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Teachers’ perceptions of a fundamental movement skill assessment battery in a school setting

Lander, Natalie, Morgan, Philip J., Salmon, Jo and Barnett, Lisa M. 2016, Teachers’ perceptions of a fundamental movement skill assessment battery in a school setting, Measurement in physical education and exercise science, vol. 20, no. 1, pp. 50-62, doi: 10.1080/1091367X.2015.1095758.

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Title Teachers’ perceptions of a fundamental movement skill assessment battery in a school setting
Author(s) Lander, Natalie
Morgan, Philip J.
Salmon, Jo
Barnett, Lisa M.
Journal name Measurement in physical education and exercise science
Volume number 20
Issue number 1
Start page 50
End page 62
Total pages 13
Publisher Taylor and Francis
Place of publication London, Eng.
Publication date 2016
ISSN 1091-367X
1532-7841
Summary Fundamental movement skills (FMS) competence is low in adolescent girls. An assessment tool for teachers is needed to monitor FMS in this demographic. The present study explored whether the Canadian Agility and Movement Skill Assessment (CAMSA) is feasible for use by physical education (PE) teachers of Australian Year 7 girls in a school setting. Surveys, focus group interviews, and direct observation of 18 specialist PE teachers investigated teachers’ perceptions of this tool. Results indicated that the CAMSA was usable in a real-world school setting and was considered a promising means to assess FMS in Year 7 girls. However, future iterations may require minor logistical alterations and further training for teachers on how to utilize the assessment data to enhance teaching practice. These considerations could be used to improve future design, application, and training of the CAMSA in school-based PE.
Language eng
DOI 10.1080/1091367X.2015.1095758
Field of Research 110699 Human Movement and Sports Science not elsewhere classified
1106 Human Movement And Sports Science
1302 Curriculum And Pedagogy
Socio Economic Objective 920499 Public Health (excl. Specific Population Health) not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2016, Taylor and Francis
Free to Read? No
Free to Read Start Date 2018-07-01
Persistent URL http://hdl.handle.net/10536/DRO/DU:30079839

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Created: Thu, 03 Dec 2015, 10:29:57 EST

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