Primary school teacher perceived self-efficacy to teach fundamental motor skills
Data(s) |
01/05/2008
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Resumo |
Fundamental Movement Skills (FMS) are a part of the school curricula, yet many Australian primary-age children are not mastering FMS. One reason may be a lack of perceived self-efficacy of primary teachers to teach FMS. This study investigated the level of perceived self-efficacy of primary school teachers to teach FMS in Victoria, Australia. A cross-sectional survey, based on the Victorian Institute of Teaching Standards of Professional Practice, was used to sample sixty-five pre-service and forty-six in-service teachers. Most primary school teachers were self-efficacious in teaching FMS (67.59 per cent); almost one-third (32.41 per cent) were not. Male teachers had higher perceived self-efficacy than female teachers, and a positive relationship was found between perceived self-efficacy to teach FMS and interest in, and participation in, physical activity (r = 0.52 and r = 0.31 respectively). Implications for practice include providing FMS teaching resources and professional training. Further research should explore the effect of perceived self-efficacy on teaching performance.<br /> |
Identificador | |
Idioma(s) |
eng |
Publicador |
Manchester University Press |
Relação |
http://dro.deakin.edu.au/eserv/DU:30020871/spittle-primaryschoolteacher-2008.pdf http://www.ingentaconnect.com/content/manup/rie/2008/00000079/00000001/art00006 |
Direitos |
2008, Manchester University Press |
Palavras-Chave | #self-efficacy #fundamental movement skills #physical education #primary school |
Tipo |
Journal Article |