Primary school teacher perceived self-efficacy to teach fundamental motor skills

Callea, Micarle B., Spittle, Michael, O'Meara, James and Casey, Meghan 2008, Primary school teacher perceived self-efficacy to teach fundamental motor skills, Research in education, vol. 79, no. 1, pp. 67-75.

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Title Primary school teacher perceived self-efficacy to teach fundamental motor skills
Author(s) Callea, Micarle B.
Spittle, Michael
O'Meara, James
Casey, Meghan
Journal name Research in education
Volume number 79
Issue number 1
Start page 67
End page 75
Publisher Manchester University Press
Place of publication Manchester, England
Publication date 2008-05
ISSN 0034-5237
Keyword(s) self-efficacy
fundamental movement skills
physical education
primary school
Summary Fundamental Movement Skills (FMS) are a part of the school curricula, yet many Australian primary-age children are not mastering FMS. One reason may be a lack of perceived self-efficacy of primary teachers to teach FMS. This study investigated the level of perceived self-efficacy of primary school teachers to teach FMS in Victoria, Australia. A cross-sectional survey, based on the Victorian Institute of Teaching Standards of Professional Practice, was used to sample sixty-five pre-service and forty-six in-service teachers. Most primary school teachers were self-efficacious in teaching FMS (67.59 per cent); almost one-third (32.41 per cent) were not. Male teachers had higher perceived self-efficacy than female teachers, and a positive relationship was found between perceived self-efficacy to teach FMS and interest in, and participation in, physical activity (r = 0.52 and r = 0.31 respectively). Implications for practice include providing FMS teaching resources and professional training. Further research should explore the effect of perceived self-efficacy on teaching performance.
Language eng
Field of Research 130210 Physical Education and Development Curriculum and Pedagogy
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2008, Manchester University Press
Persistent URL http://hdl.handle.net/10536/DRO/DU:30020871

Document type: Journal Article
Collection: School of Exercise and Nutrition Sciences
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