An Integrated Assessment Model for Evaluating Motor Skills in Trainee Primary School Teachers

This study presents an integrated assessment model for evaluating motor skills in trainee generalist primary school teachers. The model integrates objective performance measures with self-reported qualitative observations, aiming to promote body awareness and highlight the quality of movement. A total of 547 university students, divided into two cohorts (2023/24 and 2024/25), completed a battery of standardized field tests and recorded both quantitative results (e.g., times, repetitions) and qualitative reflections on their execution. The findings show that the 2024/25 cohort performed better in balance and muscular endurance, while showing slower times in agility and sprint tests. Qualitative data revealed more fluid execution, a wider range of motor strategies, and greater self-reflection, suggesting a more mature motor profile. These differences are not solely attributable to individual factors; they may also reflect the evolving structure of the training program, the instructional approach, and the learning environment. The integration of objective and subjective data enabled the construction of multidimensional motor profiles, capturing not only outcomes but also processes. This model supports the development of reflective and adaptive motor competence and offers promising applications in teacher training and health promotion, contributing to a more inclusive and effective approach to physical education in primary schools.