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- W3022986629 abstract "Purpose : Framed in self-determination theory, the aim of this study was to explore students’ perceptions of learning in a fundamental movement skills (FMS)-focused physical education program that incorporated student voice. Methods : Participants included 13 females attending a designated disadvantaged post primary school (13–14 years old). Qualitative data consisted of pre- and postfocus group interviews, participant drawings, and researcher reflections. Quantitative data included a pre- and postanalysis of five FMS (running, catching, throwing, kicking, and vertical jump). Results : Analysis of the qualitative data resulted in four overarching themes: learning new skills, presumptions, importance of peer learning, and FMS proficiency leading to improved participation. Analysis of quantitative data illustrated statistically significant improvement in mean score for kicking, running ( p ≤ .001), throwing, vertical jump, and catch ( p ≤ .05). Discussion/Conclusion : This study advocates for the incorporation of student voice to enhance autonomy, relatedness, and competence when creating a program aimed at developing adolescents’ FMS." @default.
- W3022986629 created "2020-05-13" @default.
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- W3022986629 date "2021-01-01" @default.
- W3022986629 modified "2023-09-27" @default.
- W3022986629 title "Enhancing Fundamental Movement Skills: Understanding Student Voices" @default.
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- W3022986629 doi "https://doi.org/10.1123/jtpe.2019-0170" @default.
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