Evidence suggests the development of fundamental movement skill (FMS) is a key factor in promoting long-term physical activity. Low levels of activity among preschool children and the relationship between physical activity and the development of fundamental movement skills underline the need to determine the factors associated with children's development of such skills. As parents play an important role in the socialization process, the aim of this study was to examine correlates of family and neighbourhood characteristics as well as parental behaviour and beliefs on FMS performance in 4- to 6-year-old preschool children. Relationships between preschool children's FMS performance and family contextual variables were examined within a sample of 846 preschool children. Results identified positive associations of FMS performance with parental education, father's physical activity, transport to school by bicycle, and the high value placed by parents high on sport-specific aspects of children's physical activity. Variables negatively associated with preschool children's FMS performance included father–child interaction in TV-viewing and reading books, the high importance placed by parents on winning and performance in children's physical activity. Furthermore, the ambiguity of associations between FMS performance and parental beliefs underlined its complexity.

This article reports on a study of the professional learning of Flemish teacher educators. In the first part, an exemplary survey was conducted in order to compile an inventory of the existing types of education initiatives for teacher educators in Flanders. An electronic survey was then conducted in order to identify the professional needs of teacher educators in Flanders. The third part of the study focused on how the professional learning of teacher educators can evolve throughout their careers. This topic was examined by organising focus groups with teacher educators at two international conferences for teacher educators. Flemish teacher educators devote considerable attention to professional learning, and they are able to meet their needs through the broad range of existing courses and programmes offered within the educational system. Nevertheless, there is still room for improvement in the alignment of professional learning with the needs and career stages of teacher educators.

The purpose of this study was to assess mastery of Fundamental Movement Skills (FMS) in 6- to 6.5-year-old Flemish pre-school children. The subjects were 236 6-year-old children (138 boys, 98 girls; mean age 6 years 2.4 months, SD 2.4). Children were individually assessed with the Motoriktest für Vier- bis Sechsjährige Kinder (MOT 4-6) in four performance areas. Scores on each item varied from 0 to 2 and generated a maximum total score (TS) of 34. Percentiles and descriptive analyses were used to report on frequencies of scores. The mean TS was 20.78 (SD 5.7), without significant gender differences. Score 2 was reached by more than 50% of children in 6/17 FMS: ‘forward balance’, ‘placing dots’, ‘grasping a tissue’, ‘passing through a hoop’, ‘height jump’ and ‘turning jump’. In conclusion, 6-year-old pre-school children scored well on 6/17 FMS (one stability, two fine motor and three locomotor tasks). Object control tasks showed lower skill levels than other performance areas.