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Table 1 A + FMS intervention components, strategies, contents and alignment with CMT constructs

From: Improving fundamental movement skills in Hong Kong students through an assessment for learning intervention that emphasizes fun, mastery, and support: the A + FMS randomized controlled trial study protocol

Components

Key features of the strategy

Program contents

CMT constructs

Assessment

Formative student-centered assessment to integrate AfL strategies into instruction

Introduce the assessment criteria to learners by demonstrating the standards required

Check students’ understanding through the effective use of questioning

Provide the necessary guidance and support to learners on an individual basis and provide oral feedback

Provide self-assessment opportunities to identify the gap in their own learning to aid learning, promote progress, and contribute to the self-management of learning

Provide peer-assessment opportunities to apply the assessment criteria to work produced by their peers; peer assessment using the predefined assessment criteria is the next stage to evaluate learner understanding and consolidating learning

Perceived control over learning

Mastery and competence

Perceived competence

Social support for learning to learn

Engagement and motivation

Fun

Pedagogy—technology integration using fun activities to develop basic fundamentals

Present instructional videos as part of the instructional process to provide a learning environment that is colorful, engaging, and interactive. With the QR Code links, teachers will be able to show their class, or on a tablet or iPad, what the skill looks like in action

Introduce simple, enjoyable and convenient FMS activities for PE lessons to make movement skill learning easier and more fun to ensure that the fundamentals of the skill are acquired

Provide sample videos of simple and fun activities for home practice to strengthen student learning anywhere, anytime

Praise students’ efforts and emphasize mastery rather than winning or losing. Learning and practice are about having fun

Encourage home practice with peers, friends, siblings, and family after school with the use of videos and an illustrated practice handbook to enable students’ self-regulated learning and to make improvements independently

Perceived control over learning

Mastery and competence

Perceived competence

Social support for learning to learn

Affective reactions (perceived enjoyment and satisfaction)

Engagement and motivation

Mastery

Quality instruction, practice and feedback to improve mastery of movement

Clear and specific success criteria on manageable chunks of learning to enable students to progressively achieve a level of mastery, be successful and develop self-competence

Require students to have their work regularly checked against a list of criteria on their own and by another student to reflect and make progress in movement mastery. Peer and self-assessment opportunities will demonstrate what is being learned and identify areas for improvement

Provide varied practice activities and encourage sufficient practice in and out of school to ensure mastery

Effective questioning and feedback from teachers to ensure students’ skill development is continually being refined

Perceived control over learning

Mastery and competence

Perceived competence

Social support for learning to learn

Affective reactions (perceived enjoyment and satisfaction)

Engagement and motivation

Support

Provision of resources and equipment to support teaching

A teacher manual designed to support teachers in teaching and assessing FMS and in integrating AfL strategies into their PE lessons. Instructional information and pictures of the observable components of each skill, checklists, and assessment forms will be provided

The selected FMS are presented in short videos. Each video demonstrates the performance criteria of each FMS, including the slow motion of key performance indicators necessary for improving children’s movement skill proficiency

An illustrated practice and assessment handbook is designed to motivate and guide students to gradually increase the level of difficulty and improve the individual skills with parental support

Students are provided with equipment (small spongy balls) to practice the skills described in the program in and out of school

Teachers receive regular support from the researcher through a messaging application for sharing and answering questions

A follow-up meeting with teachers during the middle of the program to monitor students’ progress and attainment of goals, as well as to provide support and feedback to teachers

Perceived control over learning

Mastery and competence

Perceived competence

Social support

Affective reactions (perceived enjoyment and satisfaction)

Engagement and motivation

  1. FMS fundamental movement skills; AfL assessment for learning