Abstract
Individuals are both more likely to participate in sports, exercise, and physical activity when they are skilled. Therefore, motor skills and skilled movement should be viewed as prerequisites to a physically active lifestyle. Children and adolescents who have achieved fundamental motor competence are also believed to perceive themselves as being competent although there is inconsistency in the results so far reported in the literature. Despite the unprecedented growth home homeschool education, studies have not examined the development of motor competency of homeschool students or its relationship to confidence. The current investigation examined the influence fundamental motor skill development and self-confidence of students enrolled in a university homeschool physical education program. Results from the pre-test (M = 13.92, SD = 2.8) and post-test (M = 20.75, SD = 3.5) fundamental motor skill observations indicate that the homeschool program led to an improvement in overall skill, t(52) = 12.05, p< .001 (E.S. = 1.06). Dependent-samples t-test produced significant results from pre to post for research participants [t (1,52) = 27.26 , p<.05, E.S. = 1.10], who improved their self-efficacy over the course of the study [baseline M self-efficacy = 71.92, SD= 16.52, endline M self-efficacy = 88.87, SD =15.34]. This study showed that a university homeschool physical education program can lead to improvements in the developmental of fundamental motor skills and self-confidence.
Highlights
The role of physical education in the school curriculum is to help students develop the competencies and beliefs necessary for incorporating regular physical activity into their daily lives (Siedentop, 2002)
Physical activity refers to self-reported organized sport/physical education hours per week
The overall results from the pre-test (M = 13.92, SD = 2.8) and post-test (M = 20.75, SD = 3.5) fundamental motor skill observations indicate that the homeschool physical education program resulted in an improvement in overall skill, t(52) = 12.05, p
Summary
The role of physical education in the school curriculum is to help students develop the competencies and beliefs necessary for incorporating regular physical activity into their daily lives (Siedentop, 2002). Traditional physical education programs have typically emphasized the development of fundamental motor skills (running, catching, throwing, etc.) as the foundation for more complicated sport and movement skills later in life (Rink, 1993). Without fundamental motor kill competence, students are less likely to learn related sport and movement skills. Skill acquisition is a gradual process and becoming proficient requires opportunities for practice and feedback (McKenzie et al, 1998). Gender differences before puberty not thought to be linked to biology, rather are the result of varying opportunities, expectations, and encouragement (Thomas, Thomas, & Gallagher, 1993), raising the likelihood that gender differences can be reduced through increased practice and improved instruction
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