Stakeholders’ opinions on teaching movement education in primary schools: A cross-sectional study

Abstract

Background: Movement Education (ME) in primary schools is crucial for promoting physical activity. However, there is a gap in stakeholders' understanding regarding its importance, the training required for teachers, and the time allocated for physical activity. The disparity in perceptions among generalist teachers, principals, sports tutors, and primary education students (PES) students may impact the effective implementation of ME in schools. This study aimed to investigate the differences in perception among various stakeholders regarding ME in primary schools.Methods: A cross-sectional approach was adopted, utilizing data from previous studies on the same topic. The sample consisted of 338 participants drawn from prior research, categorized into four distinct stakeholder groups: sports tutors, generalist teachers, PES, and headmasters. A set of common questions was administered to different stakeholder groups to compare their perceptions of the adequacy of time allocated for physical activity, the quality of teacher training, and the role of specialist teachers. Statistical analyses, including Chi-square tests and Cramer's V, were conducted to assess the significance of differences among the groups. Results: Significant differences in perceptions were found across the groups (p<0.05). While generalist teachers (74.6%) and PES students (13.4%) considered the time allocated for physical activity to be adequate, a notable proportion of principals (11.7%) and sports tutors (20.4%) felt that the time was insufficient. Additionally, generalist teachers and PES students had a moderately positive view of their training adequacy, whereas sports tutors and principals were more critical, particularly regarding the sufficiency of training for teaching ME. Furthermore, most participants viewed the inclusion of specialist teachers in all primary school grades as an important improvement, suggesting that broader inclusion could enhance ME delivery. Conclusions: The study highlights a significant disparity in stakeholders' perceptions of ME, emphasizing the need for a comprehensive review of teacher training programs and the wider inclusion of specialist teachers. These findings suggest that strengthening collaboration among teachers, school leaders, and sports tutors is crucial for improving ME in primary schools. Further research should explore targeted interventions to address these gaps and enhance the overall quality of ME education in primary schools.