Abstract
Purpose: Framed in self-determination theory, the aim of this study was to explore students’ perceptions of learning in a fundamental movement skills (FMS)-focused physical education program that incorporated student voice.Methods: Participants included 13 females attending a designated disadvantaged post primary school (13–14 years old). Qualitative data consisted of pre- and postfocus group interviews, participant drawings, and researcher reflections. Quantitative data included a pre- and postanalysis of five FMS (running, catching, throwing, kicking, and vertical jump).Results: Analysis of the qualitative data resulted in four overarching themes: learning new skills, presumptions, importance of peer learning, and FMS proficiency leading to improved participation. Analysis of quantitative data illustrated statistically significant improvement in mean score for kicking, running (p ≤ .001), throwing, vertical jump, and catch (p ≤ .05).Discussion/Conclusion: This study advocates for the incorporation of student voice to enhance autonomy, relatedness, and competence when creating a program aimed at developing adolescents’ FMS.
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