Using participatory action to develop and refine an online motor competence assessment educational resource for teachers

Bibliographic Data

ID21783809
AuthorsSamantha L Snow (0009-0007-7001-4319, Deakin University, corresponding author), Trent D Brown (0000-0002-5129-3814, Deakin University), Lisa M Barnett (0000-0002-9731-625X, Deakin University), Jade Salmon (0000-0002-4734-6354, Deakin University), Natalie Lander (0000-0002-0279-3724, Deakin University)
Year2025
Pages1-19
Publication date2025-11-16
Open AccessNo
TypeARTICLE
VenuePhysical Education and Sport Pedagogy (JOURNAL)
Journal identifiersISSN: 1740-8989 • E-ISSN: 1742-5786
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/17408989.2025.2587027
OpenAlexW4416257955
LanguageEN
References cited44

Background Primary schools are ideal settings for developing children’s motor competence (MC), with accurate assessment critical for effective instruction. Despite the availability of valid, reliable, and feasible MC assessments, these tools are seldom used by primary Health and Physical Education (HPE) teachers. Reported barriers include limited time, inadequate teacher education, and insufficient awareness, access, and support. Using a multi-phased participatory action approach with education representatives and teachers, this study aimed to address these barriers through the development of the Movement Assessment in Practice (MAP), an online MC assessment platform.Methods A five-phase process guided the design and refinement of the MAP: (1) prototype development addressing previously identified barriers in collaboration with education representatives; (2) a workshop with 44 HPE teachers; (3) user journey and experience interviews with three teachers; (4) iterative refinement based on feedback; and (5) launch of the MAP on the Victorian Curriculum and Assessment Authority (VCAA) website.Results Feedback from representatives, workshops, and interviews shaped both the content and functionality of the MAP. Teachers and representatives agreed the platform addressed key barriers such as limited knowledge, time, and access, offering an evidence-informed, technology-based solution. User journey interviews highlighted the MAP’s user-friendly interface and capacity to support teachers in understanding and applying MC assessments. Participants valued the inclusion of valid and feasible tools, step-by-step guides, instructional videos, and automated downloadable scorecards. Requests were made for additional assessment options and enhanced time-saving features. Most teachers viewed the MAP as feasible, acceptable, and likely to be adopted, although some suggested improvements (e.g. a mobile app version) could not be implemented due to resource constraints.Conclusion This study highlights the value of participatory design in developing a practical and contextually relevant MC assessment resource for teachers. The MAP offers an accessible, curriculum-aligned tool that supports evidence-based assessment and instruction. By improving teachers’ confidence and efficiency in assessing children’s MC, the MAP bridges the gap between research and practice and lays the foundation for improved MC outcomes in primary education. Future research should evaluate the platform’s implementation, scalability, and long-term impact on teaching practices and student development. Impact Statement: The MAP represents an innovative integration of digital technology and evidence-based MC assessment in schools. Developed collaboratively with teachers and education representatives, it addresses persistent barriers to MC assessment. Its launch on the VCAA platform ensures broad reach and enhanced accessibility within the Australian education system

Action research · Citizen journalism · Participatory action research · Children's Physical and Motor Development · Occupational Therapy Practice and Research · Physical Education and Pedagogy

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