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Physical education teachers' perspectives and experiences when teaching FMS to early adolescent girls

Lander, Natalie J., Hanna, Lisa, Brown, Helen, Telford, Amanda, Morgan, Philip J., Salmon, Jo and Barnett, Lisa M. 2017, Physical education teachers' perspectives and experiences when teaching FMS to early adolescent girls, Journal of teaching in physical education, vol. 36, no. 1, pp. 113-118, doi: 10.1123/jtpe.2015-0201.

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Title Physical education teachers' perspectives and experiences when teaching FMS to early adolescent girls
Author(s) Lander, Natalie J.
Hanna, LisaORCID iD for Hanna, Lisa orcid.org/0000-0003-3173-3381
Brown, HelenORCID iD for Brown, Helen orcid.org/0000-0002-5460-3654
Telford, Amanda
Morgan, Philip J.
Salmon, JoORCID iD for Salmon, Jo orcid.org/0000-0002-4734-6354
Barnett, Lisa M.ORCID iD for Barnett, Lisa M. orcid.org/0000-0002-9731-625X
Journal name Journal of teaching in physical education
Volume number 36
Issue number 1
Start page 113
End page 118
Total pages 6
Publisher Human Kinetics
Place of publication Champaign, Ill.
Publication date 2017-01
ISSN 0273-5024
1543-2769
Keyword(s) teaching effectiveness
physical education
fundamental movement skills
Summary Purpose: Competence in fundamental movement skills (FMSs) is positively associated with physical activity, fitness, and healthy weight status. However, adolescent girls exhibit very low levels of fundamental movement skill (FMS) proficiency. Method: In the current study, interviews were carried out with physical education teachers to investigate their perspectives of: (i) the importance and relevance of teaching FMSs to Year 7 girls, and (ii) the factors influencing effective FMS instruction. Results: There were two major findings in the data: Year 7 was perceived to be a critical period to instruct girls in FMSs; and current teaching practices were perceived to be suboptimal for effective FMS instruction. Conclusion: Apparent deficits in current FMS teaching practice may be improved with more comprehensive teacher training (both during physical education teacher education (PETE) and in in-service professional development) in pedagogical strategies, curriculum interpretation, and meaningful assessment.
Language eng
DOI 10.1123/jtpe.2015-0201
Field of Research 110699 Human Movement and Sports Science not elsewhere classified
1302 Curriculum And Pedagogy
Socio Economic Objective 920401 Behaviour and Health
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2017, Human Kinetics
Persistent URL http://hdl.handle.net/10536/DRO/DU:30091692

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