Purpose: Evidence demonstrates that many school children fail to master fundamental movement skills (FMS). Little is known about the teaching and learning of FMS in Hong Kong. This study aimed to capture voices from both teachers and students to better understand the current FMS practices in primary physical education. Methods: Semistructured…

The purpose of this article is to explore physical education (PE) teachers' content knowledge of the emerging concept movement capability. Interviews with eight PE teachers were conducted, partly using a stimulated recall technique which involved watching and commenting on video recorded PE lessons. A phenomenographic analysis was used to outline…

Despite increasing policy emphasis on improving teacher quality, little is known about how teachers acquire their movement content knowledge in physical education teacher education (PETE). To address this question we examined: (a) movement content courses designed to teach K-12 physical education content in the PETE curriculum, (b) the purpose of…

Examined how elementary students' use of critical thinking in their movement actions was inspired by an "expert" teacher's task design, task presentation, and instructional strategies during creative dance lessons. Data from videotaped lessons and written anecdotes indicated that by presenting sequential, open- ended tasks and learning…

Study examined the relationship of student characteristics to divergent movement ability in elementary school students, noting the combined effect of physical education content and specific teaching styles on one component of critical thinking in the psychomotor domain. Students' ability to generate different movement patterns improved when they…