Understanding the Use of Motor Competence Assessments in Australian Elementary Physical Education: A Qualitative Study

Purpose: Developing motor competence (MC) is a key objective of elementary health and physical education (HPE) curricula in Australia, which includes explicit assessment. However, the use of valid, reliable, and feasible MC assessments by elementary HPE teachers is largely unknown. This study aims to: (i) understand the use of evidence-based MC assessments by Victorian HPE teachers, and (ii) explore barriers and facilitators from teacher and stakeholder perspectives. Method: Semistructured online interviews were conducted with 16 participants, including eight Victorian HPE teachers and eight Australian education stakeholders. The Capability, Opportunity, Motivation-Behavior model framed the interview questions and thematic data analysis. Results: Teachers rarely used evidence-based assessment tools and often developed their own. Barriers included insufficient resources, support, and training. Stakeholders noted inadequate teacher preparation for MC assessment. Facilitators included technology and support materials/resources. Discussion/Conclusion: Enhancing teacher education and access to evidence-based MC assessments may improve MC teaching quality and student MC.