EARLY CHILDHOOD EDUCATION MAJORS' SELF-EFFICACY FOR TEACHING FUNDAMENTAL MOTOR SKILLS

Date

2015-10-01

Author

Hürmeriç Altunsöz, Irmak

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

26
views

0
downloads

Early childhood education majors' (N = 83) perceived self-efficacy for teaching fundamental motor skills (FMS) were examined. An experimental group (n = 49) enrolled in a 14-wk. physical education and games course and 34 students made up a comparison group. A perceived self-efficacy questionnaire on teaching FMS was applied for both groups before and after the physical education and games course. The 14-wk. course improved early childhood majors' self-efficacy for teaching FMS.

Subject Keywords

Physical-activity, Teachers, Preschoolers, Knowledge

URI

https://hdl.handle.net/11511/37978

Journal

PERCEPTUAL AND MOTOR SKILLS

DOI

https://doi.org/10.2466/25.pms.121c18x5

Collections

Department of Physical Education and Sports, Article

Citation Formats

I. Hürmeriç Altunsöz, “EARLY CHILDHOOD EDUCATION MAJORS’ SELF-EFFICACY FOR TEACHING FUNDAMENTAL MOTOR SKILLS,” PERCEPTUAL AND MOTOR SKILLS, vol. 121, pp. 482–489, 2015, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/37978.