Exploring Three Pedagogical Approaches to Developing Fundamental Movement Skills in Children

Purpose: The primary aim of this pilot study was to investigate whether teaching FMS using Bothmer Gymnastics (taught internationally in Waldorf/Steiner schools), a linear approach, or a non-linear approach is more effective for the acquisition and development of FMS in children aged 5-8 years in the school setting. Method: One school participated in this 3-armed comparison study; with seventy-five children aged 5-8 years from three classes randomly assigned to three treatment groups at the class level. Using distinct pedagogical styles across treatment groups each lesson was delivered by the same researcher during regular 60-minute physical education lessons scheduled once a week over 8-weeks. Weekly lessons with identical aims and objectives from the mandated Personal Development, Health and Physical Education (PDHPE) Syllabus targeted FMS development (stability/body control, locomotor, and non-locomotor), with FMS assessed using the Test of Gross Motor Development at baseline and 8-weeks follow-up. Linear mixed models were used to determine and compare group-by-time treatment effects. Results: A significant treatment effect was observed for locomotor, manipulative, and total Fundamental Movement Skills (P < 0.05). Students in the non-linear (NL) and linear approach groups (L) showed significant improvements compared to the Bothmer Gymnastics group (BG) for 1) locomotor skills (including run, hop, skip, jump, sliding and gallop) BG-L: t(45): 2.78, P = 0.08; BG-NL: t(47) = 4.32, P<0.001; NL-L: t(49): 1.9, P < 0.063; 2) manipulative skills (catching, throwing, kicking) BG-L: t(47): -3.2, P < 0.003; BG-NL: t(49): 3.09, P = 0.003; NL-L: t(47): 0.074, P = 0.941; and 3) Total FMS development (locomotor and manipulative) BG-L: t(43): -3.4, P < 0.002; BG-NL t(46): 4.02, P < 0.001; NL-L t(46): 0.97, P = 0.338). Conclusion: Linear and non-linear pedagogical approaches were more effective for improving overall FMS amongst 5–8-year-old children than using Bothmer Gymnastics in this sample of children. Considering Bothmer Gymnastics is taught in many Waldorf/Steiner Schools future research could explore other outcomes developed through this teaching practice or evaluate whether interventions of greater dose or duration may be more effective. Irrespective, low dose school-based intervention delivered in physical education using either linear or non-linear pedagogical approaches show promise for developing FMS proficiency amongst children.