skills and Their Assessment in Primary Schools from the Perspective of Teachers

Autor/inn/en	Eddy, Lucy; Hill, Liam J. B.; Mon-Williams, Mark; Preston, Nick; Daly-Smith, Andy; Medd, Gareth; Bingham, Daniel D.
Titel	Fundamental Movement Skills and Their Assessment in Primary Schools from the Perspective of Teachers
Quelle	In: Measurement in Physical Education and Exercise Science, 25 (2021) 3, S.236-249 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eddy, Lucy) ORCID (Hill, Liam J. B.) ORCID (Mon-Williams, Mark) ORCID (Preston, Nick) ORCID (Daly-Smith, Andy) ORCID (Medd, Gareth) ORCID (Bingham, Daniel D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1091-367X
DOI	10.1080/1091367X.2021.1874955
Schlagwörter	Psychomotor Skills; Motor Development; Elementary School Students; Elementary School Teachers; Student Evaluation; Screening Tests; Knowledge Level; Barriers; Time; Faculty Workload; Foreign Countries; Self Efficacy; Child Development; United Kingdom; India; United States; Australia; Germany; Ireland; Malta; Africa; Asia; Europe; North America; Mexico + Suchen Sie Ihr Suchwort? Psychomotorische Aktivität; Motorische Entwicklung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schulnote; Studentische Bewertung; Screening-Verfahren; Wissensbasis; Zeit; Ausland; Self-efficacy; Selbstwirksamkeit; Kindesentwicklung; Großbritannien; Indien; USA; Australien; Deutschland; Irland; Afrika; Asien; Europa; Nordamerika; Mexiko
Abstract	Evidence suggests that children struggle to acquire age-appropriate fundamental movement skills (FMS), despite their importance for facilitating physical activity. This has led to calls for routine school-based screening of children's FMS. However, there is limited research exploring schools' capacity to conduct such assessments. This study investigated what factors might affect the adoption and implementation of FMS assessments in primary schools. School staff (n = 853) completed an online questionnaire developed using the Capability, Opportunity, Motivation and Behavior (COM-B) model. A majority reported that knowledge of pupils' FMS ability would be beneficial (65.3%), and 71.8% would assess FMS if support was provided. Barriers included: Capability -- few possessed knowledge of FMS (15%); Opportunity -- teachers reported 30-60 minutes as acceptable for assessing a class, a substantially shorter period than current assessments require; Motivation -- 57.2% stated FMS assessments would increase workload stress. Solutions to these issues are discussed using the COM-B theoretical framework. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01