Teachers' Perceptions of a Fundamental Movement Skill (FMS) Assessment Battery in a School Setting. Issue 1 (2nd January 2016)

• Record Type: Journal Article
• Authors: Lander, Natalie; Morgan, Philip J.; Salmon, Jo; Barnett, Lisa M.
• Is Part Of: Measurement in physical education and exercise science. Volume 20:Issue 1(2016)
• Page Start: 50
• Page End: 62
• Publication Date: 2016-01-02
• Subjects: Australian -- feasibility -- fundamental movement skills -- teaching; Physical fitness -- Testing -- Periodicals; Physical education and training -- Statistical methods -- Periodicals; Physical education and training -- Research -- Periodicals; 613.7
• DOI: 10.1080/1091367X.2015.1095758
• Languages: English
• ISSNs: 1091-367X

Abstract

ABSTRACT: Fundamental movement skills (FMS) competence is low in adolescent girls. An assessment tool for teachers is needed to monitor FMS in this demographic. The present study explored whether the Canadian Agility and Movement Skill Assessment (CAMSA) is feasible for use by physical education (PE) teachers of Australian Year 7 girls in a school setting. Surveys, focus group interviews, and direct observation of 18 specialist PE teachers investigated teachers' perceptions of this tool. Results indicated that the CAMSA was usable in a real-world school setting and was considered a promising means to assess FMS in Year 7 girls. However, future iterations may require minor logistical alterations and further training for teachers on how to utilize the assessment data to enhance teaching practice. These considerations could be used to improve future design, application, and training of the CAMSA in school-based PE.