Classroom Teachers' Perceived Knowledge and Practices in Teaching Fundamental Motor Skills And Students' Motor Competence: A Practice-Based Professional Development Program

Date

2025-5

Author

Taş, Hakan

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The study aims to (1) investigate the changes in classroom teachers’ experiences related to the teaching of FMS, (2) determine the proportion of teachers who effectively implement the targeted instructional tasks associated with FMS instruction, (3) identify teachers’ preferred learning methods and support needs for enhancing the quality of physical education classes, and (4) examine the developmental changes observed in students as a result of their participation in the program. In this study, a mixed-method research design was used to answer the research questions. A total of 16 female classroom teachers and 211 students participated from two schools in Ankara. Data were gathered through weekly reflections from teachers, interviews with teachers, PE class observation, and students’ motor competency by using the PLAYbasic tool. Findings revealed that (1) teachers gained knowledge about FMS, PE curriculum literacy, material literacy and they positively improved their attitudes toward teaching FMS, and facilitator played an important role for teachers during the program, (2) teachers followed a consistent PE routine for teaching FMS throughout the program, (3) teachers wanted to improve their teaching strategy at the beginning of the study, they tended to give the role to students in the following weeks in scope of empowered teaching and learning (4) students not only improved their motor competency level but also changed their attitudes toward PE lesson, engagement in activity, improved understanding PE concept. In conclusion, this study adds to the existing body of research by showing how professional development focused on FMS can positively contribute not only teachers’ development but also their students in PE class.

Subject Keywords

Physical Education and Game Class, Classroom Teachers, Practice-Based Professional Development, Motor Competence, Facilitator

URI

https://hdl.handle.net/11511/114642

Collections

Graduate School of Social Sciences, Thesis