Perceptions and Use of Teaching Strategies for Fundamental Movement Skills in Primary School Physical Education Programs.

Danielle Salters,Sara M Scharoun Benson

doi:10.3390/children9020226

Abstract

Fundamental motor/movement skills (FMS) describe the basic skills necessary to complete physical tasks, and are a key aspect of primary school physical education (PE) programs. Yet, specific teaching styles for FMS development have been relatively unexplored. Through a mixed-methods design, experiences and perceptions of different PE teachers (preservice, specialist, and generalist) were explored. The Spectrum of Teaching Styles (STS) survey was used to quantify self-reported use of teaching styles that may be used by PE teachers (N = 102). Semi-structured, qualitative interviews with a subset of participants (N = 11) were employed to explore how PE teachers perceive FMS development in PE classes. Combined, the findings highlight a preference for collaborative approaches to teaching and learning in PE, with a specific preference for explicit teaching strategies. Survey results demonstrated a preference for Style B (the practice style), which promotes teacher facilitation of activities and constructive feedback, with opportunities for students to practice skills and receive feedback. Teachers described how confidence with PE content influences the ability to provide lessons that target FMS development; this was reinforced by desires for additional professional development and training. Together, the findings provide a holistic view of teaching styles used in PE for FMS development, and outline a need to explore teaching approaches used by different PE teachers.

Highlights

Fundamental motor/movement skills (FMS) are the building blocks of more complex skills, impacting motor learning and the acquisition of more complex and dynamic movements to facilitate participation in physical activity (PA) at various levels [1]
Thematic analysis demonstrated core consistencies in four areas: (1) Interpretations and assessment of physical literacy (PL) were concurrent with the Ontario Curriculum; (2) Teaching approaches and strategies emphasized a collaborative approach to teaching in physical education (PE); (3) Understanding of FMS was influenced by preservice training and familiarity with PE; (4) FMS are important to development, with evaluations focussing on skill progression
Our findings indicate that the reproductive cluster of teaching styles was the most used among PE teachers, and that the practice style was perceived the most favourably by all instructors, with specialist teachers possessing the strongest views

Summary

Introduction

Fundamental motor/movement skills (FMS) are the building blocks of more complex skills, impacting motor learning and the acquisition of more complex and dynamic movements to facilitate participation in physical activity (PA) at various levels [1]. There has been a declining trend in motor proficiency, with less than 50% mastery in locomotor and object-control skills, and only 11% displaying advanced proficiency among 12- to 13-year-old children [5]. A systematic review of the literature (60 articles, examining the FMS proficiency of over 21,000 children, aged 3–10 years, in 25 countries) demonstrated average locomotor proficiency among 57–64% of children, average object-control proficiency among 51–69% of children, and an overall average FMS competency among 34–49% of children [6]. Individuals with higher FMS proficiency spent less time in sedentary pursuits [8]. These studies demonstrate a need to investigate how skills are being taught, as well as how FMS development and PA is promoted

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