Understanding the teaching and learning of fundamental movement skills in the primary physical education setting: A qualitative study
Publication in refereed journal
CUHK Authors
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AbstractPurpose: Evidence demonstrates that many school children fail to master fundamental movement skills (FMS). Little is known about the teaching and learning of FMS in Hong Kong. This study aimed to capture voices from both teachers and students to better understand the current FMS practices in primary physical education Methods: Semistructured interviews with physical education teachers and focus groups with students were conducted. Thematic analysis of teacher transcriptions was performed. Student focus groups were analyzed using a framework approach, guided by TARGET (i.e., Task, Autonomy, Recognition, Grouping, Evaluation, and Time). Results: Several “teacher” level themes were developed: Self-efficacy (mis)judgment, limited pedagogical content knowledge, ineffective instructional and assessment strategies, insufficient teacher training, and deprioritization of skill development in physical education. Students perceived the need for a more student-centered approach to the teaching of FMS. Conclusions: Results highlighted the need for a different approach to initial and continuous teacher education in FMS. Further investigation into the most effective forms of teacher education is necessary, in order to improve the teaching and learning of FMS in schools.
Acceptance Date07/11/2022
All Author(s) ListChan CHS, Ha ASC, Lander N, Ng JYY
Journal nameJournal of Teaching in Physical Education
Year2023
Month10
Volume Number42
Issue Number4
PublisherHuman Kinetics
Place of PublicationChampaign, Illinois, USA
Pages621 - 630
ISSN0273-5024
eISSN1543-2769
LanguagesEnglish-United States
Keywordsteacher effectiveness, professional development, assessment, TARGET, motivational climate
