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Physical Literacy in Elementary Physical Education: A Survey of Fundamental Movement Skill Practice Patterns
Lauren S Butler1, Apeksha Gupta, Amie DeVerna
1Department of Rehabilitation, Nicklaus Children's Hospital (Drs Butler, DeVerna); Department of Personalized Medicine and Health Outcomes Research, Nicklaus Children's Hospital (Dr Salyakina and Ms Gupta), Miami, Florida; Department of Physical Therapy (Dr Moore), University of Miami Miller School of Medicine, Miami, Florida; Children's Mercy Hospital (Dr Latz), Kansas City, Missouri; Nemours Children's Health System (Dr Foley Davelaar), Orlando, Florida; University of Central Florida College of Medicine (Dr Foley Davelaar), Orlando, Florida; Faculty of Sport Sciences (Dr Sugimoto), Waseda University, Tokyo, Japan; The Micheli Center for Sports Injury Prevention (Dr Sugimoto), Waltham, Massachusetts.
Purpose:
To describe fundamental movement skill (FMS) practice patterns in the elementary physical education (PE) curriculum.
Methods:
A cross-sectional survey was sent to PE teachers of grades 1 through 6. Sixty-eight responses were included for analysis.
Results:
Only 38.2% of teachers taught all 12 FMS components. Compared with PE teachers for grades 4 to 6, a significantly higher proportion of PE teachers for grades 1 to 3 taught all 12 FMS and used direct instruction methods. For children falling behind, only 8.8% reported referring to an exercise program and no PE teacher sought a health care referral. A video abstract can be found in Supplemental Digital Content 1 (available at: http://links.lww.com/PPT/A342).
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