International Journal of

Arts , Humanities & Social Science

ISSN 2693-2547 (Print) , ISSN 2693-2555 (Online)
DOI: 10.56734/ijahss
An Inquiry on Fundamental Movement Skills Taught to Pre-School Children in Zambezi Region of Namibia: a Teacher’s Perspective


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.