Characteristics of Teacher Training in School-Based Physical Education Interventions to Improve Fundamental Movement Ski
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SYSTEMATIC REVIEW
Characteristics of Teacher Training in School-Based Physical Education Interventions to Improve Fundamental Movement Skills and/or Physical Activity: A Systematic Review Natalie Lander1 • Narelle Eather2 • Philip J. Morgan2 • Jo Salmon3 Lisa M. Barnett1
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Ó Springer International Publishing Switzerland 2016
Abstract Background Fundamental movement skill (FMS) competence is positively associated with physical activity (PA). However, levels of both FMS and PA are lower than expected. Current reviews of interventions to improve FMS and PA have shown that many school-based programs have achieved positive outcomes, yet the maintenance of these interventions is variable. Teachers play a central role in the success and longevity of school-based interventions. Despite the importance of teacher engagement, research into the nature and quality of teacher training in schoolbased PA and FMS interventions has received little attention. Objective The aim of this systematic review was to investigate the type and quantity of teacher training in
Electronic supplementary material The online version of this article (doi:10.1007/s40279-016-0561-6) contains supplementary material, which is available to authorized users. & Natalie Lander [email protected] 1
School of Health and Social Development, Faculty of Health, Deakin University, Burwood Hwy, Burwood, VIC, Australia
2
PRC in Physical Activity and Nutrition, Faculty of Education and Arts, Newcastle University, Callaghan, NSW, Australia
3
Institute for Physical Activity and Nutrition Research, School of Exercise and Nutrition Sciences, Deakin University, Burwood Hwy, Burwood, VIC, Australia
school-based physical education PA and/or FMS interventions, and to identify what role teacher training had on the intervention outcome. Methods A systematic search of eight electronic databases was conducted. Publication date restrictions were not implemented in any database, and the last search was performed on 1 March 2015. School physical educationbased interventions facilitated by a school teacher, and that included a quantitative assessment of FMS competence and/or PA levels were included in the review. Results The search identified 39 articles. Eleven of the studies measured FMS, 25 studies measured PA and three measured both FMS and PA. Nine of the studies did not report on any aspect of the teacher training conducted. Of the 30 studies that reported on teacher training, 25 reported statistically significant intervention results for FMS and/or PA. It appears that teacher training programs: are C 1 day; provide comprehensive subject and pedagogy content; are framed by a theory or model; provide follow-up or ongoing support; and measure teacher satisfaction of the training, are more effective at improving student outcomes in FMS and/or PA. However, the provision of information regarding the characteristics of the teacher training was largely inadequate. Therefore, it was difficult to ascertain which teacher training characteristics were most important in rela
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