Fundamental movement skills in Hong Kong kindergartens: A grade-level analysis

Fundamental movement skills in Hong Kong kindergartens: A grade-level analysis

• Fan, Chun Man The Education University of Hong Kong
• Bautista Arellano, Alfredo The Education University of Hong Kong
• Chan, King Chung Derwin The Education University of Hong Kong

Education Sciences, 14(8), 2024

MDPI

2024

• A Human Growth & Development
  • AG Child Development & Health

Kindergarten Education Fundamental Movement Skills Teaching Practices Grade Level

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

• View Full Text 全文連結

Fundamental movement skills (FMSs) are essential building blocks for children’s physical development and future participation in physical activities. While early childhood curriculum frameworks recognize the importance of teaching FMSs, little research has been conducted to explore actual teaching practices in center-based programs and their variations across different grade levels. The goals of this study were to investigate (1) the frequency of a variety of FMSs in the physical activities conducted by Hong Kong kindergarten teachers, (2) the association among these FMSs based on the frequency of use in the classroom, and (3) potential differences in FMSs across the three grade levels of kindergarten education in Hong Kong. The participants were 526 kindergarten teachers. Descriptive statistics, principal component analysis, and parametric statistical techniques (e.g., one-way ANOVA) were employed to analyze their responses to a survey, in which we asked teachers to report the frequency with which FMSs are involved in their classroom physical activities. Overall, we found that the participants practiced an imbalanced set of FMSs in classrooms. K3 teachers were found to incorporate a wider variety of FMSs into their physical activities compared to K1 and K2 teachers. Through principal component analysis, seven components of activities were identified. K3 teachers were found to implement more activities involving springing, object manipulation, uneven locomotor movements, and agility and coordination. We concluded that there is a need to provide structured opportunities for teachers to better facilitate children’s FMS acquisition. Offering more explicit guidelines and further professional development for teachers is crucial to enhancing this situation. Copyright © 2024 by the authors.

• English

Journal Articles

• 22277102

• 10.3390/educsci14080911

https://bibliography.lib.eduhk.hk/bibs/70b6cc2f

2025-02-05