Participants
In this study, during the partial implementation of CATCH PE year (intervention year 1), the number of participating K-1 students who were assessed with each of the four motor skill assessments ranged from 1,223–1,588 (boys = 654–857; girls = 536–695; Mean age = 5.5 yrs old). During the implementation of CATCH PE year (intervention year 2), the number of participating K-1 students who were assessed with each of the four motor skill assessment ranged from 1,227–1,277 (boys = 568–730; girls = 526–642; Mean age =5.6 yrs old). They were enrolled in nine elementary schools located in Mid-West of the United States. The student population was dominantly White and non-Hispanic (91.2%). In the nine elementary schools, K-1 students had a 30-min PE class and a 30-min wellness class per week taught by their certified PE teacher at his/her school. All nine PE teachers (five female and four male) were Caucasian. At the time of this study, the PE teachers’ ages varied from 33–55 years old with a range of 6–26 years of teaching experience. Each PE teacher had a spacious gymnasium with a climbing wall. The typical PE class had 18–28 students. The university institutional review board approved the project (HUM00088758) and the school district granted the permission for conducting this study. The parent/guardian of K-1 students signed the consent form for approving their child’s participation in this study.
CATCH PE training and implementation
To examine the students’ motor skill competency in four skills, this study used the pre- and post-test research design. During the project year 1 (teacher training and preparation phase), the nine PE teachers were trained in CATCH PE curriculum during a two-day staff development workshop. To ensure quality training for all PE teachers to be able to implement CATCH PE lessons [8], four essential components including Opportunity to Learn, Meaningful Content, Appropriate Instruction, and Student and Program Assessment were used as a guiding principles for the CATCH PE trainings. In the full-day CATCH School Implementation Training Workshop, the PE teachers learned the best instructional practices echoing the four essential components of the high-quality physical education through engaging in hands-on CATCH PE lesson activities. They discussed strategic approaches to incorporating CATCH PE into their current PE programs. Two weeks later, in a full-day staff development, the nine PE teachers reviewed and discussed the CATCH PE curriculum guidebooks for K-5. Based on their shared discussion and consensus, they designed the action plan for implementing a couple of CATCH PE units for the upcoming intervention year 1. Meanwhile, a training for assessing quality teaching practices and PE Metrics assessment was held in order to help the teachers have a better understanding of what quality teaching practices look like in a PE lesson and be able to effectively conduct the PE Metrics assessments with their students. All nine physical education teachers learned critical teaching components within four essential dimensions of quality teaching and PE Metrics assessment rubrics, assessment criteria, assessment tasks, and testing protocols for selected skills.
During the partial implementation of CATCH PE year (year 1), each PE teacher began teaching CATCH PE lessons to their K-1 students (the year 1 cohort) while recording what specific CATCH PE K-1 lessons they taught using the daily Curriculum Log for K-1. According the school year calendar, each elementary schools had 72 PE lessons per school year. The PE teachers, on average, taught 37 CATCH PE lessons throughout the intervention year 1. The results indicated that CATCH PE lessons counted for 51% of PE lessons during that school year. Throughout the school year, the research team provided on-going support by conducting field observation of each PE teacher’s teaching four lessons and having immediate conversations with the teacher about his/her teaching those lessons. At the end of each CATCH PE unit, the K-1 students’ motor skill competency was assessed using a specific PE Metrics skill assessment during a regular PE class.
During the implementation of CATCH PE year (year 2), each PE teacher taught CATCH PE K-2 lessons to their K-1 students (the year 2 cohort). Similarly, based on the school year calendar, each elementary schools had 72 PE lessons. The nine PE teachers, on average, taught 55 CATCH PE lessons throughout the intervention year 2. The results showed that the CATCH PE lessons counted for 77% of the PE lessons. Besides teaching CATCH PE lessons, the nine PE teachers also taught team building lessons, CATCH Go for Health lessons, bowling lessons, and floor hockey lessons. Similarly, throughout the school year, the research team provided on-going support by observing each PE teacher’s teaching four lessons and having immediate conversations with the teacher about his/her teaching those lessons. At the end of each CATCH PE unit, the students’ motor skill competency was assessed using the same specific PE metrics skill assessment as the last year.
Motor skill assessments
The K-1 students’ motor skill competency was assessed using four PE Metrics Assessment rubrics, including running skill, underhand catching skill, weight transferring, and hand dribbling skill assessment rubrics during the year 1 and year 2, respectively. Each rubric is designed as a skill-specific assessment tool specifically for Kindergarten and first-grade students [15]. Based on the specific feature of a skill, each skill assessment tool consists of the assessment rubrics, the assessment task, and the testing protocol. Each skill assessment rubric is comprised of essential dimensions, performance indicators, rating scales with 0–4 levels, and the number of trials for testing. The 0–4 rating scales are used to differentiate levels of motor skill performance based on defined characteristics of a performance indictor within each essential dimension on each point rating scale. Level 3 on each essential dimension indicates a competent level. A sum of the score on each essential dimension represents an overall competent level.
Regarding the running skill assessment, when a student was running within a lane over the course of 60 feet in length, his/her running performance was assessed on the two essential dimensions: Form and Consistency of Action with a 0–4 rating scale. Criteria for Competence (Level 3) on the Form are: “Runs with the essential elements of a mature pattern: a) arm/leg opposition, b) toes point forward, c) arms swing forward/backward and do not cross midline of body, and d) fee land heel to toe”. ([15], p. 41) Criteria for Competence (Level 3) on the Consistency of Action is “Runs in straight pathway without stumbling, stopping or falling down”. ([15], p. 41) One trial was allowed for this assessment. A total score of 6 indicated an overall competent level. The maximum score is 8. For the underhand catching assessment, a student used an underhand catching pattern to catch a ball tossed by his/her teacher who stood 6 feet away. His/her performance of this skill was assessed on the two essential dimensions: Form and Catching Success. Criteria for Competence (Level 3) on the Form are: “Attempts the catch with selected essential elements: a) hands reach to meet the ball. b) uses hands without trapping ball against chest. c) does not turn head away from ball”. ([15], p. 50) Criteria for Competence (Level 3) on the Catching Success is “Catches the ball successfully”. ([15], p. 50) Three trials were allowed for this assessment. A total score of 18 indicated an overall competent level. The maximum score is 24. For the weight transferring assessment, a student placed weight on their hands and transferred their feet sideways over a raised bar (3 feet long and 6 inches high) and back to a starting position. Each student’s performance was assessed on the two essential dimensions: Form and Weight Support and Control. Criteria for Competence (Level 3) on the Form are: “Transfer weight to hands, with selected essential elements: a) taking off on 2 fee simultaneously. b) landing on 2 feet simultaneously. c) hands maintaining stationary contact with the floor”. ([15], p. 56) Criteria for Competence (Level 3) on the Weight Support and Control is “Transfers weight to hands, without feet contacting the bar or without falling down”. ([15], p. 50) The Assessment consisted of 2 trials. A total score of 12 indicated overall competent level. The maximum score is 16. For the hand dribbling assessment, a student continuously dribbled the ball for 15 s with one hand within a 3-foot square taped on the floor. Each student’s performance in hand dribbling was scored on the two essential dimensions: Form and Continuous Action and Control. Criteria for Competence (Level 3) on the Form are: “Dribbles with all the selected essential elements: a) one-hand contact. b) maintains constant height of rebound. c) pushes ball (no slapping)”. ([15], p. 25) Criteria for Competency (Level 3) on the Continuous Action and Control is “Maintains a continuous dribble with feet staying within boundaries”. ([15], p. 50) One trial was allowed. A total score of 6 indicated overall competent level. The maximum score is 8. The Cronbach alpha reliability coefficients of underhand catching, running, weight transferring, and hand dribbling were 0.68, 0.81, 0.89, and .95.
Data analysis
Descriptive statistics were used to analyze levels and prevalence of the students’ motor skill competency in the four skill assessments. To examine the mean score difference on the overall competent level between the intervention 1 cohort and the intervention year 2 cohort, an independent t-test was conducted for each skill assessment. Also, an independent t-test was utilized to examine the differences of motor skill competency in the four skills between boys and girls in the intervention year 1 cohort and the intervention year 2 cohort, respectively. An alpha level .05 was set for all tests. IBM SPSS Statistics 21 was used to conduct the statistical analyses.