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ERIC Number: EJ958235
Record Type: Journal
Publication Date: 2012-Feb
Pages: 13
Abstractor: As Provided
Reference Count: 35
ISSN: ISSN-1356-336X
The Effect of Teachers Trained in a Fundamental Movement Skills Programme on Children's Self-Perceptions and Motor Competence
Breslin, Gavin; Murphy, Marie; McKee, David; Delaney, Brian; Dempster, Martin
European Physical Education Review, v18 n1 p114-126 Feb 2012
Perceived and actual motor competence are hypothesized to have potential links to children and young people's physical activity (PA) levels with a potential consequential link to long-term health. In this cross-sectional study, Harter's (1985, "Manual for the Self-perception Profile for Children." Denver, CO: University of Denver) Competency Motivation-based framework was used to explore whether a group of children taught, during curriculum time, by teachers trained in the Fundamental Movement Skills (FMS) programme, scored higher on self-perception and on core motor competencies when compared to children whose teachers had not been so trained. One hundred and seventy seven children aged 7-8 years participated in the study. One hundred and seven were taught by FMS-trained teachers (FMS) and the remaining 70 were taught by teachers not trained in the programme (non-FMS). The Harter Self-Perception Profile for Children assessed athletic competence, scholastic competence, global self-worth and social acceptance. Three core components of motor competence (body management, object control and locomotor skills) were assessed via child observation. The FMS group scored higher on all the self-perception domains (p less than 0.05). Statistically significant differences were found between the schools on all of the motor tasks (p less than 0.05). The relationships between motor performance and self-perception were generally weak and non-significant. Future research in schools and with teachers should explore the FMS programme's effect on children's motor competence via a longitudinal approach. (Contains 2 figures and 5 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Northern Ireland)