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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.
- Source :
- Journal of Teaching in Physical Education; Apr2024, Vol. 43 Issue 2, p266-275, 10p
- Publication Year :
- 2024
-
Abstract
- Purpose: Competence in fundamental movement skills (FMS) is purported to be linked with increased physical activity participation. Yet, recent research suggests a low level of FMS proficiency in children. The aim of this study was to evaluate the efficacy, impact on gender, and influence of teacher fidelity on the Moving Well-Being Well intervention. Method: The intervention was delivered in 18 primary schools (n = 925, M<subscript>age</subscript> = 7.55 years). Data were gathered on six FMS and two balance skills pre- and postintervention using the Test of Gross Motor Development—Third Edition and Bruininks–Oseretsky Test of Motor Proficiency 2. Results: The mean postintervention FMS score was higher than preintervention, with a mean increase of 7.85 (23%). A two-way analysis of covariance found gender was not statistically significant (p =.74), but teacher fidelity was statistically significant (p =.000; moderate effect size). Conclusions: The intervention significantly improved children's FMS, having a similar effect on boys and girls. Teacher fidelity of implementation had a significant impact on FMS improvement. [ABSTRACT FROM AUTHOR]
- Subjects :
- SCHOOL children
TEACHER role
WELL-being
PRIMARY schools
MOTOR ability
Subjects
Details
- Language :
- English
- ISSN :
- 02735024
- Volume :
- 43
- Issue :
- 2
- Database :
- Complementary Index
- Journal :
- Journal of Teaching in Physical Education
- Publication Type :
- Academic Journal
- Accession number :
- 177461960
- Full Text :
- https://doi.org/10.1123/jtpe.2022-0192