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 |