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The new ERASMUS+ call for proposals now supports activities aiming at developing the European dimension in sport within the ERASMUS+ program. One of the central aims of the program is the promotion of European networks to provide opportunities for collaborative networks among stakeholders and institutions. These networks and collaborative partnerships aim at promoting participation in sport and physical activity and health-related physical activity (HEPA) to support the implementation of the EU Physical Activity Guidelines. Within this HEPA-policy, physical education has been identified as an important tool for promoting physical activity. Consequently, these guidelines (European Commission, 2009) discuss the central role of physical education because it is a mandatory subject in schools in most countries and could offer a healthy and appealing means of creating a lasting interest in physical activity and sport. Therefore, it is very important to evaluate the role physical education can play in promoting health behavior among children and youths.
A central aim of Physical Education (PE) is the promotion of basic motor competencies (BMC). Basic motor competencies are important determinants for explaining voluntary activities in sport and for promoting health-enhancing physical activity (HEPA) through increased participation in sports and exercise (for an overview see Herrmann et al., 2015). They constitute the essential requirements for taking part in the culture of sport and exercise and developing a physically active lifestyle. To promote the basic motor competencies effectively, the teachers have to know what their students are able to perform. For this reason the MOBAK test instruments have been developed (MOBAK-1 for 1st graders, Herrmann, Gerlach & Seelig, 2015, 2016; Scheuer, Bund & Herrmann, 2017; MOBAK-3 for 3rd graders, Herrmann & Seelig, 2017a; Scheuer, Bund Becker & Herrmann, 2017; MOBAK-5 for 5th graders, Herrmann & Seelig, 2017b; MOBAK-7 for 7th graders; Herrmann, Seiler, Pühse & Gerlach, 2017). They provide valid and reliable information about the level of students’ motor competence. The individual measurement of competencies allows teachers to identify groups with special needs and initiate special support to reduce inequalities. The proposed Collaborative Partnership “Basic Motor Competencies in Europe – Assessment and Promotion (BMC-EU)” consists of three progressive project phases:
(1) The assessment of the basic motor competencies in 13 partner countries
The evaluation of the basic motor competencies will take place in twelve European countries. Each project country will assess a sample of at least 300 students in primary school. Thereby, we pursue two central aims: The evaluation of the competence level of the countries (Monitoring) and of the competence level of the students (Screening). The results are reported to the project countries, to the schools as well as to the participating teachers.
(2) The development and implementation of a support-toolkit for teachers
Based on the results of the MOBAK-assessments, we develop together in collaboration with the partner countries a module-based support-toolkit with tailored interventions to promote the basic motor competencies of the students. This enables the physical education teachers to work with their students on their individual motor deficiencies evidence-bases and subsequently more efficiently.
(3) The implementation and dissemination of the project results.
For the implementation of the developed support-toolkit, the project partners will organize workshops. Results will be disseminated with national and international multiplier sport events.
Herrmann, C., Bund, A., Gerlach, E., Kurz, D., Lindemann, U., Rethorst, S., Scheuer, C., Seiler, S. & Pühse, U. (2015). A Review of the Assessment of Basic Motor Qualifications and Competencies in School.(3), 2–13.
Herrmann, C., Gerlach, E. & Seelig, H. (2015). Development and validation of a test instrument for the assessment of basic motor competencies in primary school.80-90.
Herrmann, C., Gerlach, E. & Seelig, H. (2016). Motorische Basiskompetenzen in der Grundschule. Begründung, Erfassung und empirische Überprüfung eines Messinstruments [Basic motor competences in primary school. Rationale, assessment and empirical testing of a measurement instrument].(2), 60-73.
Herrmann, C. & Seelig, H. (2017a). Structure and profiles of basic motor competencies in the third grade-validation of the test instrument MOBAK-3.(1), 5–20.
Herrmann, C., & Seelig, H. (2017b). Basic motor competencies of fifth graders. Construct validity of the MOBAK-5 test instrument and determinants.(2), 110–121.
Herrmann, C., Seiler, S., Pühse, U. & Gerlach, E. (2017). Motorische Basiskompetenzen in der Sekundarstufe – Konstrukt, Korrelate und Einflussfaktoren [Basic Motor Competencies in Middle School – Construct, Correlates and Determinants].(3), 270–289.
Scheuer, C., Bund, A., Becker, W. & Herrmann, C. (2017). Development and validation of a survey instrument for the detection of basic motor competencies in elementary school children.. [ ]
Scheuer, C., Bund, A. & Herrmann, C. (2017).. Manuscript in preparation.