Table 10.
Responses to questions designed to measure the motivation of teachers to assess fundamental movement skills in a school setting
| Variable | n | % |
|---|---|---|
| Perceptions of ability to identify children who need support through FMS assessment in schools | ||
| Yes | 618 | 72.5 |
| No | 14 | 1.6 |
| Maybe | 216 | 25.4 |
| Perceived benefit of knowledge of pupils’ FMS for teaching | ||
| 1 (not beneficial at all) | 2 | 0.2 |
| 2 | 42 | 4.9 |
| 3 | 251 | 29.5 |
| 4 | 322 | 37.8 |
| 5 (extremely beneficial) | 229 | 26.9 |
| Workload stress | ||
| Definitely yes | 94 | 11 |
| Probably yes | 394 | 46.2 |
| Probably not | 330 | 38.7 |
| Definitely not | 30 | 3.5 |
| Likelihood of assessing FMS | ||
| 1 (not likely at all) | 3 | 0.4 |
| 2 | 45 | 5.3 |
| 3 | 190 | 22.3 |
| 4 | 322 | 37.8 |
| 5 (extremely likely) | 285 | 33.5 |
| Peer influence | ||
| 1 (not likely at all) | 44 | 5.2 |
| 2 | 84 | 9.9 |
| 3 | 226 | 26.5 |
| 4 | 380 | 44.6 |
| 5 (extremely likely) | 114 | 13.4 |