Perceptions of Pre-Service Elementary Teachers on Teaching Competency for Fundamental Movement Skills (FMS)

Abstract

This article aims to examine how pre-service elementary teachers perceive their teaching competency for FMS. This qualitative study involved seven pre-service elementary teachers at a national university of education located in a metropolitan area. They were asked to engage in individual in-depth interviews using semi-structured interview questions. Data were analyzed using the inductive category analysis approach. For data analysis, a constant comparative method was used through open coding, axial coding, and selective coding. To improve the validity of the derived research results, the strategies suggested by Merriam (1998) such as peer review and member checks were employed. The results of the study were classified into two primary themes such as ‘how important is FMS in elementary physical education’ and ‘pre-service elementary teachers’ competency in teaching FMS.’ The first primary theme consists of the two sub-themes: 'FMS emphasized in the revised physical education curriculum' and 'FMS perceived merely as beneficial for developing motor skills.' The second primary theme was drawn with two sub-themes: 'fragmented and limited awareness' and 'insufficient teaching competency in implementing lessons for FMS.' In conclusion, this article suggests directions for pre-service elementary teacher education for the successful teaching and learning of FMS.