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Primary School Teachers? Perceptions of Physical Literacy Assessment: A Mixed-Methods Study

Version 2 2024-05-31, 00:27
Version 1 2023-05-03, 23:07
journal contribution
posted on 2024-05-31, 00:27 authored by Inimfon A Essiet, Elyse WarnerElyse Warner, Natalie LanderNatalie Lander, Jo SalmonJo Salmon, Michael J Duncan, Emma LJ Eyre, Lisa BarnettLisa Barnett
Purpose: 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.

History

Journal

Journal of Teaching in Physical Education

Volume

42

Location

Champaign, Ill.

ISSN

0273-5024

eISSN

1543-2769

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Issue

4

Publisher

Human Kinetics