Understanding and Supporting Hong Kong Schoolchildren’s Learning in Fundamental Movement Skills in Primary Physical Education

• Other Authors: Chan, Hoi Sze Cecilia (author.)
• Format: Others
• Language: English; Chinese
• Published: 2016
• Online Access: http://repository.lib.cuhk.edu.hk/en/item/cuhk-1292432

本論文分三部份探討小學學童的基礎動作技能，旨在提升對香港小學體育課程中基礎活動教與學的了解，並透過對基礎活動教學的支援和介入，以改善小學生的基礎動作技能。 === 研究一 (第二章) 探討香港學童基礎活動能力、知覺運動能力、知覺基礎動作能力、運動愉悅感與活動量的關係，以及學童性別和班級間之差異和掌握技能的水平。本研究發現經調整年齡、性別與身體質量指數，學童的移動性基礎動作技能是會透過知覺運動能力和運動愉悅感的中介間接影響他們的自我評估體力活動量。整體而言，香港小學生的平均基礎動作能力及活動量偏低，而初小學生普遍對運動的感覺頗愉快；相反高小學生的運動能力信心和愉悅感較低年級為低，女生尤甚。 === 研究二 (第三章) 結合量化的課堂觀察及質性訪談體育教師和學生，深入探討現今小學體育課程中基礎活動的教學情況和教師營造的動機氣候。量化數據顯示，基礎活動課堂中學生的活動量偏低；教師分配較多時間於進行講解和課堂管理，較少讓學生投入基礎技能練習和遊戲，導致課堂中學生未能保持適當的活動量。從學生訪問中亦反映體育課未能有效提供多元化的遊戲和活動；同時學習過程中較少提供選擇及質性的指導和評估。再者，所有受訪老師雖曾接受正統體育教師培訓，但大部分卻承認對基礎活動教學缺乏信心。 === 研究三 (第四章) 利用本論文研究一和二的結果，作出一項隨機對照研究，通過對小學體育教師基礎活動教學支援及評估的培訓，藉以提升小學生的基礎動作能力，並改善其運動能力信心、知覺教師支持和運動課堂的愉悅感。結果顯示，實驗組學童經過基礎活動介入訓練後，於移動和整體基礎動作技能，及知覺教師支持方面的改善成效比控制組更為顯著。 === 總括而言，本系列研究有助全面瞭解香港小學體育課程中基礎活動的教學現況，而隨機對照研究顯示加強對體育教師在基礎活動教學和質化評估的培訓，能有效改善學童的基礎動作技能表現。綜觀上述研究結果，証明體育課的教學質素對學童基礎動作技能發展起著重要的影響。 === This thesis presents three research studies on fundamental movement skills (FMS). The thesis aims to provide insight into FMS teaching and learning in primary school physical education (PE) and to examine the effectiveness of a school-based intervention that can improve FMS proficiency among primary school children in Hong Kong. === The first study (Chapter 2) examined the relationships between FMS, perceived physical competence, perceived movement skill competence, enjoyment, and physical activity (PA) among primary school children in Hong Kong. The differences among these variables in terms of gender and grade level were addressed, as well as FMS acquisition and mastery levels among primary school children from grades one to six were reported. Their results revealed that locomotor skill competence had an indirect effect on self-reported PA through perceived physical competence and enjoyment after adjustment for age, gender, and body mass index. Overall, children exhibited low levels of FMS proficiency and moderate-to-vigorous PA. Students from higher grade levels, particularly girls, had lower levels of perceived physical competence, movement skill competence, and enjoyment as compared with younger students. === The second study (Chapter 3) examined the current FMS teaching practice in primary school PE. The study adopted a mixed-methods approach to explore the views of teachers and students on their experiences of PE for FMS development and on the motivational climate in PE. The quantitative data demonstrated that students’ active time during FMS class was low. Teachers spent a large amount of time on instructions and management but spent a small amount of time to engage the students in movement skill activities and games. Thus, students were prevented from remaining physically active during FMS practice throughout the lessons. The interviews with the students also indicate that the PE lessons offered are not effective enough to provide a broad range of game-related movement activities, choices in tasks, equipment, and work methods as well as to adopt a more process-oriented evaluation of FMS. Furthermore, most of the teachers do not feel confident in teaching FMS even if they have received initial formal PE teacher training. === Based on the findings of the first two studies (Chapters 2 and 3), the third study (Chapter 4) adopted a randomized controlled trial (RCT) approach to evaluate the effectiveness of an assessment-based, teacher-led intervention on children’s FMS proficiency, perceived physical and movement skill competence, perceived teacher support and PE enjoyment. The intervention exhibited statistically significant effects on locomotor skill proficiency, overall FMS competency, and perceived teacher support. The intervention was more successful in improving students’ FMS proficiency and the perceptions of teacher support as compared with the control condition. === The studies presented in this thesis contribute to an enhanced understanding of FMS teaching and learning in primary school PE in Hong Kong. The RCT approach demonstrated that an assessment-based, teacher-led FMS intervention effectively improves FMS proficiency among primary school children. Overall, the findings of this thesis provide compelling evidence that supports the vital role of PE in promoting FMS proficiency among children. === Chan, Hoi Sze Cecilia. === Thesis Ph.D. Chinese University of Hong Kong 2016. === Includes bibliographical references (leaves ). === Abstracts also in Chinese. === Title from PDF title page (viewed on …). === Detailed summary in vernacular field only. === Detailed summary in vernacular field only. === Detailed summary in vernacular field only. === Detailed summary in vernacular field only. === Detailed summary in vernacular field only.