11^th Obesity and Endocrinology Congress

Biography

Biography: Chak Lun Allan Fu

Abstract

There is a body of evidence indicating a ‘vicious cycle of obesity’ comprising low motor competency, low physical activity, and high body weight status. We propose that this cycle can be broken by improving motor competency.  Therefore, the purpose of this presentation is to explain the pedagogical approach and rationale underpinning an intervention to improve fundamental movement skills (FMS). The pedagogical approach to the intervention is to break the ‘vicious cycle’ by improving FMS of less skilled children.  An effective skill-enhancement protocol for children of all weight status is characterized by a non-competitive, enjoyable, motivate and task-psychosocial climate. Based on current evidence of best practice, two distinct but interrelated pedagogical approaches are selected to improve both content and context knowledge for intervention. ‘Teaching games for understanding’(TGfU) is chosen as it is evident with higher levels of perceived competence, motivation, enjoyment, engagement and effort than the conventional technical skills approaches. However, due to the inadequacy of TGfU in improving technical skills, ‘biomechanics assessments as pedagogy’ is added. The principles of biomechanics are integrated and individualised into FMS coaching and evaluation to maximize the learning outcomes and to assess them objectively.  Other interrelated components considered are settings, participants’ characteristics, teachers’ qualifications, and the physical education curriculum. Consideration of all of these components has been lacking in many interventions to date. Therefore, we implemented these pedagogical approaches and related factors to improve manipulative skills for with Year 7 and 8 school children. It is expected that their FMS, self-efficacy, self-perception and global self-worth will be improved.