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

2015-10-01
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.

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.