Fundamental Motor Skill Performance Research Articles

Fundamental motor skills enhancement in a preschool setting through a structured physical education programme

ABSTRACT This study examined the effect of a 10-week structured physical education programme on fundamental motor skills enhancement in a preschool setting. Forty-four children, 27 boys and 17 girls, 3 to 5 years of age, were randomly assigned to the control group and the experimental group. Locomotor and object control skills were measured before and after the intervention. The statistical analyses showed a significantly higher gross motor quotient value for the experimental group after the programme completion. Furthermore, locomotor and object control subtest scores as well as fundamental motor skills performance scores were significantly better for the experimental group compared to the control group after the intervention. Conclusively, despite the limited sample size, the implementation of structured motor skill physical education lesson plans seems to be decisive for fundamental motor skills development in preschoolers. Finally, improving these skills is important for their future ability to participate in both athletic and daily routine activities.

Impact of COVID-19 Pandemic on Children's Fundamental Motor Skills: A Study for the Taiwanese Preschoolers Teachers.

The outbreak of the COVID-19 pandemic has resulted in reduced opportunities for children to engage in fundamental motor skills [FMS]. This prolonged inactivity and restriction of play can have serious consequences for children's physical and mental health. The purpose of this study was to explore teaching strategies during the pandemic, whether there were differences in children's motor development, and the differences in the implementation of physical movement courses before and during the pandemic from the perspective of preschool teachers. This study was a retrospective study using an internet survey, and participants comprised 2337 preschool teachers. The statistical methodology of this study included descriptive statistics, the dependent t-test, and the independent t-test. The results showed that regardless of the time, frequency, activity intensity, and frequency of outdoor courses, the results from before the pandemic was better than those taken during the pandemic. Only the "frequency of implementing physical movement courses indoors every week" had not been affected by the pandemic. This study also obtained the performance of "children's fitness", "overall performance of physical movement ability", "stability movement skills", "locomotor movement skills", and "manipulative movement skills". All were better before the pandemic than during the pandemic. During the COVID-19 pandemic, mixed-age classes performed better than same-age classes in terms of frequency, time, intensity, outdoor course implementation, and physical fitness. Public schools performed better than private schools in terms of frequency, time, intensity, outdoor course implementation, and fundamental motor skills performance. Private schools implemented physical movement courses indoors every week, which was more than public schools. Excepting the frequency of implementing physical movement courses indoors every week, fewer than schools with five classes performed better than those who had more than schools with six classes. Finally, rural schools were better than urban schools in the implementation of outdoor courses and fundamental motor skills performance. Therefore, we suggest that in response to the pandemic, teachers should further improve their professionalism and use diversified teaching methods, and guide students to be willing to learn and improve their skill performance.

Associations between body composition and fundamental motor skill competency in children

BackgroundEvidence supports an inverse relationship between weight status and motor competence, but most work utilizes body mass index as the proxy for weight status. Body mass index fails to account for essential components of body composition, which may be critical for motor performance. The purpose of this investigation was to examine the relationship between fundamental motor skills competency and body composition (i.e., fat mass, fat percentage, and fatfree mass) as measured by bio-electrical impedance analysis and body mass index in children.MethodsTwo hundred forty-four children from the Southeastern portion of the United States participated in this project (6.05 ± 2.01 years, 53.3% male). Fundamental motor skills were measured using the Test of Gross Motor Development – 2nd edition and body composition was assessed with the Tanita SC-331S Body Composition Analyzer (bio-electrical impedance analysis). Body mass index was calculated using CDC normative growth charts.ResultsBio-electrical impedance analysis measures accounted for 23.1%, F(3, 241) = 24.10, p < .001 and 2.7%, F(3, 241) = 2.22, p = .086 variance in locomotor and object control subscales, respectively; body mass index accounted for 8.4% (locomotor) and 0.1% (object control) variance. For the Test of Gross Motor Development -2nd edition total score, bio-electrical impedance analysis measures accounted for 24.4% F(3, 241) = 25.90, p < .001 compared to body mass index which accounted for 7.9% F(1, 244) = 20.86, p < .001 of the variance. Only fat free mass (p < .001) was a significant predictor for locomotor skills and total models for the Test of Gross Motor Development – 2nd edition; BMI was also a significant predictor (p < .001) in both the locomotor and total models.ConclusionsDifferent components of body composition (i.e., fat free mass) were associated with different aspects of fundamental motor skills competency. Excess body fat may be a morphological constraint to proficient locomotor performance when transporting the body through space. In contrast, body composition did not significantly predict object manipulation performance. More work is needed to understand the causality and directionality of this relationship; however, bio-electrical impedance analysis accounts for more variance in fundamental motor skills performance than body mass index in a field-based setting.

Fundamental Motor Skill Performance of Indigenous and Nonindigenous Children

Background:Studies related to the motor performance of children have suggested an interaction between organisms and the environment. Although motor development seems to be similar among people, the behavior is specific to the context that people are part of. Thus, the aim of this study was to compare the fundamental motor skill performance between indigenous (IN) and nonindigenous children.Methods:One hundred and thirteen children (43 IN and 70 nonindigenous children) between 8 and 10 years of age underwent the Test of Gross Motor Development—2.Results:A multivariate analysis showed a significant group main effect on both locomotor (p &lt; .01) and object control (p &lt; .01) performance with large and medium effect sizes (values = .57–.40, respectively). The IN showed the highest scores for galloping, hopping, leaping, jumping, sliding, striking a stationary ball, stationary dribbling, catching a ball, kicking, and overhand throwing (p &lt; .01) with small to large effect sizes (values = .05–.50).Conclusion:The IN presented the highest levels of performance in fundamental motor skills compared with those of nonindigenous children. Most likely, IN have more opportunities for motor development in the environmental context (i.e., villages) where they live.

The effects of digital physical exercise videos on the locomotor skill learning of pre-school children

ABSTRACTFundamental movement skills acquired during pre-school years provide the basis of normal motor development, positive self-image, self-perceived sports competencies in the adolescence. An instructional approach supported with visual materials may improve learning in pre-school children. The purpose of this study was to examine the effects of digital physical exercise videos on pre-school children's locomotor skill learning. A total of 906 children (662 Turkish and 244 Bulgarian), participated in the study as intervention (n = 442) and control (n = 464) groups. Each motor skill program consisted of video based 15-minute physical exercise for eight-weeks. Ulrich’s Test of Gross Motor Development was used for the assessment of fundamental motor skill performance at the beginning of the study as pre-test and at the end of the eight-week digital visual supported locomotor movement program as posttest. Two separate 2 × 2 (Group × Time) ANOVAs with repeated measures were used to analyze the improvement in locomotor skills performances of intervention and control groups. Results indicated significant Group × Time interactions for the locomotor sub-scale (p < 0.05). The intervention group showed a statistically significant improvement in locomotor skills, whereas control group did not show any significant change. The result provide evidence that locomotor motor skill performance may be improved via digital materials focused on locomotor skill development.

Effects of shoes on children’s fundamental motor skills performance

Progression or impediment of fundamental motor skills performance (FMSP) in children depends on internal and environmental factors. Shoes as an environmental constraint are believed to affect these movements as children showed to perform qualitatively better with sports shoes than flip-flop sandals. However, locomotor performance assessments based on biomechanical variables are limited. Therefore, the objective of this experiment was to assess the biomechanical effects of wearing shoes while performing fundamental motor skills in children. Barefoot and shod conditions were tested in healthy children between the age of 4 and 7 years. They were asked to perform basic and advanced motor skills including double-leg stance, horizontal jumps, walking as well as counter-movement jumps, single-leg stance and sprinting. Postural control and ground reaction data were measured with two embedded force plates. A 3D motion capture system was used to analyse the spatiotemporal parameters of walking and sprinting. Findings showed that the parameters of single- and double-leg stance, horizontal and counter-movement jump did not differ between barefoot and shod conditions. Most of the spatiotemporal variables including cadence, stride length, stride time, and contact time of walking and sprinting were statistically different between the barefoot and shod conditions. Consequently, tested shoes did not change performance and biomechanics of postural control and jumping tasks; however, the spatiotemporal gait parameters indicate changes in walking and sprinting characteristics with shoes in children.

Making a Difference in PE Lessons: Using a Low Organized Games Approach to Teach Fundamental Motor Skills in China.

Background: Fundamental motor skills (FMS) is the foundational movement for children’s physical development. Physical Education (PE) lessons provide a unique opportunity for children to acquire these skills. The purposes of this study were to: (1) to describe the FMS performance of primary school children in China; and (2) to examine the effect of a PE-based intervention on children’s FMS. Methods: The 12-week PE-based intervention was conducted using a low organized games (LOG) approach. Children’s FMS was measured by the Test of Gross Motor Development-2 (TGMD-2). Participants were 560 children aged between 6–9 years old (grade one to three) from two primary schools in Chongqing, China. They were grouped into intervention group (with LOG program PE; n = 282) or control group (with regular PE; n = 278). Results: The results revealed significant interaction effect between group and grade on the locomotor skill score changes (F(1,554) = 22.31, p < 0.000), and object control score change (F(1,554) = 627.1, p < 0.000). There was no significant interaction effect between the intervention group and gender on locomotor skill (F(1,554) = 1.49, p = 0.223) and object control skill significant (F(1,554) = 743, p = 0.389). Conclusions: The present study supported the application of LOG approach in PE lesson as an effective intervention to enhance children’s FMS in China.

Effects of Integrative Neuromuscular Training and Detraining on Countermovement Jump Performance in Youth Volleyball Players.

Nunes, ACCA, Cattuzzo, MT, Faigenbaum, AD, and Mortatti, AL. Effects of integrative neuromuscular training and detraining on countermovement jump performance in youth volleyball players. J Strength Cond Res 35(8): 2242-2247, 2021-The purpose of this study was to analyze the effect of integrative neuromuscular training (INT) on countermovement vertical jump height (CVJH) performance in youth volleyball players before and after a detraining period. Thirty-two novice volleyball players were cluster randomized into 2 groups: intervention group-INT (age: 13.1 ± 0.4 years; body mass: 55.3 ± 12.1 kg; and height: 161.1 ± 6.4 cm) and control group-CON (age: 12.8 ± 0.7 years; body mass: 51.8 ± 13.6 kg; and height: 160.1 ± 10.7 cm). The subjects were evaluated for somatic maturation (years from peak height velocity) and for CVJH performance at 4 time points during the 20-week study period: baseline, 6 weeks of INT, 12 weeks of INT, and 8 weeks after INT (detraining). The analysis used repeated-measures analysis of variance and Bonferroni post hoc test to identify possible differences in the CVJH delta in both groups. Spearman correlation was performed to verify the association between the values of the vertical jump tests and maturational levels found. The INT showed a significant improvement in the CVJH from baseline to 12 weeks and maintained training-induced gains after detraining period (p > 0.001). Significant increase in CVJH was found in the percentage of change (Δ%) from baseline to 6 weeks (p < 0.005), 12 weeks (p < 0.001), and detraining (p < 0.001) in INT compared with the CON. The results of this study indicate that INT was able to improve CVJH performance in novice youth volleyball players and these gains were sustained during the detraining period. These findings indicate that regular participation in supervised INT can enhance jumping performance in young volleyball players, and that this type of neuromuscular program may be particularly beneficial for youth with limited fundamental motor skill performance.

Changes in Fundamental Motor-Skill Performance Following a Nine-Month Mastery Motivational Climate Intervention

ABSTRACTPurpose: Children who do not learn their fundamental motor skills (FMS) are more likely to be unskilled, sedentary adults. By consequence, it behooves those teaching physical education to put in place mechanisms that promote as well as motivate children to master their FMS. One approach to achieving this goal is through the adoption of mastery motivational climates (MMC) in physical education. The purpose of this study was to determine the effects of a year-long (9-month) MMC physical education program on preschool children’s FMS learning. Method: Participants (N = 96, MMC = 58, Comparison = 38) completed the Test of Gross Motor Development-Third Edition prior to and after intervention. Intact classrooms were randomly assigned to either a MMC or comparison group. A repeated measures nested MANOVA was used to test changes by group. Follow-up measurements included univariate repeated measures and simple effects analyses. Results: There were no significant multivariate differences based on class membership (p = .249), indicating the nested structure was not associated with any meaningful differences in test scores. There was a significant multivariate difference based on the interaction of time (pre- versus post-test) and group (p < .001). Both locomotor and ball skills significantly varied between groups and across time. Children in both groups improved from pre-test to post-test, but the rate of improvement was significantly greater for the MMC group. Conclusions: A year-long MMC intervention is beneficial for improving children’s FMS.

Physical Activity and Fundamental Motor Skill Performance of 5⁻10 Year Old Children in Three Different Playgrounds.

Playgrounds provide opportunities for children to engage in physical activity and develop their fundamental motor skills. The aim of this descriptive pilot study was to examine whether playground design facilitated different levels of physical activity and fundamental motor skills. Children aged 5 to 10 (n = 57) were recruited from three independent playgrounds located in Melbourne (Australia). Whilst playing, children wore accelerometers which measured time spent in physical activity and direct observations recorded fundamental motor skills and play equipment use. A general linear model with playground type as the predictor and adjusting for monitor wear-time identified whether mean time in physical activity was different for the three playgrounds. Frequencies and a one-way ANOVA assessed whether the observed mean number of fundamental motor skills varied between playgrounds. On average, 38.1% of time (12.0 min) was spent in moderate- vigorous-intensity physical activity. Children in the traditional playground (n = 16) engaged in more moderate-intensity physical activity (9.4 min) than children in the adventure playground (n = 21), (5.6 min) (p = 0.027). There were no significant associations with vigorous-intensity physical activity or fundamental motor skills between playgrounds. Children performed few fundamental motor skills but used a wider variety of equipment in the contemporary and adventure playgrounds. Playgrounds need to maximise opportunities for children to engage in physical activity and develop fundamental motor skills.

Improving Functional Movement Proficiency in Middle School Physical Education

ABSTRACTPurpose: The purpose of this study was to examine whether functional movement proficiency could be improved as measured via the Functional Movement Screen using a standardized warm-up protocol in middle school physical education. A secondary purpose was to determine whether such improvement, if it occurred, would positively influence the technical performance of 4 fundamental motor skills: overhand throw, vertical jump, kicking, and running. Method: Participants were 120 7th- and 8th-grade physical education student volunteers. Two classes from each grade level were assigned to the functional group (N = 54) while the remaining 2 classes of each grade were assigned to the control group (N = 66). Baseline measures were obtained using the Functional Movement Screen and the Get Skilled: Get Active (2000) process-oriented motor skill assessment. For 6 weeks, the functional group warmed up by performing functional stretching, stability, and mobility exercises while the control group completed a traditional dynamic warm-up. Results: According to gain score analysis, those in the functional group significantly reduced dysfunctional movements (scores of 1) compared with those in the control group. Further, boys in the functional group significantly improved their Functional Movement Screen composite score as compared with their male counterparts in the control group whose scores declined. No differences were found for fundamental motor skill performance. Conclusion: Replacing the traditional dynamic warm-up with one that emphasizes functional movement in preparation for activity in physical education appears effective for correcting movement dysfunctions in young adolescents.

Skeletal maturation, fundamental motor skills, and motor performance in preschool children.

Relationships among skeletal age (SA), body size and fundamental motor skills (FMS) and motor performance were considered in 155 boys and 159 girls 3-6years of age. Stature and body mass were measured. SA of the hand-wrist was assessed with the Tanner-Whitehouse II 20 bone method. The Test of Gross Motor Development, 2nd edition (TGMD-2), and the Preschool Test Battery were used, respectively, to assess FMS and motor performance. Based on hierarchical regression analyses, the standardized residuals of SA on chronological age (SAsr) explained a maximum of 6.1% of the variance in FMS and motor performance in boys (ΔR2 3 , range 0.0%-6.1%) and a maximum of 20.4% of the variance in girls (ΔR2 3 , range 0.0%-20.4%) over that explained by body size and interactions of SAsr with body size (step 3). The interactions of the SAsr and stature and body mass (step 2) explained a maximum of 28.3% of the variance in boys (ΔR2 2 , range 0.5%-28.3%) and 16.7% of the variance in girls (ΔR2 2 , range 0.7%-16.7%) over that explained by body size alone. With the exception of balance, relationships among SAsr and FMS or motor performance differed between boys and girls. Overall, SA per se or interacting with body size had a relatively small influence in FMS and motor performance in children 3-6years of age.

The validity of parental reports on motor skills performance level in preschool children: a comparison with a standardized motor test

Motor skills are interrelated with essential domains of childhood such as cognitive and social development. Thus, the evaluation of motor skills and the identification of atypical or delayed motor development is crucial in pediatric practice (e.g., during well-child visits). Parental reports on motor skills may serve as possible indicators to decide whether further assessment of a child is necessary or not. We compared parental reports on fundamental motor skills performance level (e.g., hopping, throwing), based on questions frequently asked in pediatric practice, with a standardized motor test in 389 children (46.5% girls/53.5% boys, M age = 3.8 years, SD = 0.5, range 3.0–5.0 years) from the Swiss Preschoolers’ Health Study (SPLASHY). Motor skills were examined using the Zurich Neuromotor Assessment 3–5 (ZNA3–5), and parents filled in an online questionnaire on fundamental motor skills performance level. The results showed that the answers from the parental report correlated only weakly with the objectively assessed motor skills (r = .225, p < .001).Conclusion: Although a parental screening instrument for motor skills would be desirable, the parent’s report used in this study was not a valid indicator for children’s fundamental motor skills. Thus, we may recommend to objectively examine motor skills in clinical practice and not to exclusively rely on parental report.What is Known:• Early assessment of motor skills in preschool children is important because motor skills are essential for the engagement in social activities and the development of cognitive abilities. Atypical or delayed motor development can be an indicator for different developmental needs or disorders.• Pediatricians frequently ask parents about the motor competences of their child during well-child visits.What is New:• The parental report on fundamental motor skills performance level used in this study was not a reliable indicator for describing motor development in the preschool age.• Standardized examinations of motor skills are required to validly assess motor development in preschoolers.

The Effects of Videomodeling on Fundamental Motor Skill Performance of Middle School Children with Intellectual Disabilities

Proficiency in fundamental motor skills (FMS) is important for the health and overall development of children. Using a multiple-baseline-across-participants single-subject design, this study provided preliminary data on the effectiveness of videomodeling (VM) displayed via an iPad on the acquisition and maintenance of the standing long jump (SLJ) by six middle school children with moderate intellectual disabilities (ID). The study also explored whether the participant’s initial gross-motor development and off-task behaviors while watching instructional videos affected the acquisition of SLJ. Results demonstrated an increase in the number of correctly performed SLJ critical elements during the implementation of VM for all participants with higher and one participant with lower initial scores on the Test of Gross Motor Development-2 (TGMD). The increased performance was maintained two weeks after withdrawal of the intervention. The intervention had no effect on the acquisition of SLJ critical elements of two participants with lower TGMD initial scores. Participants who demonstrated off-task behaviors while watching the SLJ video demonstrated lower levels of SLJ acquisition. The preliminary data from this study suggest that the eventual use of VM as an additional and alternate type of instruction can lead to improved acquisition and maintenance of FMS by children with moderate ID.

An Evaluation of Videomodeling on Fundamental Motor Skill Performance of Preschool Children

Proficiency in fundamental motor skills (FMS) is important for both the health and the overall growth and development of young children. To identify factors that facilitate the development of FMS, the study provided preliminary data on the effect of videomodeling (VM) on the acquisition of FMS by typically developing young children. Participants were six conveniently selected typically developing preschool-age children from an early care and education center. A multiple-baseline-across-participants single-subject research design was used to evaluate VM effects. Motor skill acquisition was assessed with validated developmental sequences of the standing long jump and the overarm throw. The results demonstrated that the VM intervention improved participants’ FMS performance and the improvement was maintained even after the withdrawal of the VM, 2 weeks after the last VM session. Qualitative data collected via a self-report enjoyment scale and field notes with the instructors elicited four factors that might have affected participants’ performance: their attention and motivation to perform the task and the skill complexity and reproduction. The data suggest that VM may be an efficient strategy for teaching FMS to preschool-age children.

The Qualitative Fundamental Motor Performance Characteristics of Preadolescent Obese Children

This study examined the qualitative motor performance characteristics of 35 preadolescent obese children (18 female, 17 male) in the Midwest of the United States. An available sample of children ages six to 13 were classified as obese based on a BMI score of 30 or greater. The Test of Gross Motor Development-2 (TGMD-2)was used to assess all subjects. This test measures the qualitative motor ability of children using two subtest categories of fundamental motor skills including locomotors (running, hopping, skipping, jumping, leaping and galloping) as well as object control skills (throwing, catching, kicking, bouncing a ball, rolling a ball and striking). All participants received a raw score, standardized score, sum of standards and gross motor quotient score. All scores were compared to national norms established by the authors of the TGMD-2. The results indicated that the group norms of the obese children were significantly below the mean scores of the national average for all measures including locomotor standard scores (M=3.80, SD=2.44, p&lt;0.001) and object-control standard scores(M=4.43, SD=2.89, p&lt;0.001)and the gross motor development quotient (M=64.69, SD=15.05, p&lt;0.001).The researchers concluded that the significantly lower motor performance scores of obese children may lead this population to participate less in health enhancing movement opportunities as they grow into adolescence and adulthood. The authors noted that the TGMD-2 is designed for children ages 3-10 and has a significant ceiling effect for older children. A younger population may reveal more robust conclusions in further study. Additionally, further study is recommended to determine whether programs aimed at lowering obesity levels in children can have an impact on qualitative fundamental motor skill performance

Assessing fundamental motor skills in Belgian children aged 3-8 years highlights differences to US reference sample.

This study aimed to understand the fundamental motor skills (FMS) of Belgian children using the process-oriented Test of Gross Motor Development, Second Edition (TGMD-2) and to investigate the suitability of using the United States (USA) test norms in Belgium. FMS were assessed using the TGMD-2. Gender, age and motor performance were examined in 1614 Belgian children aged 3-8 years (52.1% boys) and compared with the US reference sample. More proficient FMS performance was found with increasing age, from 3 to 6 years for locomotor skills and 3 to 7 years for object control skills. Gender differences were observed in object control skills, with boys performing better than girls. In general, Belgian children had lower levels of motor competence than the US reference sample, specifically for object control skills. The score distribution of the Belgian sample was skewed, with 37.4% scoring below average and only 6.9% scoring above average. This study supported the usefulness of the TGMD-2 as a process-oriented instrument to measure gross motor development in early childhood in Belgium. However, it also demonstrated that caution is warranted when using the US reference norms.

Development of fundamental motor skills in children of a public school in the city of Sao Paulo

BACKGROUND: One common observation is that Brazilian children are failing to achieve the expected proficiency, regarding the chronological age, in performing gross motor skills. PURPOSE: The aim was to verify the development of fundamental motor skills of 6- and 9-year-old children from a public school of São Paulo city. METHOD: Eight two children were selected from the first and fourth Elementary year, 40 children from the first grade (6.6 year-old, 20 boys and 20 girls) and 42 children from the fourth grade (9.2 year-old, 21 boys and 21 girls). Children were videotaped performing the Test of Gross Motor Development tasks, locomotor and object-control subtests. Three experimenters inspected the video images and rated the children’s performance following the suggested criteria. RESULTS: Nine-year-old children were advanced in fundamental motor skill performance compared to 6-year-old, but children from both age groups are delayed to the expected fundamental motor skill development. Moreover, the developmental delay is even worse as chronological age increases, with 6-year-old rated as poor whereas 9-year-old children are rated as very poor in fundamental motor skill development. CONCLUSION: These results raise several concerns regarding the importance of mastering the basic motor skills and future enrolment in motor activities.

Development of fundamental motor skills in children of a public school in the city of Sao Paulo

&lt;p&gt;&lt;strong&gt;BACKGROUND:&lt;/strong&gt; One common observation is that Brazilian children are failing to achieve the expected proficiency, regarding the chronological age, in performing gross motor skills. &lt;strong&gt;PURPOSE:&lt;/strong&gt; The aim was to verify the development of fundamental motor skills of 6- and 9-year-old children from a public school of São Paulo city. &lt;strong&gt;METHOD:&lt;/strong&gt; Eight two children were selected from the first and fourth Elementary year, 40 children from the first grade (6.6 year-old, 20 boys and 20 girls) and 42 children from the fourth grade (9.2 year-old, 21 boys and 21 girls). Children were videotaped performing the Test of Gross Motor Development tasks, locomotor and object-control subtests. Three experimenters inspected the video images and rated the children’s performance following the suggested criteria. &lt;strong&gt;RESULTS:&lt;/strong&gt; Nine-year-old children were advanced in fundamental motor skill performance compared to 6-year-old, but children from both age groups are delayed to the expected fundamental motor skill development. Moreover, the developmental delay is even worse as chronological age increases, with 6-year-old rated as poor whereas 9-year-old children are rated as very poor in fundamental motor skill development. &lt;strong&gt;CONCLUSION:&lt;/strong&gt; These results raise several concerns regarding the importance of mastering the basic motor skills and future enrolment in motor activities.&lt;strong&gt; &lt;/strong&gt;&lt;/p&gt;

Preparing pre-service primary school teachers to assess fundamental motor skills: two skills and two approaches

Background: Pre-service teacher education (PSTE) programmes for generalist primary school teachers have limited time allocated to Physical Education, Health and Personal Development. In practice, teachers in schools are required to assess motor skills despite the fact that their training provides minimal preparation. This necessitates creative approaches by tertiary educators in Australia to prepare teachers to effectively teach the fundamental motor skills (FMS), which also includes the need for assessment.Purpose: To evaluate PSTE students' experiences of assessing peers across a range of FMS in a practical group environment. The performance of each FMS was assessed in real time and simultaneously video recorded for later re-assessment. The PSTE students were provided with student-centred pedagogical experiences designed to expose the effect of assessing movement in ‘real’ time and comparing this to the same performances with ‘video’ time.Participants and setting: Across a 2-week module of an 11-week semester, second year Bachelor of Education (Primary) students (N = 44) were provided with both a lecture and an aligned workshop to progress students' skills of FMS movement analysis. Students were allocated to groups comprising four individuals, who were required to perform a series of FMS performance and assessment tasks at each of the seven testing stations.Data collection: At each station, each individual performed three trials for the run, strike, catch, throw, dodge, vertical jump and stationary kick, and results recorded using assessment sheets from the Get Skilled: Get Active (2000) resource. Peers were assessed in real time and in addition each performance was simultaneously video recorded for later assessment. Of the seven skills, the run and the overarm throw were selected for reporting in this paper.Data analysis: The data from 44 pre-service teachers' codings, i.e. 1320 for the run and 1584 for the overarm throw were analysed for trends in levels of agreement and disagreement for each skill component. Levels of significant differences were explored using a z-test. Self-evaluative comments on the value of the learning experience were subjected to the Leximancer text analytic software for commonly occurring concepts and themes.Findings: The components of the run demonstrating the highest level of disagreement between real and video analysis were component 3: arms bend at elbows and move in opposition to legs and component 4: contacting ground with front part of foot. For the overarm throw, both components 3: throwing arm nearly straightened behind the body, and component 5, marked sequential hip to shoulder rotation during the throw, had the highest level of disagreement. The components noted here as having the highest level of disagreement were also significant at the p < 0.05 level, when statistically analysed, using z-scores.Conclusions: These students reported a high level of satisfaction regarding the value of this peer assessment learning-pedagogy as an awareness raising exercise and as a potential tool to assist them to learn to analyse movement. PSTE educators may find value in the approach described in this paper for inclusion in their programme.