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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.

Authors :
Gavigan, Nathan
Issartel, Johann
Peers, Cameron
Belton, Sarahjane
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]

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