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Primary School Teachers? Perceptions of Physical Literacy Assessment: A Mixed-Methods Study
journal contribution
posted on 2023-05-03, 23:07 authored by Inimfon Aniema Essiet, Elyse WarnerElyse Warner, Natalie LanderNatalie Lander, Jo SalmonJo Salmon, Michael J Duncan, Emma LJ Eyre, Lisa BarnettLisa BarnettPurpose: Teachers are important stakeholders in supporting children’s physical literacy (PL), yet teachers’ perception of PL assessment is underexplored. Method: Utilizing a mixed-methods design, 122 primary school teachers (of children aged 5–12 years) in Australia completed an online survey, followed by nine interviews. Results: Teachers who favored assessment (58%) tended to report assessing PL in children (χ2[1, N = 110] = 7.025, p = .008). Those who reported assessing PL (also 58%) were more confident to do so (χ2[2, N = 109] = 10.540, p = .005). Teachers considered movement skills, engagement and enjoyment, relationships, and safety and risk as the most important elements for assessing PL. Qualitative data showed nonsupport for PL assessment stemmed from skepticism regarding relevance of assessment, appropriateness of assessment, and views that the curriculum and PL framework were implicitly linked. Conclusion: Professional development, resources, and suitable PL teacher assessments can upskill teachers’ knowledge, confidence, and reduce barriers in implementing PL assessments.
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JOURNAL OF TEACHING IN PHYSICAL EDUCATIONPublisher DOI
ISSN
0273-5024eISSN
1543-2769Language
EnglishPublication classification
C1 Refereed article in a scholarly journalPublisher
HUMAN KINETICS PUBL INCUsage metrics
Keywords
Social SciencesScience & TechnologyLife Sciences & BiomedicineEducation & Educational ResearchSport Sciencesphysical activityfundamental movement skillsphysical educatorqualitativequantitativePROFESSIONAL-DEVELOPMENTEDUCATIONCURRICULUMPediatricClinical ResearchCurriculum and Pedagogy not elsewhere classified
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