DOI: https://doi.org/10.53350/pjmhs22163444 ORIGINAL ARTICLE 444 P J M H S Vol. 16, No. 03, MAR 2022 Research of Performance Change Before and After in-Service Training for Relocation and Object Control Skills ARZU PEKĞÖZ ÇEVIKER 1 , MUSTAFA ÖNDER ŞEKEROĞLU 2 1 Kırıkkale University Faculty of Education, Department of Classroom Teaching, Kırıkkale, Turkiye 2 Mus Alpaslan University, Faculty of Sports Sciences, Department of Sports Management, Mus, Turkiye Correspondence to: Arzu Pekğöz Çeviker, Email. apekgoz@kku.edu.tr, Orcid: 0000-0003-1671-7500 ABSTRACT Aim: This study aimed to understand the effect of a customized physical education program on displacement and object control skills of classroom teachers and to compare the performance change of their skills before and after in-service training. Methods: 25 classroom teachers who participated in the research were evaluated at the beginning (pre-test) and after the four- day in-service training program (post-test). It includes the sum of the skills of running, Gallopinging, bouncing, jumping, horizontal jumping, sliding, hitting the ball with the shuttlecock, bouncing, catching, kicking the ball, throwing and rolling. Results and Conclusion: Findings from both assessment tools show that he had significantly lower coordination and skills at the beginning, and this difference changed significantly and significantly after the training program. It was concluded that the basic movement skills differed after the training. The post-in-service training shows that the displacement and object control skills of the classroom teachers increased. Keywords: In-Service Training, Object Control, Performance Change, INTRODUCTION The development of motor competence in children has been identified as the main influencer of physical activity and participation in sport in adolescence and adulthood. 1 The adequacy of motor skills defines human movement as goal- oriented or goal-oriented and defines the extent to which a person can control basic movement skills. 2 Controlling basic movement skills is often divided into motor movement and object correction skills, also known as object control skills or ball skills. Object control skills include throwing, dribbling, catching and kicking/hitting a fixed or moving object. 3 Object control skills are particularly important as they are often highly correlated with adolescent participation in sport and recreational choices and are one of the predictors of lifetime participation in physical activity. 1 The ability to consistently and competently perform various basic movement skills (e.g., running, catching, jumping, throwing) is generally defined as movement competence. 3 High levels of basic mobility skills in childhood are associated with a range of health and physical activity outcomes. 4 Children with high levels of basic movement skills have a better chance of maintaining their health. They are more likely to participate in physical activity and have better fitness later in life. 5 In addition, with physical activity, the individual gains the ability to cope with physiological or psychological problems. 23 All children can benefit from a tool that assesses a child's basic movement skills. Such a tool would provide opportunities for classroom teachers and sports trainers working with young children in the context of sport and physical education to have a more objective understanding of children's skills, better meet children's developmental demands, and analyze the effectiveness of education. There are several tools that can measure the performance level of children in basic movement skills. For example, Movement Evaluation Battery, 6 Bruininks-Oseretsky Motor Proficiency Test 2 7 and Gross Motor Development Test measurement tools have been developed for children. Most of these tools focus on identifying children with basic motor development disorders and are very time consuming. 22 However, in the context of sports education and physical education, it can be invaluable to measure not only at-risk children, but rather basic movement skills that cover a wide range of performances and can only be accomplished in a limited time. Basic movement skills are basically formed by gross motor coordination skills, which are the building blocks of more specific sports skills learned in later developmental stages. 8 Specifically, adequate basic movement skills are recognized as a requirement for functionality in regular daily activities and as a positive element to encourage the initiation and maintenance of physical activity. 6 It includes motor skills (for example, walking, running, jumping), balance skills (for example, balancing, turning, running), and object control (for example, throwing, catching, kicking). 3 Around the age of 6-10, typically developing children are at a sensitive stage to develop these basic movement skills. 9 Undoubtedly, children will continue to develop basic movement skills after the age of 10. However, this sensitive period is generally seen as very important. 10 Results of a longitudinal study showed moderate to high long-term stability of performance level of basic movement skills from primary school to early adulthood. 11 In addition, the level of motor proficiency at the ages of 9 and 10 was found to be related to the physical activity level of children after 32 months. 11 As a result, it seems reasonable to focus first on children aged 6- 10 when developing a tool to assess basic movement skills. The genders of children also differ in basic movement skills. Boys are generally more talented in object control skills in childhood and adolescence than girls. 12 As the development of childhood object control skills is an important predictor of body physical activity during adolescence, early awareness of object control skills as part of broader basic movement skills programming is critical to foster competence and confidence in childhood and beyond. Physical literacy, including the development of control of basic movement skills, is one of the main goals of physical education. In addition, the quality of the program of Physical Education and Sport as a part of the primary and secondary school curriculum can contribute to the development of displacement and object control skills. Studies have shown that detailed programmed physical education is critical in reorganizing control of basic movement skills. 13 Studies in the field of control development of basic movement skills have shown that object control skills are revealed in children following physical education program. 14 In this study, the researcher found that after a four-day in-service training program, the participant group showed a significant gain in the skills of running, Gallopinging, bouncing, jumping, horizontal jumping, sliding, hitting the ball with the racket, bouncing, catching, kicking the ball, throwing and rolling. It has been revealed that they can continue the learning outcome until the permanence test four days after the in-service training. The aim of this study is to design and evaluate a customized Physical Education program to improve the displacement and object control skills of classroom teachers who teach physical education and Sport in Turkey. The displacement and object control skills program designed as a part of this study is to apply to primary school teachers who give physical education and Sport lessons in in-service education with twelve different basic skills. The underlying theory is based on principles known as self- determination theory. Self-determination theory assumes that people are naturally proactive, curious, and have a natural love of