Fundamental movement skills are a definite set of
gross-motor skills that encompass different body parts. The purpose of this
study was an inquiry on fundamental movement skills taught to pre-school
children from teachers ‘perspective within the Zambezi Region. This study used
quantitative procedures to gather, and analyse the data. The population of this
study comprised of (n = 72) male and female Physical Education teachers from (n
= 50) schools who were purposively selected. Data was analysed using SPSS statistical
software programme, frequencies, percentages, mean and standard deviation
scores were used to interpret the results. The study results show that a total
number of (n = 3) movement skills; striking, rolling and volleying were 100%
not taught in all schools. Dribbling was taught in some schools by
66(93.0%) over 5(7.0%) with a score of (M = 0.35 SD =
.479). Jumping was taught by 68(94.4%) over (5.6%) with a score of (M = 0.94 SD =
.231). Leaping was not taught in schools 9(12.5%) with a score of (M = 0.13 SD =
.333). Walking taught in schools by 58(80.6%) over 14(19.4%)
with a score of (M = 0.81 SD = .399). Sliding was
not taught by 57(79.2%) over 15(20.8%) with a score of (M = 0.21 SD =
.409). Balancing was taught by 52(73.2% over 19(26.8%) with a score of (M =
0.74 SD =
.444). Landing movement was taught by 49(69.0%) over 22(31.0%) with a score of
(M = 0.69 SD=
.464). Pushing skill was not taught by 47(66.2%) over
24(33.8%) with a score of (M = 0.33 SD =
.475). Throwing was not taught by 37(52.1%) over 34(47.9%) with a score of (M =
0.47 SD =
.503). Standing was taught by 36(50.7%) over 35(49.3%) with
a score of (M = 0.51 SD =
.503). It can be established that fundamental movement skills
are a vital aspect of child development, therefore this study concludes that
much teaching emphasis was placed on locomotor movement skills, whilst a little
emphasis was placed on non-locomotor with much less effort put on teaching
manipulative movement skills.
