Developing Skill-Analysis Competency in Physical Education Teachers

Abstract

Abstract Given the known relationship between physical inactivity and chronic disease (US Dept. of Health and Human Services [USDHHS], 2000, 2001), learning more about antecedents for physical activity engagement is an important research priority. In this vein, a number of studies have found a relationship between perceived and actual motor skill competency and physical activity engagement (Burton & Martens, 1986; Carroll & Loumidis, 2001; Feltz & Petlichkoff, 1983; Roberts, Kleiber, & Duda, 1981). These findings call for the need to revisit the priority placed on motor skill acquisition in K–12 physical education curriculum and the prerequisite instructional practice of skill analysis. The purpose of this article is to generate renewed commitment toward developing skill-analysis competency in physical education teachers.