Enhancing early childhood motor skills through teacher-focused video-based instruction and expert consultationsMarinšek, Miha (Avtor) Bedenik, Klemen (Avtor) Kovač, Marjeta (Avtor) fundamental movement skillsinterventionselfdetermination theoryteacher trainingmotor skill acquisitionPurpose: This study examined the effectiveness of a teacherfocused intervention designed to enhance children’s fundamental movement skills (FMS) by strengthening teachers’ instructional competence and confidence. The intervention combined videobased instructional resources with expert consultations to support teachers’ self-efficacy, autonomy, and adaptive teaching practices. A mixed-methods approach was used to capture both child motor outcomes and teachers’ professional experiences. Materials and Methods: An explanatory sequential mixed-methods design was implemented. Quantitative data were collected from 143 children (mean age: 6.0 years) using the Test of Gross Motor Development-3 (TGMD-3), administered at pre-test, post-test, and retention stages (five weeks post-intervention). Qualitative data were gathered through semi-structured interviews with the five intervention-group teachers, focusing on their perceptions of how the provided video resources and expert consultations influenced their lesson preparation, instructional decision-making, and adaptability. Results: Quantitative analyses demonstrated significant improvements in children’s locomotor and ball skills within the intervention group, with these gains maintained at retention testing. Qualitative findings revealed three interconnected themes: teacher self-efficacy, perceived effectiveness of intervention resources, and adaptability in instruction. Teachers reported that the video-based resources clearly demonstrated correct techniques and developmental variations of FMS, contributing to their instructional confidence and skill delivery. Expert consultations provided personalised guidance and reinforced teachers’ autonomy and adaptive practice. Conclusions: Findings indicate that teacher-focused, video-based instructional materials combined with expert consultation can enhance children’s FMS and positively influence teachers’ perceived instructional competence. The results highlight the potential of scalable professional development models that blend accessible digital resources with structured pedagogical support.20262026-03-26 12:55:21Znanstveno delo97632UDK: 796.012COBISS_ID: 272968451DOI: 10.1080/17408989.2026.2644311ISSN pri članku: 1742-5786sl