Moving Well Being Well: assessing implementation in schools
Nathan Gavigan, Johann Issartel, Cameron Peers, and Sarahjane Belton
Journal of Teaching in Physical Education
School of Health and Human Performance

The Moving Well-Being Well project aims to investigate why children wish to be active and looks at the underlying factors which motivate them to move. Using this holistic approach, the team assessed Irish children's physical literacy, and all the components associated with an active lifestyle. Physical literacy is defined as ‘the motivation, confidence, physical competence, knowledge and understanding to take responsibility to be active for life.’ Previously the project assessed all of these factors in over 2,100 children, the team were able to give a representative snapshot of Irish primary school children, in response to the growing issues of physical inactivity and obesity in Ireland.

Competence in fundamental movement skills (FMS) is purported to be linked with increased physical activity participation. Yet, recent research suggests a low level of FMS proficiency in children. The aim of this study was to evaluate the efficacy, impact on gender, and influence of teacher fidelity on the Moving Well-Being Well intervention. The intervention was delivered in 18 primary schools. Data were gathered on six FMS and two balance skills pre- and postintervention using the Test of Gross Motor Development—Third Edition and Bruininks–Oseretsky Test of Motor Proficiency. The mean postintervention FMS score was higher than preintervention, with a mean increase of 7.85 (23%). A two-way analysis of covariance found gender was not statistically significant (p = .74), but teacher fidelity was statistically significant (p = .000; moderate effect size). The intervention significantly improved children’s FMS, having a similar effect on boys and girls. Teacher fidelity of implementation had a significant impact on FMS improvement.