Exploring the Direction of Elementary Teacher Education for Successful Teaching and Learning of Fundamental Movement Skills Based on the 2022 Revised Physical Education Curriculum

Purpose: The purpose of this study is to examine elementary teachers’ competencies for the successful teaching and learning of fundamental movement skills (FMS) based on the 2022 revised physical education curriculum. Additionally, it suggests directions for elementary teacher education to facilitate the successful implementation of the 2022 revised physical education curriculum.<br/> Method: This study was conducted a qualitative research design involving six elementary teachers working in Gyeonggi-do and Incheon. Data were collected using semi-structured interview questions, and analyzed following the inductive category analysis method proposed by Strauss and Corbin (1988). The category analysis was performed through open coding, axial coding, and selective coding. To enhance validity of the research results, peer review and member checks were conducted in accordance with the strategies suggested by Merriam (1998).<br/> Results: Two major themes emerged: (1) considering the importance of FMS and (2) knowledge about FMS. The first theme included two sub-themes such as ‘FMS as emphasized in the revised curriculum’ and ‘Limited perception of the significance of FMS’. The second theme indicated two sub-themes such as ‘Fragmented and limited knowledge’ and ‘knowledge about how to utilize learning tasks and teaching-learning methods’.<br/> Conclusion: This study suggests specific directions for elementary teacher education to improve the teaching and learning of FMS.