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dc.contributor.authorEddy, Lucy
dc.contributor.authorHill, L.J.B.
dc.contributor.authorMon-Williams, M.
dc.contributor.authorPreston, N.
dc.contributor.authorDaly-Smith, Andrew
dc.contributor.authorMedd, G.
dc.contributor.authorBingham, Daniel D.
dc.date.accessioned2023-07-07T09:49:53Z
dc.date.accessioned2023-07-19T06:58:36Z
dc.date.available2023-07-07T09:49:53Z
dc.date.available2023-07-19T06:58:36Z
dc.date.issued2021
dc.identifier.citationEddy L, Hill LJB, Mon-Williams M et al (2021) Fundamental Movement Skills and Their Assessment in Primary Schools from the Perspective of Teachers. Measurement in Physical Education and Exercise Science. 25(3): 236-249.en_US
dc.identifier.urihttp://hdl.handle.net/10454/19512
dc.descriptionYesen_US
dc.description.abstractEvidence suggests that children struggle to acquire age-appropriate fundamental movement skills (FMS), despite their importance for facilitating physical activity. This has led to calls for routine school-based screening of children’s FMS. However, there is limited research exploring schools’ capacity to conduct such assessments. This study investigated what factors might affect the adoption and implementation of FMS assessments in primary schools. School staff (n = 853) completed an online questionnaire developed using the Capability, Opportunity, Motivation and Behavior (COM-B) model. A majority reported that knowledge of pupils’ FMS ability would be beneficial (65.3%), and 71.8% would assess FMS if support was provided. Barriers included: Capability–few possessed knowledge of FMS (15%); Opportunity–teachers reported 30–60 minutes as acceptable for assessing a class, a substantially shorter period than current assessments require; Motivation–57.2% stated FMS assessments would increase workload stress. Solutions to these issues are discussed using the COM-B theoretical framework.en_US
dc.description.sponsorshipEconomic and Social Research Council White Rose Doctoral Training Partnership Pathway Award [ES/P000745/1], ActEarly: a City Collaboratory approach to early promotion of good health and wellbeing funded by the Medical Research Council [MR/S037527/], National Institute for Health Research Yorkshire and Humber ARC [NIHR20016]en_US
dc.language.isoenen_US
dc.rights(c) 2021 The Authors. This is an Open Access article distributed under the Creative Commons CC-BY license (http://creativecommons.org/licenses/by/4.0/)en_US
dc.subjectAssessmenten_US
dc.subjectBehaviour changeen_US
dc.subjectFundamental movement skillsen_US
dc.subjectSchoolen_US
dc.titleFundamental Movement Skills and Their Assessment in Primary Schools from the Perspective of Teachersen_US
dc.status.refereedYesen_US
dc.date.application2021-05-11
dc.typeArticleen_US
dc.type.versionPublished versionen_US
dc.identifier.doihttps://doi.org/10.1080/1091367X.2021.1874955
dc.rights.licenseCC-BYen_US
dc.date.updated2023-07-07T09:49:54Z
refterms.dateFOA2023-07-19T06:59:12Z
dc.openaccess.statusopenAccessen_US


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