INVESTIGATING THE IMPACT OF PHYSICAL EDUCATION-BASED MOTOR-DEVELOPMENT APPROACHES UPON THE SELF-REGULATION OF LOWER PRIMARY SCHOOL PUPILS

Marco Sisi

Abstract


This paper aims to give a contribution to the study if the impact of motor-development approaches to teaching Physical Education (PE) amongst primary year 1 and year 2 school pupils within the Scottish education system. The study implemented Better Movers and Thinkers (BMT) as a motor-development intervention across an 8-week period, amongst 30 pupils within primary 1and 2 in a Scottish school. Framed through a mixed-methods design, the study involved pre- and post-intervention testing of three quantitative outcome measures: cognitive-regulation, affective-regulation, and motor-regulation- assessed through the Response to Challenge Scale (RCS). To examine the perceptions of teachers and pupils upon the implementation of BMT, qualitative data was gathered via three pupil focus group interviews and through the reflective journals of four classroom teachers who had also the role of reflective observers throughout the study. Quantitative data revealed a significant effect when comparing pre and post-test conditions in the domains of cognitive-regulation (p=0.000) and affective-regulation (p=0.042) however, displayed no significance within the domain of motor-regulation (p=0.067). Analysis of qualitative data through both reflective journals and pupil focus groups revealed that as well as enjoying BMT as an intervention, pupils experienced further benefits such as improved wellbeing, confidence, and concentration within class. These data are very positive and the potential that BMT holds to develop both cognitive and affective-regulation amongst children is encouraging and should be further researched in order to promote motor-development approaches to PE throughout the mainstream curriculum.


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DOI: https://doi.org/10.32043/gsd.v6i2.662

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Italian Journal of Health Education, Sports and Inclusive Didactics 
ISSN printed: 2532-3296