File(s) under permanent embargo

Physical education teacher training in fundamental movement skills makes a difference to instruction and assessment practices

journal contribution
posted on 01.01.2015, 00:00 authored by Natalie LanderNatalie Lander, Lisa BarnettLisa Barnett, Helen BrownHelen Brown, Amanda Telford
The purpose of this study was to investigate instruction and assessment of fundamental movement skills (FMSs) by Physical Education (PE) teachers of Year 7 girls. Of 168 secondary school PE teachers, many had received little FMSs professional development, and although most assessed student FMSs proficiency, the quality of assessment was variable. Neither years of experience nor confidence influenced the quality of assessment tools used; however, greater FMSs training improved assessment practice regularity. Teachers more recently out of preservice were more confident in demonstrating FMSs. The results suggest that FMSs education for teachers should be a priority inclusion in both the training of preservice teachers and the ongoing professional development of in-service teachers.

History

Journal

Journal of Teaching in Physical Education

Volume

34

Issue

3

Pagination

548 - 556

ISSN

0273-5024

eISSN

1543-2769

Publication classification

C Journal article; C1 Refereed article in a scholarly journal

Copyright notice

2015, Human Kinetics