ArticleMeasurement in physical education and exercise science2021
Fundamental Movement Skills and Their Assessment in Primary Schools from the Perspective of Teachers.
Article in Measurement in physical education and exercise science, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 19 papers.
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Who cites it
19 citing papers in PubMed.
- "Their Bodies Were Made to Move and Wriggle Right from the Word Go": A Qualitative Exploration of Family Engagement with Fundamental Movement Skills in Early Childhood.Children (Basel, Switzerland) · 2026Article
- Article
- "The system is a bit broken…" a qualitative exploration of barriers in the pathway for diagnosing Developmental Coordination Disorder.PloS one · 2026Article
- Developmental coordination disorder: "It's not on people's radars… They're not interested".PloS one · 2025Article
- Preliminary validity evidence for a rapid fundamental movement skill assessment tool for primary education settings.Frontiers in sports and active living · 2025Article
- Multistakeholder Perspectives on the Determinants of Family Fundamental Movement Skills Practice: A Qualitative Systematic Review.Children (Basel, Switzerland) · 2024Review
- Exploring the Relationship between Fundamental Movement Skills and Health-Related Fitness among First and Second Graders in Korea: Implications for Healthy Childhood Development.Healthcare (Basel, Switzerland) · 2024Article
- Correlations between Physical Activity Participation and Anthropometric Features with Gross and Fine Motor Skills in School Children with Attention Deficit Hyperactivity Disorder.International journal of school health · 2024Article
- Validity and Reliability of the Fundamental Motor Skills in Sports (FUS) Test for Iranian Children and Adolescents.International journal of school health · 2024Article
- Preliminary Program Evaluation of Pocket PE 3-5™, A User-Friendly Digital Application for Teacher Skills Training and Physical Education Activities for Third- to Fifth-Grade Elementary Students.Journal of physical activity & health · 2024Article
- Impact and Implementation of an Early Years Fundamental Motor Skills Intervention for Children 4-5 Years.Children (Basel, Switzerland) · 2024Article
- The validity and reliability of school-based fundamental movement skills screening to identify children with motor difficulties.PloS one · 2024Article
- The fus test: a promising tool for evaluating fundamental motor skills in children and adolescents.BMC public health · 2023Article
- Assessment Tools Measuring Fundamental Movement Skills of Primary School Children: A Narrative Review in Methodological Perspective.Sports (Basel, Switzerland) · 2023Review
- Direct Parent Engagement to Improve Fundamental Movement Skills in Children: A Systematic Review.Children (Basel, Switzerland) · 2023Review
- Article
- Movement and Physical Activity in Early Childhood Education and Care Policies of Five Nordic Countries.International journal of environmental research and public health · 2021Article
- Enhancing the implementation and sustainability of fundamental movement skill interventions in the UK and Ireland: lessons from collective intelligence engagement with stakeholders.The international journal of behavioral nutrition and physical activity · 2021Article
- Developing and validating a school-based screening tool of Fundamental Movement Skills (FUNMOVES) using Rasch analysis.PloS one · 2021Article
Corrections and comments
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Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Evidence suggests that children struggle to acquire age-appropriate fundamental movement skills (FMS), despite their importance for facilitating physical activity. This has led to calls for routine school-based screening of children's FMS. However, there is limited research exploring schools' capacity to conduct such assessments. This study investigated what factors might affect the adoption and implementation of FMS assessments in primary schools. School staff (n = 853) completed an online questionnaire developed using the Capability, Opportunity, Motivation and Behavior (COM-B) model. A majority reported that knowledge of pupils' FMS ability would be beneficial (65.3%), and 71.8% would assess FMS if support was provided. Barriers included: Capability - few possessed knowledge of FMS (15%); Opportunity - teachers reported 30-60 minutes as acceptable for assessing a class, a substantially shorter period than current assessments require; Motivation - 57.2% stated FMS assessments would increase workload stress. Solutions to these issues are discussed using the COM-B theoretical framework.
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