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Title: Pre-service teachers' assessment of Fundamental Motor Skills, two approaches: Real vs Video analysis of performances
Contributor(s): Miller, Judith A  (author)orcid ; Haynes, John E  (author); Waqa, Taniela (author)
Publication Date: 2010
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Abstract: Introduction: Fundamental motor skill proficiency is well established as a precursor to successful learning of sport specific skills and long-term engagement in physical activity through a range of sporting contexts (Haubenstricker & Seefeldt, 1986). Empirical studies in Australia (Booth et al., 1997; Walkley et al., 1993) have shown that primary to secondary school-aged children have below expected levels of mastery performances across a range of fundamental motor skills. These findings have been confirmed by similar research internationally. In Australia the educational authorities have responded to these research outcomes by implementing a strong professional response. This response has focused on the development of resources to assist teachers to assess and remediate the performances of primary school-aged childrens' fundamental motor skills. To complement these initiatives, university teacher educators have responded by constructing learning activities to better prepare pre-service teachers to assess fundamental motor skills. For generalist primary school teachers, such specialised skills represent a challenge and create tensions in an already crowded program of study. This paper presents an initiative, designed for second year pre-service teachers to develop skills in assessing the performances of fundamental movement skills. Method: Across a two-week module of an eleven-week semester of learning, second year Bachelor of Education (Primary) students (N=44) were provided with both lecture and aligned workshops to progress students' skills of fundamental motor skill (FMS) movement analysis. Students were allocated to groups of four, who progressed around a series of FMS testing stations. At each stations assessment sheets from the 'Get Skilled: Get Active' (DET, 1997) resource were used to record peers performing three trials for the run, strike, catch, throw, dodge, vertical jump and the kick. These same performances were video-recorded for later analysis. Three trials of each skill were assessed in 'real time' and later compared to the video performances (2 x 3=6) which allowed for freeze framing and multiple play and assessment. The similarities and differences between the pre-service teachers coding of the 'real' versus 'video' performances for each component of 3 trials for all fundamental motor skills were tabulated and compared. The run and the overhand throw were selected for reporting here as the run represented a locomotion skill and had high levels of mastery, and the overhand throw represented a manipulative skill and had a lower level of mastery in state-wide testing results. Results: The data from 44 pre-service teachers' codings, 1320 for the run and 1584 for the overarm throw were analysed for trends in levels of agreement and disagreement. The components of the run with the highest level of disagreement between real and video analysis were: component 2: knees bend at right angles during the recovery phase. For the overarm throw component 3: throwing arm nearly straightened behind the body, and component 5: marked sequential hip to shoulder rotation during the throw, had the highest level of disagreement. Self-evaluative comments on the value of the learning experience were analysed using the Leximancer text analytic software for commonly occurring concepts and themes. Discussion: More agreement occurred than disagreement across the two forms of coding. However, where differences occurred the 'video' time highlighted the deficiencies in 'real' time analysis of movement. The value of video analysis was highlighted in the Leximancer results, and a new awareness of the need for greater levels of skills and experience in movement analysis for school-based assessment practices. Implications of this research include a review of the preparation of generalist teachers to assess movement in school-based, professionally relevant teaching environments, and the value of the approach described in this study.
Publication Type: Conference Publication
Conference Details: AIESEP 2010: Congreso de la Associacion International de las Escuelas Superiores de Education Fisica [Congress of the International Association for Physical Education in Higher Education], A Coruna, Spain, 26th - 29th October, 2010
Source of Publication: Presented at the Congreso de la Associacion International de las Escuelas Superiores de Education Fisica (AIESEP)
Field of Research (FOR): 130210 Physical Education and Development Curriculum and Pedagogy
130103 Higher Education
139999 Education not elsewhere classified
Socio-Economic Objective (SEO): 930201 Pedagogy
930102 Learner and Learning Processes
HERDC Category Description: E3 Extract of Scholarly Conference Publication
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