Understanding and supporting Hong Kong school children's learning in fundamental movement skills in primary physical education

Understanding and supporting Hong Kong school children's learning in fundamental movement skills in primary physical education

• Chan, Hoi Sze Cecilia The Chinese University of Hong Kong

ProQuest Information & Learning

2018

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GH Sport Science, Health & Welfare
• D Curriculum
  • DD Primary Education Programmes
• R Educational Policy & Administration
  • RE School Management, School-Parents Relationship

Primary Physical Education Movement Skills Teachers Teaching Physical Education

• Hong Kong

• 1997.7 onwards

• Primary Education

This thesis presents three research studies on fundamental movement skills (FMS). The thesis aims to provide insight into FMS teaching and learning in primary school physical education (PE) and to examine the effectiveness of a school-based intervention that can improve FMS proficiency among primary school children in Hong Kong. The first study (Chapter 2) examined the relationships between FMS, perceived physical competence, perceived movement skill competence, enjoyment, and physical activity (PA) among primary school children in Hong Kong. The differences among these variables in terms of gender and grade level were addressed, as well as FMS acquisition and mastery levels among primary school children from grades one to six were reported. Their results revealed that locomotor skill competence had an indirect effect on self-reported PA through perceived physical competence and enjoyment after adjustment for age, gender, and body mass index. Overall, children exhibited low levels of FMS proficiency and moderate-to-vigorous PA. Students from higher grade levels, particularly girls, had lower levels of perceived physical competence, movement skill competence, and enjoyment as compared with younger students. The second study (Chapter 3) examined the current FMS teaching practice in primary school PE. The study adopted a mixed-methods approach to explore the views of teachers and students on their experiences of PE for FMS development and on the motivational climate in PE. The quantitative data demonstrated that students' active time during FMS class was low. Teachers spent a large amount of time on instructions and management but spent a small amount of time to engage the students in movement skill activities and games. Thus, students were prevented from remaining physically active during FMS practice throughout the lessons. The interviews with the students also indicate that the PE lessons offered are not effective enough to provide a broad range of game-related movement activities, choices in tasks, equipment, and work methods as well as to adopt a more process-oriented evaluation of FMS. Furthermore, most of the teachers do not feel confident in teaching FMS even if they have received initial formal PE teacher training. Based on the findings of the first two studies (Chapters 2 and 3), the third study (Chapter 4) adopted a randomized controlled trial (RCT) approach to evaluate the effectiveness of an assessment-based, teacher-led intervention on children's FMS proficiency, perceived physical and movement skill competence, perceived teacher support and PE enjoyment. The intervention exhibited statistically significant effects on locomotor skill proficiency, overall FMS competency, and perceived teacher support. The intervention was more successful in improving students' FMS proficiency and the perceptions of teacher support as compared with the control condition. The studies presented in this thesis contribute to an enhanced understanding of FMS teaching and learning in primary school PE in Hong Kong. The RCT approach demonstrated that an assessment-based, teacher-led FMS intervention effectively improves FMS proficiency among primary school children. Overall, the findings of this thesis provide compelling evidence that supports the vital role of PE in promoting FMS proficiency among children.

PhD

The Chinese University of Hong Kong

Hong Kong

• English

Dissertation Theses

• 04194209

https://bibliography.lib.eduhk.hk/en/bibs/bfeacbea

2018-05-10