Abstract
ABSTRACT Early childhood educators (ECEs) are ideally positioned to support the development of children’s fundamental movement skills (FMS). However, ECEs have little specialised training to support the development of FMS in young children. This study aimed to assess the impact of an e-Learning course on the FMS of preschool-aged children. 145 Preschool-aged children and 42 ECEs from 12 childcare centres participated in the study. ECEs in the experimental group were asked to complete the e-Learning course. A subsample of children (n = 48) was objectively assessed using the Test of Gross Motor Development 3rd Edition (TGMD-3). Additionally, parents of all participating children reported perceptions of their child’s FMS to understand if they knew how well their child was progressing. Findings showed a significant increase in TGMD-3 assessed locomotor skills from baseline to follow-up in the intervention group compared to the control group and total FMS but not objective control skills. Parent-reported FMS increased in the intervention group for all locomotor, object control skills, and total FMS. However, the intervention effect for all three measurements was not significant. The results from this study highlight the potential utility of online professional development for ECEs as an approach to improving young children’s FMS.
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