Fundamental movement skills: An exploration of secondary PE teachers’ experiences

Qualitative research project investigating teachers' experiences and perspectives of teaching pupils and their fundamental movement skills in Physical Education. Research into assessing and identifying fundamental movement skills (FMS) has been extensive. However, a need remains to explore the practical experiences of teaching FMS within secondary school physical education. FMS are the building blocks for developing complex and specific movement skills. It is acknowledged from literature that many believe preadolescence to be the opportune time for the delivery of FMS intervention, although minimal research has explored teachers' experiences at the adolescent stage. This study explores the experience of secondary school physical education teachers working across Worcestershire. The purpose of the research was to uncover the voices that have yet to be heard regarding the experience of teaching FMS. The research contributes to a gap within the field of secondary education by exploring the experiences of secondary school teachers and the teaching of FMS. The key findings from this study were that pupils' fundamental movement skills have declined in the view of the participants. Reasons cited for this decline covered both experiences of physical education during primary school and the influence of parents and peers on participation in practice. Supplementary findings show that teachers are underprepared and underdeveloped concerning deep knowledge of fundamental movement skills to improve the physical outcomes of pupils. Findings from this study have practical implications for curriculum leaders of physical education and those responsible for planning and delivering Initial Teacher Training and Education (ITTE) physical education at both the secondary and primary levels. By exploring these educators' narratives, this study aids in refining the teaching of FMS to enhance the overall quality of physical education, thereby positively impacting the development of students' fundamental movement skills. I can confirm that ethical approval was applied for and granted for this research.