Improving fundamental movement skills in Hong Kong students through an assessment for learning intervention that emphasizes fun, mastery, and support: the A+FMS randomized controlled trial study protocol.

Cecilia Chan,Johan Y Y Ng,Amy Ha

doi:10.1186/s40064-016-2517-6

Cecilia Chan, Johan Y Y Ng + Show 1 more

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https://doi.org/10.1186/s40064-016-2517-6

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Journal: SpringerPlus	Publication Date: Jun 16, 2016
Citations: 11	License type: CC BY 4.0

Affiliation: Chinese University of Hong Kong

Abstract

BackgroundAssessment for learning has been identified as an effective strategy to help children learn more effectively. Developing children to master basic movement skills in primary school requires formative assessments to inform instruction and learning. This study reports the rationale and methods for an assessment-based intervention that emphasizes fun, mastery and support (A + FMS) designed to improve fundamental movement skill (FMS) proficiency of primary schoolchildren.Methods/designUtilizing a cluster randomized controlled trial, the A + FMS intervention was designed to improve FMS proficiency of Hong Kong Chinese schoolchildren. A target sample of 282 students or more from 10 Grade 3 classes (from five schools) will be recruited and randomly assigned into an experimental group or a wait-list control group. Competence motivation theory provided a framework for the intervention that emphasizes fun activities to develop basic fundamentals, improving mastery of movement, and providing support for teaching and learning skills. Primary outcome measures are the raw scores of six objectively measured FMS (i.e., jump, hop, skip, dribble, catch, and overhand throw). Secondary outcomes include self-reported measures: enjoyment in physical education, perceived physical competence, perceived skill competence, and perceived social support. Teachers in the experimental group are required to attend a six-h training workshop and integrate 550 min of assessment for learning strategies into their physical education lessons. Resources such as videos, skills checklists, and equipment will also be provided to support children to accumulate extra learning and practice time after school. The rate of changes in primary and secondary outcomes across the experimental and control groups will be compared to determine the effectiveness of the program.DiscussionThe A + FMS is an innovative school-based intervention targeting improvements in movement mastery by supporting physical education teachers in FMS instruction and assessment practices. The findings from the study may be used to guide pre-service teacher education and continuous professional development in FMS teaching and assessment.Trial registration CUHK_CCRB00479

Highlights

Assessment for learning has been identified as an effective strategy to help children learn more effectively
According to competence motivation theory (CMT) (Harter 1978), children who perceive themselves to be competent in physical activity (PA) and influenced by significant adults and peers would have the interest and desire to engage in various types of activities or pursue various challenges
Increasing evidence shows that school-based fundamental movement skill (FMS) interventions delivered by Physical education (PE) teachers and that provide professional learning opportunities for teachers are effective in improving FMS proficiency (Mitchell et al 2013; Cohen et al 2015; Morgan et al 2013)

Summary

Introduction

Assessment for learning has been identified as an effective strategy to help children learn more effectively. This study reports the rationale and methods for an assessment-based intervention that emphasizes fun, mastery and support (A + FMS) designed to improve fundamental movement skill (FMS) proficiency of primary schoolchildren. Fundamental movement skills (FMS) competency, including locomotor and object control skills, has been identified as a key mediator for the changes in children’s physical activity (PA) and cardiorespiratory fitness (Cohen et al 2015). Physical education (PE) plays an important role in the promotion of FMS proficiency in children, and PE teachers become the most significant change agents to provide instructional support and skill-learning opportunities during class time. Social support from teachers has been a targeted strategy in school-based PA and fitness interventions (Eather et al 2013), and it may provide motivational reinforcement and encouragement in the acquisition of and improvements in FMS. Researchers have found that PE teachers have limited content knowledge of how to develop FMS and the ability to improve the motor performance of their students (Ennis 2011; Lounsbery and Coker 2008)

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