Abstract
Introduction: The aim of this intervention study was to examine the effects of an 8-week competence-oriented physical education (PE) program on basic motor competencies (BMC) in third and fourth graders. Previous studies showed that PE programs targeting abilities, knowledge, and the willingness to perform motor tasks can foster BMC (Niederkofler & Amesberger, 2024; Strotmeyer et al., 2021). However, results between first/second graders and third/fourth graders are inconsistent, indicating differences in motor learning behaviour and a greater need for explicit knowledge content in third/fourth graders.
Methods: Participants included 140 third graders and 140 fourth graders, who were randomly assigned by class to either an intervention (program-based PE) or control group (regular PE). In line with the concept of competence (Klieme et al., 2008), the PE program implemented four modules (e.g., balancing & rolling, throwing & catching) that supported students' self-regulation (willingness) while engaging students in motor active (ability) and cognitive reflective (knowledge) interactions with their BMC. The program followed a structured progression from movement games to movement tasks of varying difficulties. To better understand the effect of knowledge content on motor competence development, children used both self-assessment and peer-assessment worksheets to assess their motor performance after completing the movement tasks — an approach contrasting with previous studies. Object-movement and self-movement were tested pre-intervention and will be tested post-intervention using the MOBAK-3-4 instrument (Herrmann, 2018). Results & Discussion: The results are currently not available but will be presented at the symposium. The time effects and time-by-group interaction effects of the competence-oriented PE program on BMC development will be analysed using RmANOVAs and the findings will be discussed.
References:
Herrmann, C. (2018). MOBAK 1–4. Test zur Erfassung Motorischer Basiskompetenzen für die Klassen 1–4. Hogrefe. Klieme, E., Hartig, J., & Rauch, D. (2008). The concept of competence in educational contexts. In J. Hartig, E. Klieme, & D. Leutner (Eds.), Assessment of competencies in educational contexts (pp. 3–22). Hogrefe & Huber.
Niederkofler, B., & Amesberger, G. (2024). Promotion of basic motor competencies through pupils’ ability, knowledge, and willingness. Effects of an 8-week PE pro-gram in 2nd and 4th grade. Current Issues in Sport Science, 9(4), article 024. https://doi.org/10.36950/2024.4ciss024.
Strotmeyer, A., Kehne, M., & Herrmann, C. (2021). Effects of an Intervention for Promoting Basic Motor Competencies in Middle Childhood. International Journal of Environ-mental Research and Public Health, 18(14), article 7343. https://doi.org/10.3390/ijerph18147343.