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.

摘要

有证据表明，尽管儿童对促进身体活动很重要，但他们仍难以获得与年龄相适应的基本运动技能 (FMS)。这导致呼吁对儿童的 FMS 进行常规的基于学校的筛查。然而，探索学校进行此类评估的能力的研究有限。本研究调查了哪些因素可能会影响小学 FMS 评估的采用和实施。学校工作人员 (n = 853) 完成了使用能力、机会、动机和行为 (COM-B) 模型开发的在线问卷。大多数人报告说，了解学生的 FMS 能力是有益的 (65.3%)，如果提供支持，71.8% 的人会评估 FMS。障碍包括： 能力——很少有 FMS 知识 (15%)；机会——教师报告可以接受 30-60 分钟的课堂评估时间，比当前评估所需的时间短得多；动机——57.2% 的人表示 FMS 评估会增加工作量压力。使用 COM-B 理论框架讨论这些问题的解决方案。