scholarly journals PHYSICAL LITERACY IN ELEMENTARY PHYSICAL EDUCATION: A SURVEY OF FUNDAMENTAL MOVEMENT SKILL PRACTICE PATTERNS

2020 ◽  
Vol 8 (4_suppl3) ◽  
pp. 2325967120S0016
Author(s):  
Lauren S. Butler ◽  
Apeksha Gupta ◽  
Amie DeVerna ◽  
James G. Moore ◽  
Kevin Latz ◽  
...  
Keyword(s):  
Physical Education ◽  
Direct Instruction ◽  
Motor Development ◽  
Practice Patterns ◽  
Standardized Assessment ◽  
Health Concern ◽  
Physical Literacy ◽  
Gross Motor ◽  
Fundamental Movement Skill ◽  
Gross Motor Development

Background: Pediatric physical inactivity is a major public health concern. According to the 2017 State of Play report, only 24% of youth meet the recommended physical activity (PA) dosage. Previous studies identified fundamental movement skill (FMS) proficiency as a predictor of physical literacy and PA. Mastery of FMS requires direct instruction and practice; however, it is unknown how well FMS are implemented in physical education (PE). Hypothesis/Purpose: To describe FMS practice patterns in the elementary PE curriculum. We had two hypotheses: 1) Fewer PE teachers provide comprehensive FMS instruction in later curriculum (grades 4-6) compared to early curriculum (grades 1-3) and 2) Fewer PE teachers teach FMS with direct instruction methods in later curriculum compared to early curriculum. Methods: A cross sectional survey design was used. PE teachers (grades 1-6) were recruited via electronic mail from various U.S. regions from January 2018 to March 2019. An electronic questionnaire was developed to ask about timing of FMS teaching and method of instruction. Additional questions were asked about methods used to evaluate FMS proficiency, including use of a standardized assessment of gross motor development, referrals and remediation recommended for children who appeared to be falling behind, and perceived barriers to FMS instruction. Chi-square tests (p<0.05) were employed. Results: We collected 87 responses with approximately 9% from West, 42% from Midwest, and 49% from South regions. Among all responses, 54% of PE teachers taught all FMS and 40% taught all FMS with direct instruction. Approximately, 66 % taught all FMS for grades 1-3 compared to 42% for grades 4-6 (p<0.0001). Regarding instruction methods, 47% of teachers for grades 1-3 utilized direct instruction to teach all FMS compared to 27% for grades 4-6 (p=0.0007). Only 3.7% of teachers used a standardized assessment of gross motor development to evaluate FMS proficiency. For children who appeared to be falling behind, 6.7% of teachers reported accepting the child’s “best effort” in participation. Only 7.3% reported referring to an exercise program and no PE teacher sought a healthcare referral. Time was reported as the greatest barrier to improving a child’s FMS competency in 52.4% of responses. Conclusion: Results suggests that fewer PE teachers teach all FMS in late elementary PE curriculum compared to early curriculum. Additionally, fewer teachers utilize direct instruction methods to teach skills in late elementary curriculum. With time reported as the greatest barrier, a more efficient screening tool to evaluate FMS competency may be needed.

scholarly journals Intra-Rater (Live vs. Video Assessment) and Inter-Rater (Expert vs. Novice) Reliability of the Test of Gross Motor Development—Third Edition

2021 ◽  
Vol 18 (4) ◽  
pp. 1652
Author(s):  
Aida Carballo-Fazanes ◽  
Ezequiel Rey ◽  
Nadia C. Valentini ◽  
José E. Rodríguez-Fernández ◽  
Cristina Varela-Casal ◽  
...  
Keyword(s):  
Physical Education ◽  
Motor Development ◽  
Intraclass Correlation ◽  
Slow Motion ◽  
Healthy Children ◽  
Gross Motor ◽  
Rater Reliability ◽  
Video Assessment ◽  
Gross Motor Development ◽  
Ball Skills

The Test of Gross Motor Development (TGMD) is one of the most common tools for assessing the fundamental movement skills (FMS) in children between 3 and 10 years. This study aimed to examine the intra-rater and inter-rater reliability of the TGMD—3rd Edition (TGMD-3) between expert and novice raters using live and video assessment. Five raters [2 experts and 3 novices (one of them BSc in Physical Education and Sport Science)] assessed and scored the performance of the TGMD-3 of 25 healthy children [Female: 60%; mean (standard deviation) age 9.16 (1.31)]. Schoolchildren were attending at one public elementary school during the academic year 2019–2020 from Santiago de Compostela (Spain). Raters scored each children performance through two viewing moods (live and slow-motion). The ICC (Intraclass Correlation Coefficient) was used to determine the agreement between raters. Our results showed moderate-to-excellent intra-rater reliability for overall score and locomotor and ball skills subscales; moderate-to-good inter-rater reliability for overall and ball skills; and poor-to-good for locomotor subscale. Higher intra-rater reliability was achieved by the expert raters and novice rater with physical education background compared to novice raters. However, the inter-rater reliability was more variable in all the raters regardless of their experience or background. No significant differences in reliability were found when comparing live and video assessments. For clinical practice, it would be recommended that raters reach an agreement before the assessment to avoid subjective interpretations that might distort the results.

The Effects of Quality Daily Physical Education on Movement Competency in Obese versus Nonobese Children

1997 ◽  
Vol 14 (3) ◽  
pp. 222-237 ◽  
Author(s):  
J. Dru Marshall ◽  
Marcel Bouffard
Keyword(s):  
Physical Education ◽  
Aerobic Fitness ◽  
Motor Development ◽  
Gross Motor ◽  
Fitness Level ◽  
Gross Motor Development ◽  
Obesity Status ◽  
Group Sex ◽  
Run Test ◽  
Performance Results

The purposes of the study were to determine if there is a difference in gross motor skill movement competencies between obese and nonobese children; whether Quality Daily Physical Education (QDPE) programs facilitated the development of movement skill in obese children; and whether there is an association between aerobic fitness level and motor performance results. A 2 Sex (male, female) × 2 Group (obese, nonobese) × 2 Age Categories (Grade 1, Grade 4) × 2 Program (QDPE, non-QDPE) completely randomized factorial design was used. Movement competency (Test of Gross Motor Development (TGMD)) and aerobic fitness (20 m shuttle run test) were assessed in 100 age-, sex-, and school-matched obese and nonobese pairs. A significant three-way interaction of Program × Group × Sex was found for the TGMD total score, suggesting that QDPE programs facilitate the development of gross motor skills in those children who are less movement competent to begin with, regardless of their obesity status. Correlations showed that aerobic fitness level was predictive of the TGMD scores. This study provides evidence in support of QDPE programs.

scholarly journals Gross Motor Development Level Of The Children Age 9 Years

2014 ◽  
Vol 2 (11) ◽  
pp. 129-135
Author(s):  
Masri Baharom ◽  
Ahmad Hashim ◽  
Mahaliza Mansor
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Motor Skills ◽  
Learning Process ◽  
Motor Development ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Gross Motor Development

Physical education plays a role in contributing to the growth and development of the children through the learning experience to meet the needs of the psychomotor, cognitive, and affective domain [1,9,8,11]. All children will go through a learning process based on Physical Education syllabus as set out in the primary school integrated Curriculum (KBSR). In the Physical Education curriculum, children have been encourage to develop fitness, skill and sportsmanship. The focus of this study is about teaching of fitness in gross motor skills which consist of the locomotors and manipulative skills. Children age seven to nine years have been involved in teaching and learning process based on these skills. Children will apply all the locomotors and manipulative skills since they are in level one primary school.

scholarly journals The effects of extracurricular physical education classes on gross motor development in primary school children – pilot study

2019 ◽  
Vol 11 (1) ◽  
pp. 136-143
Author(s):  
Waldemar Skowroński ◽  
Marianna Skowrońska ◽  
Izabela Rutkowska ◽  
Grzegorz Bednarczuk ◽  
Kalina Maria Kaźmierska-Kowalewska ◽  
...  
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Motor Skills ◽  
Motor Development ◽  
Primary Schools ◽  
First Grade ◽  
Primary School Children ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Gross Motor Development

SummaryStudy aim: The aim of the study was to investigate the changes in gross motor skills in children participating and not participating in a project of extracurricular physical education classes in primary schools called “From fun to sport”.Material and methods: Thirty-one children in the first grade of primary school participated in the study (16 boys and 15 girls). A pedagogical quasi-experiment was applied. Children from the experimental group participated in an additional 45-minute lesson. To assess gross motor skills the TGMD-2 (Test of Gross Motor Development-2) was used.Results: Statistically significant differences were observed in the level of gross motor skills between children attending extracurricular physical education classes and those who did not participate in such activities (GMDQ: Δ boys = 11.86, p = 0.032; Δ girls = 13.1, p = 0.036).Conclusion: The experiment revealed large effects of additional activities of the project on increase of children’s motor skills level. Additional time should be included in physical education for the development of gross motor skills in physical education classes at the initial stage of school education.

Effectiveness of a Training Program with Physical Education Students and Experienced Physical Education Teachers in Scoring the Test of Gross Motor Development

1997 ◽  
Vol 84 (3) ◽  
pp. 771-778 ◽  
Author(s):  
Rory Suomi ◽  
Joanne Suomi
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Motor Skills ◽  
Motor Development ◽  
Physical Education Teachers ◽  
Education Students ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Teaching Preparation ◽  
Physical Education Students

Recently there has been an increase in the need for instruction and assessment of motor skills of students with disabilities for the regular physical education teacher; however, research has indicated that training of physical educators in assessment of motor skills for students with disabilities is often inadequate. Models of teaching preparation such as the infusion approach stress the need to integrate teaching and assessment techniques applicable to students with and without disabilities. In this study, the effectiveness of assessment training on the accuracy of scoring the Test of Gross Motor Development was investigated. Two students (one special education, one nonspecial education) were filmed and evaluated by three experts in the field of adapted physical education. The expert raters' scores were then compared to scores obtained by 26 physical education students and 26 experienced physical education teachers. Results of the study indicate that the instruction received in an assessment course enables undergraduate physical education students to assess accurately the motor skill performance of students with and without disabilities.

Activity-Based Intervention in Motor Skill Development

2005 ◽  
Vol 100 (3_suppl) ◽  
pp. 1011-1020 ◽  
Author(s):  
R. R. Goyakla Apache
Keyword(s):  
Physical Education ◽  
Direct Instruction ◽  
Motor Development ◽  
Intervention Program ◽  
Preschool Education ◽  
Instructional Delivery ◽  
Spring Semester ◽  
Preschool Students ◽  
Gross Motor Development ◽  
Before And After

This study assessed the effectiveness of an activity-based intervention program and a direct instruction program for preschool children with disabilities. Two groups of preschool students (average age = 4.1 yr.), classified as having developmental delays or at risk for such delays, were selected. They were provided 15 weeks of physical education through activity-based intervention and 15 weeks of physical education by direct instruction. Instruction was provided three times a week for 30-min. each session. In the fall semester the morning group received physical education through activity-based intervention, while the afternoon group received physical education through direct instruction. In the spring semester delivery of instruction was reversed for each group. The curriculum and activities provided to each group were identical with only the instructional delivery format altered. Two sets of pre- and post-tests using the Test of Gross Motor Development were administered before and after each 15-wk. instructional period. Group improvement in skills was compared between instructional methods. Significant improvement in both locomotor and object control skills through the activity-based intervention was found compared to direct instruction. Activity-based intervention was shown to be easily adapted to a naturalistic educational setting befitting that of preschool education.

scholarly journals Physical education in school children with partial or complete hearing loss to improve gross motor skill development

2020 ◽  
Vol 41 (46) ◽  
pp. 1-10
Author(s):  
Paulina OCHOA-MARTINEZ ◽  
Keyword(s):  
Hearing Loss ◽  
Physical Education ◽  
Motor Development ◽  
Education Program ◽  
Motor Coordination ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Motor Skill Development ◽  
Before And After ◽  
Gross Motor Skill

The objective was to evaluate the effect of a physical education program in schoolchildren with hearing loss or weakness on gross motor development (GDM). The physical education program was conducted for four months, with sessions five times a week, communicating through Mexican sign language and applying tasks that emphasized motor coordination. Before and after the intervention, gross motor development was assessed with the TGMD-2 test. Inferential statistics with analysis of variance (ANOVA) 2x2 showed double significant interaction between groups and measurements (p=0.05), showing effectiveness in the participating subjects.

The Instructional Sensitivity of the Test of Gross Motor Development-3 to Detect Changes in Performance for Young Children With and Without Down Syndrome

2021 ◽  
Vol 38 (1) ◽  
pp. 95-108
Author(s):  
Kerri L. Staples ◽  
E. Andrew Pitchford ◽  
Dale A. Ulrich
Keyword(s):  
Down Syndrome ◽  
Physical Education ◽  
Motor Development ◽  
Performance Criteria ◽  
Effect Sizes ◽  
Developmental Assessment ◽  
High Confidence ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Instructional Sensitivity

The Test of Gross Motor Development is among the most commonly used measures of gross motor competency in children. An important attribute of any developmental assessment is its sensitivity to detect change. The purpose of this study was to examine the instructional sensitivity of the Test of Gross Motor Development—third edition (TGMD-3) performance criteria to changes in performance for 48 children (age 4–7 years) with and without Down syndrome following 10 weeks of physical education. Paired t tests identified significant improvements for all children on locomotor (p < .01) and ball skills (p < .01). These significant differences were associated with moderate to large effect sizes. SEM was low relative to the maximum raw score for each subtest, indicating high confidence in the scores. These findings provide evidence that the TGMD-3 is sensitive to change in performance for children with and without Down syndrome.

Fundamental Movement Patterns in Tasmanian Primary School Children

1997 ◽  
Vol 84 (1) ◽  
pp. 307-316 ◽  
Author(s):  
Dean Cooley ◽  
Rebecca Oakman ◽  
Lars McNaughton ◽  
Todd Ryska
Keyword(s):  
Physical Education ◽  
Primary School ◽  
School Children ◽  
Motor Development ◽  
Motor Skill ◽  
Skill Training ◽  
Primary School Children ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Fundamental Movement Patterns

Gross motor development, using the Test of Gross Motor Development was investigated in 7– and 10-yr.-old Tasmanian school children ( N = 574) to provide normative data for primary school children. The effects of daily physical education, time spent on physical education per week, schools with and without a trained physical educator, motor skill training programs, and their effects upon development of fundamental movement patterns was also investigated. Time spent on physical education instruction per week, significantly influenced Gross Motor Development scores in that the more time spent on physical education, the higher the score. Having a motor skill training program in the school was significant for 10-yr.-olds. A review of daily physical education with perhaps a goal of greater emphasis on manipulative control skills such as kicking, throwing, and striking should take place especially for girls, as their scores were significantly lower than those of boys.

Curriculum Enrichment with Self-Testing Activities in Development of Fundamental Movement Skills of First-Grade Children in Greece

2002 ◽  
Vol 94 (3_suppl) ◽  
pp. 1259-1270 ◽  
Author(s):  
Dimitrios Karabourniotis ◽  
Christina Evaggelinou ◽  
George Tzetzis ◽  
Thomas Kourtessis
Keyword(s):  
Physical Education ◽  
Motor Development ◽  
First Grade ◽  
Control Group ◽  
Testing Time ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Self Testing

The purpose of this study was to investigate the effect of Self-testing activities on the development of fundamental movement skills in first-grade children in Greece. Two groups of children were tested. The Control group ( n = 23 children) received the regular 12-wk. physical education school program and the Experimental group ( n = 22 children) received a 12-wk. skill-oriented program with an increasing allotment of self-testing activities. The Test of Gross Motor Development was used to assess fundamental movement skills, while the content areas of physical education courses were estimated with an assessment protocol, based on the interval recording system called the Academic Learning Time-Physical Education. A 2 × 2 repeated measures analysis of variance with group as the between factor and testing time (pretest vs posttest) as the repeated-measures factor was performed to assess differences between the two groups. A significant interaction of group with testing time was found for the Test of Gross Motor Development total score, with the Experimental group scoring higher then the Control group. A significant main effect was also found for test but not for group. This study provides evidence supporting the notion that a balanced allotment of the self-testing and game activities beyond the usual curriculum increases the fundamental motor-skill development of children. Also, it stresses the necessity for content and performance standards for the fundamental motor skills in educational programs. Finally, it seems that the Test of Gross Motor Development is a useful tool for the assessment of children's fundamental movement skills.

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