- Title
- Primary school teacher perceived self-efficacy to teach fundamental motor skills
- Creator
- Callea, Micarl; Spittle, Michael; O'Meara, James; Casey, Meghan
- Date
- 2008
- Type
- Text; Journal article
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/57117
- Identifier
- vital:165
- Identifier
- ISSN:0034-5237
- Abstract
- 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.; C1
- Publisher
- Manchester University Press
- Relation
- Research in Education Vol. , no. 79 (2008), p. 67-75
- Rights
- Copyright Manchester University Press
- Rights
- Open Access
- Rights
- This metadata is freely available under a CCO license
- Subject
- 13 Education; Fundamental movement skills; Physical education; Primary school; Self efficacy; Motor skills
- Full Text
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