Chan Cecilia, Ha Amy, Ng Johan Y Y
Department of Sports Science and Physical Education, Chinese University of Hong Kong, Shatin, Hong Kong.
Springerplus. 2016 Jun 16;5(1):724. doi: 10.1186/s40064-016-2517-6. eCollection 2016.
Assessment for learning has been identified as an effective strategy to help children learn more effectively. Developing children to master basic movement skills in primary school requires formative assessments to inform instruction and learning. This study reports the rationale and methods for an assessment-based intervention that emphasizes fun, mastery and support (A + FMS) designed to improve fundamental movement skill (FMS) proficiency of primary schoolchildren.
METHODS/DESIGN: Utilizing a cluster randomized controlled trial, the A + FMS intervention was designed to improve FMS proficiency of Hong Kong Chinese schoolchildren. A target sample of 282 students or more from 10 Grade 3 classes (from five schools) will be recruited and randomly assigned into an experimental group or a wait-list control group. Competence motivation theory provided a framework for the intervention that emphasizes fun activities to develop basic fundamentals, improving mastery of movement, and providing support for teaching and learning skills. Primary outcome measures are the raw scores of six objectively measured FMS (i.e., jump, hop, skip, dribble, catch, and overhand throw). Secondary outcomes include self-reported measures: enjoyment in physical education, perceived physical competence, perceived skill competence, and perceived social support. Teachers in the experimental group are required to attend a six-h training workshop and integrate 550 min of assessment for learning strategies into their physical education lessons. Resources such as videos, skills checklists, and equipment will also be provided to support children to accumulate extra learning and practice time after school. The rate of changes in primary and secondary outcomes across the experimental and control groups will be compared to determine the effectiveness of the program.
The A + FMS is an innovative school-based intervention targeting improvements in movement mastery by supporting physical education teachers in FMS instruction and assessment practices. The findings from the study may be used to guide pre-service teacher education and continuous professional development in FMS teaching and assessment. Trial registration CUHK_CCRB00479.
为促进学习而进行的评估已被视为一种有效的策略，可帮助儿童更有效地学习。培养儿童在小学阶段掌握基本运动技能需要进行形成性评估，以为教学和学习提供指导。本研究报告了一项基于评估的干预措施的基本原理和方法，该干预措施强调趣味性、掌握程度和支持（A + FMS），旨在提高小学生的基本运动技能（FMS）水平。
方法/设计：采用整群随机对照试验，A + FMS干预旨在提高香港华裔学童的FMS水平。将从10个三年级班级（来自5所学校）招募282名或更多学生作为目标样本，并随机分为实验组或等待名单对照组。能力动机理论为该干预提供了一个框架，强调通过有趣的活动来发展基本技能、提高运动掌握程度，并为教学和学习技能提供支持。主要结局指标是六个客观测量的FMS（即跳跃、单脚跳、双脚跳、运球、接球和过头投掷）的原始分数。次要结局包括自我报告的指标：体育学习中的乐趣、感知到的身体能力、感知到的技能能力和感知到的社会支持。实验组的教师需要参加为期六小时的培训工作坊，并将550分钟的促进学习评估策略融入他们的体育课中。还将提供视频、技能清单和设备等资源，以支持儿童在放学后积累额外的学习和练习时间。将比较实验组和对照组在主要和次要结局方面的变化率，以确定该项目的有效性。
A + FMS是一项创新的校本干预措施，旨在通过支持体育教师的FMS教学和评估实践来提高运动掌握程度。该研究的结果可用于指导职前教师教育以及FMS教学和评估方面的持续专业发展。试验注册编号：CUHK_CCRB00479 。
