The effect of teachers trained in a fundamental movement skills programme on children’s self-perceptions and motor competence

Abstract

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 < 0.05). Statistically significant differences were found between the schools on all of the motor tasks (p < 0.05).

Actual vs. Perceived Motor Competence in Children (8–10 Years): An Issue of Non-Veridicality

“…Concerning the perception of MC, sex-mediated differences are found to proliferate during child development [43,44]. The modal finding in the literature is that boys and girls around the pre-school years display equal perceptions of competence [59,60]. However, from primary school years onward, higher self-perceptions in boys are consistently found [45,46], which supports the findings in the present study.…”

The Effect of Collegial School Management on Improvement of Students’ skills

“…The classroom management (Reinke et al, 2014), self-management and regulation strategy (Thompson, 2014), students' self and social-awareness, self and relationshipmanagement (Ee & Ong, 2014), as well as camps and field trips (Breslin et al, 2012) fostering classroom management and student skills and competences. Robacker et al (2016) pointed out that formal school management influence on lower students' knowledge and skills, meanwhile, Briesch et al (2013) suggest a moderate to the strong effect of collegial school management intervention for increasing student engagement and their life skills.…”

Teacher Competence in Developing Motor Skills of Elementary School Students

“…In order for gross motor skills and skills to develop, children can be given kinesthetic stimulation such as running zigzag and jumping with both feet in various directions [19]. Good and right body position and basic movements such as sitting, standing, walking, running and other movements in sports cannot be achieved by children if the right gross motor development program is not implemented; although they have characteristics as energetic and dynamic children [20].…”