Qualitative movement skill assessment in a learning context
The aim of this paper is to discuss process orientated movement skill assessment tools in relation to development of Physical Literacy. In the last decade there has been a change towards quality in movement assessments, particularly when speaking in terms of grading in Physical education and health (PEH) in Sweden. Quality is often expressed in either technical features or in combination with descriptions of how the movements are performed with words as; balance, precision, confidence, rhythm, fluency and stability. Can the qualitative assessment tools be used in a broader educational context as a formative method to develop versatile movement repertoire using the criteria for the tasks? The use of the assessment tools in pedagogical work may enhance the cognitive understanding of and the movement competence and involving the pupils in their learning. Motivation, confidence and self perception are important parts of one’s preference to physical activity. Engaging pupils in their learning process have been recommended and will strengthen their achievements. How can self- and peer assessment engage the pupils in their learning process of movement skills? Developing pupils’ movement quality through self reflection and self knowledge can contribute to their development of Physical Literacy and lifelong learning.
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International Physical Literacy Conference, University of Bedfordshire 17-18th June 2013