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Physical education teachers' perspectives and experiences when teaching FMS to early adolescent girls
Lander, Natalie J. Hanna, Lisa Brown, Helen Telford, Amanda Morgan, Philip J. Salmon, Jo Barnett, Lisa M.
Lander, Natalie J.
Hanna, Lisa
Brown, Helen
Telford, Amanda
Morgan, Philip J.
Salmon, Jo
Barnett, Lisa M.
Abstract
Purpose:
Competence in fundamental movement skills (FMSs) is positively associated with physical activity, fitness, and healthy weight status. However, adolescent girls exhibit very low levels of fundamental movement skill (FMS) proficiency.
Method:
In the current study, interviews were carried out with physical education teachers to investigate their perspectives of: (i) the importance and relevance of teaching FMSs to Year 7 girls, and (ii) the factors influencing effective FMS instruction.
Results:
There were two major findings in the data: Year 7 was perceived to be a critical period to instruct girls in FMSs; and current teaching practices were perceived to be suboptimal for effective FMS instruction.
Conclusion:
Apparent deficits in current FMS teaching practice may be improved with more comprehensive teacher training (both during physical education teacher education (PETE) and in in-service professional development) in pedagogical strategies, curriculum interpretation, and meaningful assessment.
Keywords
teaching effectiveness, physical education, fundamental movement skills
Date
2017
Type
Journal article
Journal
Journal of Teaching in Physical Education
Book
Volume
36
Issue
1
Page Range
113-118
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
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Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled