intervention studies have demonstrated that PE programs in primary school settings can significantly enhance children’s MSCs ( Logan et al., 2012 ; Morgan et al., 2013 ), particularly when high quality instruction is used with the intervention ( Morgan et al., 2013 ). A linear pedagogy (LP) approach ( Moy et
Search Results
A Nonlinear Pedagogical Approach to Primary School Physical Education: A Case Study
Daniel M. Cooke, Craig B. Harrison, Sarah-Kate Millar, and Simon Walters
Primary School Teachers’ Perceptions of Physical Literacy Assessment: A Mixed-Methods Study
Inimfon A. Essiet, Elyse Warner, Natalie J. Lander, Jo Salmon, Michael J. Duncan, Emma L.J. Eyre, and Lisa M. Barnett
and accountability systems ( DinanThompson & Penney, 2015 ). One article that explored stakeholders’ perspectives of PL assessment reported that, although primary school teachers in the United Kingdom recognized the importance of implementing PL assessment, they lacked appropriate training, guidance
The Impact of a Nonlinear Pedagogical Approach to Primary School Physical Education Upon Children’s Movement Skill Competence
Daniel M. Cooke, Craig B. Harrison, Sarah-Kate Millar, and Simon Walters
standards, and policies around the world reference the development of MSC in primary school physical education (PE; Dos Santos et al., 2016 ; Education Wales, 2008 ; New Zealand Ministry of Education, 2015 ; SHAPE America, 2015 ). In New Zealand primary schools, the implementation of PE is the
Start to Move: Measuring the Feasibility of a Teacher-Led Digital Fundamental Movement Skills Assessment Tool
Tom van Rossum, Lawrence Foweather, Spencer Hayes, and David Morley
for children to learn and practice FMS ( Morgan et al., 2013 ; Wick et al., 2017 ). Indeed, United Nations Educational, Scientific, and Cultural Organization ( 2015 ) states that FMS should feature within physical education (PE) curriculum as early as the first year of primary school and recent
Gender Differences in Students’ Moderate to Vigorous Physical Activity Levels During Primary School Physical Education Lessons: A Systematic Review and Meta-Analysis
Diego Arenas, Josep Vidal-Conti, and Adrià Muntaner-Mas
al., 2021 ). Consequently, some scholars have advocated for future systematic reviews and meta-analyses to explore gender differences in students’ MVPA levels in primary school PE lessons, which could yield more robust evidence on the matter ( Hollis et al., 2016 ; Wang & Zhou, 2022 ). A limited number of
A Systematic Review Investigating the Effects of Implementing Game-Based Approaches in School-Based Physical Education Among Primary School Children
Jin Yan, Brad Jones, Jordan J. Smith, Philip Morgan, and Narelle Eather
Children of primary school age, (particularly prepubescent children aged 7–11 years) show the greatest capacity for learning and developing motor skills, and are the most responsive to motor skill training ( Bolger et al., 2018 ; McClelland & Cameron, 2019 ). High-quality physical education (PE
Evaluating the Feasibility of the Education, Movement, and Understanding (EMU) Program: A Primary School-Based Physical Education Program Integrating Indigenous Games Alongside Numeracy and Literacy Skills
Narelle Eather, Nicholas Riley, Mark Babic, Andrew Bennie, John Maynard, and Philip J. Morgan
learning and developing fundamental movement skills, as this is a focus of physical education curricula across the primary school years in Australia and internationally ( Active Healthy Kids Australia, 2022 ), and for providing opportunities to participate in physical activities and sport. Fundamental
Effectiveness of a Whole-of-School Approach in Promoting Physical Activity for Children: Evidence From Cohort Study in Primary Schools in Thailand
Piyawat Katewongsa, Panya Choolers, Pairoj Saonuam, and Dyah Anantalia Widyastari
in PA and a reduction of SB among primary school students in the intervention schools, and the student outcomes should be positively, significantly different from their counterparts in control schools. Figure 1 —Complete data collected from sample groups in R1–R5. R = round. Methods Design We
Moving Well-Being Well: Evaluating the Efficacy, Impact on Gender, and Role of Teacher Fidelity of a Fundamental Movement Skill-Based Intervention in Irish Primary School Children
Nathan Gavigan, Johann Issartel, Cameron Peers, and Sarahjane Belton
, 2008 ; O’Brien et al., 2016 ; Van Beurden et al., 2002 ). An Irish study by Behan et al. ( 2019 ) highlighted a lack of proficiency across all FMS components in primary school children, with only 52.8% achieving mastery/near-mastery in locomotor, 54.8% achieving mastery/near-mastery in ball skills
Moving Well-Being Well: Evaluating the Efficacy, Impact on Gender, and Role of Teacher Fidelity of a Fundamental Movement Skill-Based Intervention in Irish Primary School Children
Nathan Gavigan, Johann Issartel, Cameron Peers, and Sarahjane Belton
, 2008 ; O’Brien et al., 2016 ; Van Beurden et al., 2002 ). An Irish study by Behan et al. ( 2019 ) highlighted a lack of proficiency across all FMS components in primary school children, with only 52.8% achieving mastery/near-mastery in locomotor, 54.8% achieving mastery/near-mastery in ball skills
