The A+FMS cluster randomized controlled trial: An assessment-based intervention on fundamental movement skills and psychosocial outcomes in primary schoolchildren

Cecilia H S Chan; Amy S C Ha; Johan Y Y Ng; David R Lubans

doi:10.1016/j.jsams.2019.05.002

The A+FMS cluster randomized controlled trial: An assessment-based intervention on fundamental movement skills and psychosocial outcomes in primary schoolchildren

J Sci Med Sport. 2019 Aug;22(8):935-940. doi: 10.1016/j.jsams.2019.05.002. Epub 2019 May 22.

Authors

Cecilia H S Chan¹, Amy S C Ha², Johan Y Y Ng¹, David R Lubans³

Affiliations

¹ Department of Sports Science and Physical Education, Faculty of Education, The Chinese University of Hong Kong, Hong Kong.
² Department of Sports Science and Physical Education, Faculty of Education, The Chinese University of Hong Kong, Hong Kong. Electronic address: sauchingha@cuhk.edu.hk.
³ School of Education, The University of Newcastle, Australia; Priority Research Centre for Physical Activity and Nutrition, The University of Newcastle, Australia.

PMID: 31164313
DOI: 10.1016/j.jsams.2019.05.002

Abstract

Objectives: To evaluate the effectiveness of an assessment-based intervention that emphasizes fun, mastery, and support (A+FMS) on primary schoolchildren's fundamental movement skills (FMS), perceptions of physical and movement skill competence, teacher support and enjoyment.

Design: Cluster randomized controlled trial.

Methods: Ten clusters (classes) (n=282; mean age 8.4 years, SD 0.56) were randomised to the A+FMS or wait-list control group in a 1:1 ratio. Teachers in the A+FMS group were required to attend six hours of training and integrate 550min of assessment for learning strategies into their PE lessons for up to a maximum of 13 weeks. FMS competence in jump, skip, hop, overhand throw, dribble and catch was the primary outcome assessed using the Test of Gross Motor Development-3rd Edition. Secondary outcome measures included perceptions of physical and FMS competence, teacher support, and student enjoyment using questionnaires. Multilevel modelling for the analysis of clustered data was used to determine the effectiveness of the intervention.

Results: Significant intervention effects were found for locomotor skills (adjusted mean difference, 2.47 units; Cohen's d=0.76), overall FMS competence (3.72 units; Cohen's d=0.93) and perceived teacher support (0.21 units; Cohen's d=0.05). However, there was a group-by-time effect for perceived physical competence (-0.16 units; Cohen's d=-0.07) in favouring of the control group.

Conclusions: An assessment-based teacher-led FMS intervention was effective in improving FMS proficiency in primary schoolchildren. The results highlight the need for increased teacher support to develop positive self-perceptions of competence while promoting children's FMS. Trial registration CUHK_CCRB00479.

Keywords: Assessment for learning; Enjoyment; Locomotor skills; Object control skills; Physical self-perceptions; Teacher professional development.

Publication types

Randomized Controlled Trial

MeSH terms

Child
Cluster Analysis
Female
Hong Kong
Humans
Male
Motor Skills*
Physical Education and Training*
Schools*
Students / psychology*