Physical Education Teacher Training in Fundamental Movement Skills Makes a Difference to Instruction and Assessment Practices

Abstract

The purpose of this study was to investigate instruction and assessment of fundamental movement skills (FMSs) by Physical Education (PE) teachers of Year 7 girls. Of 168 secondary school PE teachers, many had received little FMSs professional development, and although most assessed student FMSs proficiency, the quality of assessment was variable. Neither years of experience nor confidence influenced the quality of assessment tools used; however, greater FMSs training improved assessment practice regularity. Teachers more recently out of preservice were more confident in demonstrating FMSs. The results suggest that FMSs education for teachers should be a priority inclusion in both the training of preservice teachers and the ongoing professional development of in-service teachers.