11/05/2021 Education Medicine
DOI: 10.1080/1091367X.2021.1874955 SemanticScholar ID: 235914828

Fundamental Movement Skills and Their Assessment in Primary Schools from the Perspective of Teachers

Publication Summary

ABSTRACT Evidence suggests that children struggle to acquire age-appropriate fundamental movement skills (FMS), despite their importance for facilitating physical activity. This has led to calls for routine school-based screening of children’s FMS. However, there is limited research exploring schools’ capacity to conduct such assessments. This study investigated what factors might affect the adoption and implementation of FMS assessments in primary schools. School staff (n = 853) completed an online questionnaire developed using the Capability, Opportunity, Motivation and Behavior (COM-B) model. A majority reported that knowledge of pupils’ FMS ability would be beneficial (65.3%), and 71.8% would assess FMS if support was provided. Barriers included: Capability – few possessed knowledge of FMS (15%); Opportunity – teachers reported 30–60 minutes as acceptable for assessing a class, a substantially shorter period than current assessments require; Motivation – 57.2% stated FMS assessments would increase workload stress. Solutions to these issues are discussed using the COM-B theoretical framework.

CAER Authors

Avatar Image for Lucy Eddy

Dr. Lucy Eddy

University of Bradford - Postdoctoral Research Fellow

Avatar Image for Liam Hill

Dr. Liam Hill

University of Leeds - Lecturer in Developmental Psychology

Avatar Image for Mark Mon-Williams

Prof. Mark Mon-Williams

University of Leeds - Chair in Cognitive Psychology

Avatar Image for Nick Preston

Dr. Nick Preston

University of Leeds - Research Fellow

Avatar Image for Andy Daly-Smith

Dr. Andy Daly-Smith

University of Bradford - Reader

Avatar Image for Daniel Bingham

Dr. Daniel Bingham

Bradford Institute for Health Research - Senior Research Fellow

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