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Garbeloto F, Pereira S, Tani G, Chaput JP, Stodden DF, Garganta R, Hedeker D, Katzmarzyk PT, Maia J. Validity and reliability of Meu Educativo®: A new tool to assess fundamental movement skills in school-aged children. Am J Hum Biol 2024; 36:e24011. [PMID: 37962092 DOI: 10.1002/ajhb.24011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2023] [Revised: 10/24/2023] [Accepted: 10/25/2023] [Indexed: 11/15/2023] Open
Abstract
OBJECTIVES There is evidence showing that children's proficiency in fundamental movement skills (FMS) is positively related to weight status, physical activity, fitness levels, cognitive development, as well as academic performance. Yet, the feasibility of FMS assessment is challenging, especially with relatively large samples of children. This article presents a new tool named Meu Educativo® to assess children's FMS levels, including its validity and reliability. METHODS We relied on the validity evidence approach based on test content to develop the FMS assessment checklist and the rating system with a team of experts. In this article, we used five FMS (stationary dribbling, kick, overhand throw, catch the ball, and underhand roll). Further, we conducted a series of reliability studies and used percent agreement and Cohen's kappa (κ) as statistics. RESULTS Experts agreed highly on the checklist's components in the five FMS. Inter-rater reliability ranged from 0.63 for stationary dribbling to 0.93 for overhand throw, and the intra-rater reliability ranged from 0.46 to 0.94. CONCLUSION Based on the first results, Meu Educativo® was not only easy to use, but was also a reliable tool for FMS assessments. Notwithstanding the need for future studies, Meu Educativo® is a new tool that can be used by teachers, coaches, and motor development specialists dealing with school-aged children and researchers working with large samples.
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Affiliation(s)
- Fernando Garbeloto
- Centre of Research, Education, Innovation and Intervention in Sport (CIFI2D), Faculty of Sport, University of Porto, Porto, Portugal
- Motor Behavior Laboratory, School of Physical Education and Sports, University of São Paulo, São Paulo, Brazil
| | - Sara Pereira
- Centre of Research, Education, Innovation and Intervention in Sport (CIFI2D), Faculty of Sport, University of Porto, Porto, Portugal
- Research Center in Sport, Physical Education, and Exercise and Health (CIDEFES), Faculty of Physical Education and Sports, Lusófona University, Lisboa, Portugal
| | - Go Tani
- Motor Behavior Laboratory, School of Physical Education and Sports, University of São Paulo, São Paulo, Brazil
| | - Jean-Philippe Chaput
- Healthy Active Living and Obesity Research Group, Children's Hospital of Eastern Ontario Research Institute, Ottawa, Ontario, Canada
| | - David F Stodden
- Department of Physical Education, University of South Carolina, Columbia, South Carolina, USA
| | - Rui Garganta
- Centre of Research, Education, Innovation and Intervention in Sport (CIFI2D), Faculty of Sport, University of Porto, Porto, Portugal
| | - Donald Hedeker
- Department of Public Health Sciences, University of Chicago, Chicago, Illinois, USA
| | | | - José Maia
- Centre of Research, Education, Innovation and Intervention in Sport (CIFI2D), Faculty of Sport, University of Porto, Porto, Portugal
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Eddy LH, Preston N, Boom S, Davison J, Brooks R, Bingham DD, Mon-Williams M, Hill LJB. The validity and reliability of school-based fundamental movement skills screening to identify children with motor difficulties. PLoS One 2024; 19:e0297412. [PMID: 38359032 PMCID: PMC10868745 DOI: 10.1371/journal.pone.0297412] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2022] [Accepted: 12/27/2023] [Indexed: 02/17/2024] Open
Abstract
AIM Assess whether school-based teacher-led screening is effective at identifying children with motor difficulties. METHODS Teachers tested 217 children aged between 5 and 11 years old, after a one hour training session, using a freely available tool (FUNMOVES). Four classes (n = 91) were scored by both researchers and teachers to evaluate inter-rater reliability. Researchers assessed 22 children using the Movement Assessment Battery for Children (MABC-2; considered to be the 'gold standard' in Europe for use as part of the diagnostic process for Developmental Coordination Disorder) to assess concurrent and predictive validity. RESULTS Inter-rater reliability for all individual activities within FUNMOVES ranged from 0.85-0.97 (unweighted Kappa; with 95%CI ranging from 0.77-1). For total score this was lower (κ = 0.76, 95%CI = 0.68-0.84), however when incorporating linear weighting, this improved (κ = 0.94, 95%CI = 0.89-0.99). When evaluating FUNMOVES total score against the MABC-2 total score, the specificity (1, 95%CI = 0.63-1) and positive predictive value (1; 95%CI = 0.68-1) of FUNMOVES were high, whereas sensitivity (0.57, 95%CI = 0.29-0.82) and negative predictive values (0.57, 95%CI = 0.42-0.71) were moderate. Evaluating only MABC-2 subscales which are directly related to fundamental movement skills (Aiming & Catching, and Balance) improved these values to 0.89 (95%CI = 0.52-1) and 0.93 (95%CI = 0.67-0.99) respectively. INTERPRETATION Teacher-led screening of fundamental movement skills (via FUNMOVES) is an effective method of identifying children with motor difficulties. Such universal screening in schools has the potential to identify movement difficulties and enable earlier intervention than the current norm.
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Affiliation(s)
- Lucy H. Eddy
- Department of Psychology, University of Bradford, Bradford, United Kingdom
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford, United Kingdom
| | - Nick Preston
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford, United Kingdom
- Leeds Institute of Medical Research, University of Leeds, Leeds, United Kingdom
| | - Shania Boom
- Faculty of Health Studies, University of Bradford, Bradford, United Kingdom
| | - Jessica Davison
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford, United Kingdom
- School of Psychology, University of Leeds, Leeds, United Kingdom
| | - Rob Brooks
- Faculty of Health Studies, University of Bradford, Bradford, United Kingdom
| | - Daniel D. Bingham
- Faculty of Health Studies, University of Bradford, Bradford, United Kingdom
- Bradford Institute for Health Research, Bradford Royal Infirmary, Bradford, United Kingdom
| | - Mark Mon-Williams
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford, United Kingdom
- School of Psychology, University of Leeds, Leeds, United Kingdom
- Bradford Institute for Health Research, Bradford Royal Infirmary, Bradford, United Kingdom
| | - Liam J. B. Hill
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford, United Kingdom
- School of Psychology, University of Leeds, Leeds, United Kingdom
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Martins C, Romo-Perez V, Webster EK, Duncan M, Lemos LF, Staiano AE, Okely A, Magistro D, Carlevaro F, Bardid F, Magno F, Nobre G, Estevan I, Mota J, Ning K, Robinson LE, Lenoir M, Quan M, Valentini NC, Cross P, Jones R, Henrique R, Chen ST, Diao Y, Bandeira PR, Barnett LM. Motor Competence and Body Mass Index in the Preschool Years: A Pooled Cross-Sectional Analysis of 5545 Children from Eight Countries. Sports Med 2024; 54:505-516. [PMID: 37747664 PMCID: PMC10939976 DOI: 10.1007/s40279-023-01929-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/28/2023] [Indexed: 09/26/2023]
Abstract
BACKGROUND AND OBJECTIVE One in five preschool children are overweight/obese, and increased weight status over time increases the risks of poorer future health. Motor skill competence may be a protective factor, giving children the ability to participate in health-enhancing physical activity. Yet, we do not know when the relationship between motor competence and weight status first emerges or whether it is evident across the body mass index (BMI) spectrum. This study examined the association between motor skill competence and BMI in a multi-country sample of 5545 preschoolers (54.36 ± 9.15 months of age; 50.5% boys) from eight countries. METHODS Quantile regression analyses were used to explore the associations between motor skill competence (assessed using the Test of Gross Motor Development, Second/Third Edition) and quantiles of BMI (15th; 50th; 85th; and 97th percentiles), adjusted for sex, age in months, and country. RESULTS Negative associations of locomotor skills, ball skills, and overall motor skill competence with BMI percentiles (p < 0.005) were seen, which became stronger at the higher end of the BMI distribution (97th percentile). Regardless of sex, for each raw score point increase in locomotor skills, ball skills, and overall motor skill competence scores, BMI is reduced by 8.9%, 6.8%, and 5.1%, respectively, for those preschoolers at the 97th BMI percentile onwards. CONCLUSIONS Public health policies should position motor skill competence as critical for children's obesity prevention from early childhood onwards. Robust longitudinal and experimental designs are encouraged to explore a possible causal pathway between motor skill competence and BMI from early childhood.
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Affiliation(s)
- Clarice Martins
- Research Centre in Physical Activity, Health and Leisure, and Laboratory for Integrative and Translational Research in Population Health, University of Porto, Porto, Portugal.
- Department of Physical Education, Federal University of Paraíba, João Pessoa, Brazil.
| | - Vicente Romo-Perez
- Faculty of Education and Sports Sciences, Universidade de Vigo, Vigo, Spain
| | - E Kipling Webster
- Department of Kinesiology, Recreation, and Sport Studies, University of Tennessee, Knoxville, TN, USA
| | - Michael Duncan
- Centre for Physical Activity, Sport and Exercise Sciences, Coventry University, Coventry, UK
| | - Luís Filipe Lemos
- Research Centre in Physical Activity, Health and Leisure, and Laboratory for Integrative and Translational Research in Population Health, University of Porto, Porto, Portugal
- Faculty of Psychology, Education and Sport, Lusofona University, Porto, Portugal
| | | | - Anthony Okely
- School of Health and Society, University of Wollongong, Wollongong, NSW, Australia
| | - Daniele Magistro
- Department of Sport Science, School of Science and Technology, Nottingham Trent University, Nottingham, UK
| | - Fabio Carlevaro
- Polo Universitario Asti Studi Superiori, Uni-Astiss, Asti, Italy
| | - Farid Bardid
- Strathclyde Institute of Education, University of Strathclyde, Glasgow, UK
| | - Francesca Magno
- Polo Universitario Asti Studi Superiori, Uni-Astiss, Asti, Italy
| | - Glauber Nobre
- Instituto Federal de Educação, Ciência e Tecnologia do Ceará, Ceará, Brazil
| | - Isaac Estevan
- AFIPS Research Group, Department of Teaching of Physical Education, Arts and Music, University of Valencia, Valencia, Spain
| | - Jorge Mota
- Research Centre in Physical Activity, Health and Leisure, and Laboratory for Integrative and Translational Research in Population Health, University of Porto, Porto, Portugal
| | - Ke Ning
- School of Physical Education and Sport, Shaanxi Normal University, Xi'an, China
| | - Leah E Robinson
- School of Kinesiology, University of Michigan, Ann Arbor, MI, USA
| | - Matthieu Lenoir
- Department of Movement and Sports Sciences, Ghent University, Ghent, Belgium
| | - Minghui Quan
- School of Kinesiology, Shanghai University of Sport, Shanghai, China
| | - Nadia C Valentini
- School of Physical Education, Physiotherapy and Dance, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil
| | - Penny Cross
- School of Health and Society, University of Wollongong, Wollongong, NSW, Australia
| | - Rachel Jones
- School of Health and Society, University of Wollongong, Wollongong, NSW, Australia
- School of Education, University of Wollongong, Wollongong, NSW, Australia
| | - Rafael Henrique
- Department of Physical Education, Federal University of Pernambuco, Recife, Brazil
| | - Si-Tong Chen
- Institute for Health and Sport, Victoria University, Melbourne, VIC, Australia
| | - Yucui Diao
- School of Sport, Shandong Normal University, Jinan, China
| | - Paulo R Bandeira
- Department of Physical Education, Universidade Regional do Cariri, Crato, Brazil
| | - Lisa M Barnett
- Faculty of Health, School of Health and Social Development, Institute for Physical Activity and Nutrition, Deakin University, Geelong, VIC, Australia
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Makaruk H, Porter JM, Webster EK, Makaruk B, Bodasińska A, Zieliński J, Tomaszewski P, Nogal M, Szyszka P, Starzak M, Śliwa M, Banaś M, Biegajło M, Chaliburda A, Gierczuk D, Suchecki B, Molik B, Sadowski J. The fus test: a promising tool for evaluating fundamental motor skills in children and adolescents. BMC Public Health 2023; 23:1912. [PMID: 37789359 PMCID: PMC10548572 DOI: 10.1186/s12889-023-16843-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2023] [Accepted: 09/27/2023] [Indexed: 10/05/2023] Open
Abstract
Fundamental motor skills (FMS) are essential for enjoyable, confident and skillful participation in physical activity across the lifespan. Due to the alarming low level of FMS proficiency in children and adolescents worldwide, the development of motor competency is an urgent issue for physical education. The promotion and implementation of a systematic process of teaching and learning FMS should be a physical education priority. Accordingly, effective assessment tools for evaluating FMS should be adopted or developed. Because FMS assessment for both children and adolescents need further effective solutions, the primary aim of this study was to develop the new age-related test of FMS (Fundamental Motor Skills in Sport test, in Polish: Test Fundamentalnych Umiejętności Ruchowych w Sporcie, FUS). The secondary aim of this study was to establish validity and inter-rater, intra-rater, test-retest reliabilities and internal consistency of the FUS test. The FUS test involves six sport skill-based tasks: hurdling, jumping rope, forward roll, ball bouncing, throwing and catching a ball, and kicking and stopping a ball. Two hundred sixty-four Polish students in grades 1-3 (7-9 yrs; n = 81), 4-6 (10-12 yrs; n = 89) and 7-8 (13-14 yrs; n = 94), including 139 girls and 125 boys completed the FUS test. The content validity index for all items was notably high. Both inter-rater and intra-rater reliability showed substantial to almost perfect agreement, with observed agreements for FUS skills between 78.5 and 93.1%. Ball bouncing had a moderate correlation with the forward roll and throwing and catching, while other correlations were low or insignificant. ICC values, ranging from 0.95 to 0.97, confirmed excellent test-retest reliability. The results of our study provide evidence that the FUS test is valid, reliable, and feasible to administer in school settings. Therefore, this tool test has the potential to support deliberate practice and improve motor competence by providing a standardized and structured approach to measuring FMS among school-aged children and adolescents.
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Affiliation(s)
- Hubert Makaruk
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland.
| | - Jared M Porter
- Department of Kinesiology, Recreation, and Sport Studies, University of Tennessee, Knoxville, USA
| | - E Kipling Webster
- Department of Kinesiology, Recreation, and Sport Studies, University of Tennessee, Knoxville, USA
| | - Beata Makaruk
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Anna Bodasińska
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Janusz Zieliński
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Paweł Tomaszewski
- Faculty of Physical Education, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Marta Nogal
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Paulina Szyszka
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Marcin Starzak
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Marcin Śliwa
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Michał Banaś
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Michał Biegajło
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Agata Chaliburda
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Dariusz Gierczuk
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Bogusz Suchecki
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Bartosz Molik
- Faculty of Rehabilitation, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Jerzy Sadowski
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
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Nagy ÁV, Wilhelm M, Domokos M, Győri F, Berki T. Assessment Tools Measuring Fundamental Movement Skills of Primary School Children: A Narrative Review in Methodological Perspective. Sports (Basel) 2023; 11:178. [PMID: 37755855 PMCID: PMC10534471 DOI: 10.3390/sports11090178] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2023] [Revised: 08/21/2023] [Accepted: 08/22/2023] [Indexed: 09/28/2023] Open
Abstract
This paper aimed to analyze fundamental movement skill (FMS) assessment tools that could be used for primary school children. In this narrative review, the Motoriktest für Vier- bis Sechjärige Kinder (MOT 4-6), Movement Assessment Battery for Children-2 (M-ABC-2), Motorische Basiskompetenzen (MOBAK) Körperkoordinationtest für Kinder (KTK), Test of Gross Motor Development (TGMD), Maastricht Motoriek Test (MMT) and the Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2) were analyzed from a methodological perspective, such as the number of test items, tools and types of tests, in terms of the FMS area. The analysis revealed that to assess locomotor movement skills, the BOT-2 has an excellent test for running ability, but for detecting technical difficulties, the TGMD is recommended. To test hopping, the MMT is the best test. Object control movement skills are measured with throws, dribbles and catches. Most of the tools assessed these skills, but it turned out that the TGMD is the best for measuring object control. Stability movement skills are tested with static and dynamic balance tests. Dynamic balance is more frequently used, and the MOT 4-6, KTK and BOT-2 have the most tools to use. However, the MMT is an excellent test for static balance. Fine motor movement skills are easy to assess with the MMT and MOT 4-6, since they have low equipment requirements. The BOT-2 is the best measurement tool; however, it has high equipment requirements. All of the FMS assessment tools are good; however, we concluded that although these tools are excellent for research purposes, they are difficult to apply in a school setting. Thus, teachers and coaches are advised to always select a single task from the available assessment tools that is appropriate for the skills they would like to measure.
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Affiliation(s)
- Ágnes Virág Nagy
- Doctoral School of Biology and Sport Biology, University of Pécs, 7624 Pécs, Hungary; (Á.V.N.); (M.W.)
- Physical Education and Sports Sciences, ‘Juhász Gyula’ Faculty of Education, University of Szeged, 6725 Szeged, Hungary;
| | - Márta Wilhelm
- Doctoral School of Biology and Sport Biology, University of Pécs, 7624 Pécs, Hungary; (Á.V.N.); (M.W.)
- Institute of Sport Sciences and Physical Education, Faculty of Sciences, University of Pécs, 7624 Pécs, Hungary
| | - Mihály Domokos
- Physical Education and Sports Sciences, ‘Juhász Gyula’ Faculty of Education, University of Szeged, 6725 Szeged, Hungary;
| | - Ferenc Győri
- Institute of Physiotherapy and Sports Science, Faculty of Health Science, University of Pécs, 7621 Pécs, Hungary
- Sport Science Research Group, Gál Ferenc University, 6720 Szeged, Hungary
| | - Tamás Berki
- Department of Physical Education Theory and Methodology, Hungarian University of Sports Science, 1123 Budapest, Hungary
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Li K, Bao R, Kim H, Ma J, Song C, Chen S, Cai Y. Reliability and validity of the Körperkoordinationstest Für Kinder in Chinese children. PeerJ 2023; 11:e15447. [PMID: 37312879 PMCID: PMC10259440 DOI: 10.7717/peerj.15447] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2023] [Accepted: 05/01/2023] [Indexed: 06/15/2023] Open
Abstract
Background The Körperkoordinationstest Für Kinder (KTK) is a reliable and low-cost motor coordination test tool that has been used in several countries. However, whether the KTK is a reliable and valid instrument for use in Chinese children has not been assessed. Additionally, because the KTK was designed to incorporate locomotor, object control, and stability skills, and there is a lack of measurement tools that include stability skills assessment for Chinese children, the KTK's value and validity are worth discussing. Methods A total of 249 primary school children (131 boys; 118 girls) aged 9-10 years from Shanghai were recruited in this study. Against the Test of Gross Motor Development-3 (TGMD-3), the concurrent validity of the KTK was assessed. We also tested the retest reliability and internal consistency of the KTK. Results The test-retest reliability of the KTK was excellent (overall: r = 0.951; balancing backwards: r = 0.869; hopping for height: r = 0.918; jumping sideways: r = 0.877; moving sideways: r = 0.647). Except for the boys, the internal consistency of the KTK was higher than the acceptable level of Cronbach's α > 0.60 (overall: α = 0.618; boys: α = 0.583; girls: α = 0.664). Acceptable concurrent validity was found between the total scores for the KTK and TGMD-3 (overall: r = 0.420, p < 0.001; boys: r = 0.411, p < 0.001; girls: r = 0.437, p < 0.001). Discussion The KTK is a reliable instrument for assessing the motor coordination of children in China. As such, the KTK can be used to monitor the level of motor coordination in Chinese children.
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Affiliation(s)
- Kai Li
- School of Physical Education, Shanghai University of Sport, Shanghai, China
| | - Ran Bao
- College of Human and Social Futures, University of Newcastle, New South Wales, Australia
- Active Living Research Program, Hunter Medical Research Institute, New South Wales, Australia
| | - Hyunshik Kim
- Faculty of Sports Education, Sendai University, Shibata‑machi, Japan
| | - Jiameng Ma
- Faculty of Sports Education, Sendai University, Shibata‑machi, Japan
| | - Ci Song
- Shanghai Datong High School, Shanghai, China
| | - Sitong Chen
- Institute for Health and Sport, Victoria University, Melbourne, Australia
| | - Yujun Cai
- School of Physical Education, Shanghai University of Sport, Shanghai, China
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7
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Hulteen RM, Terlizzi B, Abrams TC, Sacko RS, De Meester A, Pesce C, Stodden DF. Reinvest to Assess: Advancing Approaches to Motor Competence Measurement Across the Lifespan. Sports Med 2023; 53:33-50. [PMID: 35997861 DOI: 10.1007/s40279-022-01750-8] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/03/2022] [Indexed: 01/12/2023]
Abstract
Measurement of motor competence is a vital process to advancing knowledge in the field of motor development. As motor competence is being more widely linked to research in other academic domains (e.g., public health, neuroscience, behavioral health), it is imperative that measurement methodology and protocols are reproducible with high degrees of validity and reliability. When addressing the plethora of available assessments, mostly developed for youth populations, there are potential questions and concerns that need to be addressed and/or clarified. One of the most prominent issues is the lack of a lifespan measure of motor competence, which is at odds with the premise of the field of motor development-studying changes in motor behavior across the lifespan. We address six areas of concern in lifespan assessment which include: (1) lack of assessment feasibility for conducting research with large samples, (2) lack of accountability for cultural significance of skills assessed, (3) limited sensitivity and discriminatory capabilities of assessments, (4) developmental and ecological validity limitations, (5) a problematic definition of 'success' in skill performance, and (6) task complexity and adaptability limitations. It is important to critically analyze current assessment methodologies as it will help us to envision the development and application of potential new assessments through a more comprehensive lens. Ultimately, we propose that reinvesting in how we think about assessment will be highly beneficial for integrating motor development from a holistic perspective, impact scientific advancements in other developmental domains, and increase global and lifespan surveillance of motor competence.
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Affiliation(s)
- Ryan M Hulteen
- School of Kinesiology, Louisiana State University, 2229 Pleasant Hall, Baton Rouge, LA, 70809, USA.
| | - Bryan Terlizzi
- College of Education, University of South Carolina, 1300 Wheat Street, Columbia, SC, 29208, USA
| | - T Cade Abrams
- College of Education, University of South Carolina, 1300 Wheat Street, Columbia, SC, 29208, USA
| | - Ryan S Sacko
- Department of Health and Human Performance, The Citadel, 171 Moultrie Street, Charleston, SC, 29409, USA
| | - An De Meester
- College of Education, University of South Carolina, 1300 Wheat Street, Columbia, SC, 29208, USA
| | - Caterina Pesce
- Department of Movement, Human and Health Sciences, University of Rome "Foro Italico", Rome, Italy
| | - David F Stodden
- College of Education, University of South Carolina, 1300 Wheat Street, Columbia, SC, 29208, USA
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8
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Aadland KN, Nilsen AKO, Lervåg AO, Aadland E. Structural validity of a test battery for assessment of fundamental movement skills in Norwegian 3-6-year-old children. J Sports Sci 2022; 40:1688-1699. [PMID: 35849555 DOI: 10.1080/02640414.2022.2100622] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Abstract
Fundamental movement skills (FMS) are building blocks of more advanced movements, including subdomains of locomotion, object control and balance skills, but limited evidence exists for this three-factor structure. The aim of this study was to examine the structural validity of a three-factor modified test battery of FMS across age and sex in two large samples of preschoolers aged 3-6 years (sample 1: n = 1213, mean age 4.8 (.09); sample 2: n = 1198, mean age 4.3 (.09)). We used a test battery of FMS consisting of movement tasks for locomotion (run, horizontal jump and hop) and object control (catch, overhand throw and kick) from the Test of Gross Motor Development and balance skills (single-leg standing, walking line backward and walking line forward) from the Preschoolers Gross Motor Quality Scale. Confirmatory factor analysis was used to analyse the data. We found support for both a three-factor and a two-factor structure. Measurement invariance testing showed invariance over age and partial scalar invariance over sex. We conclude that our modified test battery is an appropriate measure of young children's FMS across the domains of locomotion, object control and balance, but that locomotion and object control subdomains provide limited unique information.
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Affiliation(s)
- Katrine Nyvoll Aadland
- Western Norway University of Applied Sciences, Faculty of Education, Arts and Sports, Department of Sport, Food and Natural Sciences, Campus Sogndal, Sogndal, Norway
| | - Ada Kristine Ofrim Nilsen
- Western Norway University of Applied Sciences, Faculty of Education, Arts and Sports, Department of Sport, Food and Natural Sciences, Campus Sogndal, Sogndal, Norway
| | - Arne Ola Lervåg
- Western Norway University of Applied Sciences, Faculty of Education, Arts and Sports, Department of Pedagogy, Religion and Social Studies, Campus Sogndal, Sogndal, Norway
| | - Eivind Aadland
- Western Norway University of Applied Sciences, Faculty of Education, Arts and Sports, Department of Sport, Food and Natural Sciences, Campus Sogndal, Sogndal, Norway
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Shearer C, Goss HR, Boddy LM, Knowles ZR, Durden-Myers EJ, Foweather L. Assessments Related to the Physical, Affective and Cognitive Domains of Physical Literacy Amongst Children Aged 7-11.9 Years: A Systematic Review. SPORTS MEDICINE-OPEN 2021; 7:37. [PMID: 34046703 PMCID: PMC8160065 DOI: 10.1186/s40798-021-00324-8] [Citation(s) in RCA: 25] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/28/2019] [Accepted: 04/29/2021] [Indexed: 11/21/2022]
Abstract
Background Over the past decade, there has been increased interest amongst researchers, practitioners and policymakers in physical literacy for children and young people and the assessment of the concept within physical education (PE). This systematic review aimed to identify tools to assess physical literacy and its physical, cognitive and affective domains within children aged 7–11.9 years, and to examine the measurement properties, feasibility and elements of physical literacy assessed within each tool. Methods Six databases (EBSCO host platform, MEDLINE, PsycINFO, Scopus, Education Research Complete, SPORTDiscus) were searched up to 10th September 2020. Studies were included if they sampled children aged between 7 and 11.9 years, employed field-based assessments of physical literacy and/or related affective, physical or cognitive domains, reported measurement properties (quantitative) or theoretical development (qualitative), and were published in English in peer-reviewed journals. The methodological quality and measurement properties of studies and assessment tools were appraised using the COnsensus-based Standards for the selection of health Measurement INstruments risk of bias checklist. The feasibility of each assessment was considered using a utility matrix and elements of physical literacy element were recorded using a descriptive checklist. Results The search strategy resulted in a total of 11467 initial results. After full text screening, 11 studies (3 assessments) related to explicit physical literacy assessments. Forty-four studies (32 assessments) were relevant to the affective domain, 31 studies (15 assessments) were relevant to the physical domain and 2 studies (2 assessments) were included within the cognitive domain. Methodological quality and reporting of measurement properties within the included studies were mixed. The Canadian Assessment of Physical Literacy-2 and the Passport For Life had evidence of acceptable measurement properties from studies of very good methodological quality and assessed a wide range of physical literacy elements. Feasibility results indicated that many tools would be suitable for a primary PE setting, though some require a level of expertise to administer and score that would require training. Conclusions This review has identified a number of existing assessments that could be useful in a physical literacy assessment approach within PE and provides further information to empower researchers and practitioners to make informed decisions when selecting the most appropriate assessment for their needs, purpose and context. The review indicates that researchers and tool developers should aim to improve the methodological quality and reporting of measurement properties of assessments to better inform the field. Trial registration PROSPERO: CRD42017062217 Supplementary Information The online version contains supplementary material available at 10.1186/s40798-021-00324-8.
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Affiliation(s)
- Cara Shearer
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, 5 Primrose Hill, Liverpool, UK
| | - Hannah R Goss
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, 5 Primrose Hill, Liverpool, UK.,School of Health & Human Performance, Dublin City University, Dublin, Ireland
| | - Lynne M Boddy
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, 5 Primrose Hill, Liverpool, UK
| | - Zoe R Knowles
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, 5 Primrose Hill, Liverpool, UK
| | - Elizabeth J Durden-Myers
- Faculty of Education, The University of Gloucestershire, Francis Close Hall, Swindon Road, Cheltenham, UK
| | - Lawrence Foweather
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, 5 Primrose Hill, Liverpool, UK.
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Eddy LH, Preston N, Mon-Williams M, Bingham DD, Atkinson JMC, Ellingham-Khan M, Otteslev A, Hill LJB. Developing and validating a school-based screening tool of Fundamental Movement Skills (FUNMOVES) using Rasch analysis. PLoS One 2021; 16:e0250002. [PMID: 33861769 PMCID: PMC8051776 DOI: 10.1371/journal.pone.0250002] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2020] [Accepted: 03/29/2021] [Indexed: 11/18/2022] Open
Abstract
BACKGROUND A large proportion of children are not able to perform age-appropriate fundamental movement skills (FMS). Thus, it is important to assess FMS so that children needing additional support can be identified in a timely fashion. There is great potential for universal screening of FMS in schools, but research has established that current assessment tools are not fit for purpose. OBJECTIVE To develop and validate the psychometric properties of a FMS assessment tool designed specifically to meet the demands of universal screening in schools. METHODS A working group consisting of academics from developmental psychology, public health and behavioural epidemiology developed an assessment tool (FUNMOVES) based on theory and prior evidence. Over three studies, 814 children aged 4 to 11 years were assessed in school using FUNMOVES. Rasch analysis was used to evaluate structural validity and modifications were then made to FUNMOVES activities after each study based on Rasch results and implementation fidelity. RESULTS The initial Rasch analysis found numerous psychometric problems including multidimensionality, disordered thresholds, local dependency, and misfitting items. Study 2 showed a unidimensional measure, with acceptable internal consistency and no local dependency, but that did not fit the Rasch model. Performance on a jumping task was misfitting, and there were issues with disordered thresholds (for jumping, hopping and balance tasks). Study 3 revealed a unidimensional assessment tool with good fit to the Rasch model, and no further issues, once jumping and hopping scoring were modified. IMPLICATIONS The finalised version of FUNMOVES (after three iterations) meets standards for accurate measurement, is free and able to assess a whole class in under an hour using resources available in schools. Thus FUNMOVES has the potential to allow schools to efficiently screen FMS to ensure that targeted support can be provided and disability barriers removed.
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Affiliation(s)
- Lucy H. Eddy
- School of Psychology, University of Leeds, Leeds, United Kingdom
- Bradford Institute for Health Research, Bradford Royal Infirmary, Bradford, United Kingdom
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford, West Yorkshire, United Kingdom
| | - Nick Preston
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford, West Yorkshire, United Kingdom
- Academic Department of Rehabilitation Medicine, University of Leeds, Leeds, United Kingdom
| | - Mark Mon-Williams
- School of Psychology, University of Leeds, Leeds, United Kingdom
- Bradford Institute for Health Research, Bradford Royal Infirmary, Bradford, United Kingdom
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford, West Yorkshire, United Kingdom
- National Centre for Optics, Vision and Eye Care, University of South-Eastern Norway, Notodden, Norway
| | - Daniel D. Bingham
- Bradford Institute for Health Research, Bradford Royal Infirmary, Bradford, United Kingdom
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford, West Yorkshire, United Kingdom
| | - Jo M. C. Atkinson
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford, West Yorkshire, United Kingdom
- School of Allied Health Professions and Midwifery, University of Bradford, Bradford, United Kingdom
| | - Marsha Ellingham-Khan
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford, West Yorkshire, United Kingdom
| | - Ava Otteslev
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford, West Yorkshire, United Kingdom
| | - Liam J. B. Hill
- School of Psychology, University of Leeds, Leeds, United Kingdom
- Bradford Institute for Health Research, Bradford Royal Infirmary, Bradford, United Kingdom
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford, West Yorkshire, United Kingdom
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Eddy L, Hill LJ, Mon-Williams M, Preston N, Daly-Smith A, Medd G, Bingham DD. Fundamental Movement Skills and Their Assessment in Primary Schools from the Perspective of Teachers. MEASUREMENT IN PHYSICAL EDUCATION AND EXERCISE SCIENCE 2021; 25:236-249. [PMID: 34381304 PMCID: PMC8300520 DOI: 10.1080/1091367x.2021.1874955] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
Evidence suggests that children struggle to acquire age-appropriate fundamental movement skills (FMS), despite their importance for facilitating physical activity. This has led to calls for routine school-based screening of children's FMS. However, there is limited research exploring schools' capacity to conduct such assessments. This study investigated what factors might affect the adoption and implementation of FMS assessments in primary schools. School staff (n = 853) completed an online questionnaire developed using the Capability, Opportunity, Motivation and Behavior (COM-B) model. A majority reported that knowledge of pupils' FMS ability would be beneficial (65.3%), and 71.8% would assess FMS if support was provided. Barriers included: Capability - few possessed knowledge of FMS (15%); Opportunity - teachers reported 30-60 minutes as acceptable for assessing a class, a substantially shorter period than current assessments require; Motivation - 57.2% stated FMS assessments would increase workload stress. Solutions to these issues are discussed using the COM-B theoretical framework.
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Affiliation(s)
- Lucy Eddy
- School of Psychology, University of Leeds, LeedsUK, UK
- Bradford Institute for Health Research, Bradford Royal Infirmary, Bradford, UK
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, West Yorkshire, UK
- CONTACT Lucy Eddy School of Psychology, University of Leeds
| | - Liam J.B. Hill
- Bradford Institute for Health Research, Bradford Royal Infirmary, Bradford, UK
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, West Yorkshire, UK
| | - Mark Mon-Williams
- School of Psychology, University of Leeds, LeedsUK, UK
- Bradford Institute for Health Research, Bradford Royal Infirmary, Bradford, UK
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, West Yorkshire, UK
- National Centre for Optics, Vision and Eye Care, University of South-Eastern Norway, Kongsberg, Norway
| | - Nick Preston
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, West Yorkshire, UK
- Academic Department of Rehabilitation Medicine, University of Leeds, Leeds, UK
| | - Andy Daly-Smith
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, West Yorkshire, UK
- Faculty of Health Studies, University of Bradford, Bradford, UK
- Center for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway
| | - Gareth Medd
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, West Yorkshire, UK
- Institute of Education, University College London, London, UK
- Beckfoot Mutli-Academy Trust, Bradford, UK
| | - Daniel D. Bingham
- Bradford Institute for Health Research, Bradford Royal Infirmary, Bradford, UK
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, West Yorkshire, UK
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12
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TGMD-2 Short Version: Evidence of Validity and Associations With Sex, Age, and BMI in Preschool Children. JOURNAL OF MOTOR LEARNING AND DEVELOPMENT 2020. [DOI: 10.1123/jmld.2019-0040] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
Aim: To analyze the evidence of validity and reliability of the Test of Gross Motor Development, Second Edition (TGMD-2) for low-income preschoolers; and to investigate the associations between the final model with sex, age, and body mass index (BMI). Methods: 368 preschoolers (3–5 years old [M = 4.80, SD = 0.48]; 176 boys) located in deprived areas were assessed for anthropometric measures and motor competence via the TGMD-2. A two-factor model (12 skills) was used and confirmatory indexes were calculated. The Bayesian criteria and the Composite Reliability were employed to evaluate alternative models. Relationships between the final model proposed with age, sex, and BMI were calculated using a network analysis (Mplus 8.0; Rstudio). Results: A two-factor model (locomotion and object control) with adequate values (>0.30) for the six skills (gallop, leap, slide, strike, throw, and roll) presented excellent indexes. Relationships between sex and throwing (r = −.22), and strike (r = −.21), indicated better performance for boys. Positive relationships were found for age with slide (r = 0.23) and hop (r = 0.28), and for BMI with throw (r = 0.18). Conclusion: Validity of a TGMD-2 short version for low-income preschoolers was present. The machine learning analysis to associate fundamental movement skills with gender, age, and BMI seems useful to optimize future interventions.
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13
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Downs SJ, Boddy LM, McGrane B, Rudd JR, Melville CA, Foweather L. Motor competence assessments for children with intellectual disabilities and/or autism: a systematic review. BMJ Open Sport Exerc Med 2020; 6:e000902. [PMID: 33324486 PMCID: PMC7722274 DOI: 10.1136/bmjsem-2020-000902] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2020] [Revised: 09/29/2020] [Accepted: 11/02/2020] [Indexed: 01/13/2023] Open
Abstract
OBJECTIVE Gross motor competence is essential for daily life functioning and participation in physical activities. Prevalence of gross motor competence in children with intellectual disabilities (ID) and/or autism is unclear. This systematic review aimed to identify appropriate assessments for children with ID and/or autism. DESIGN & DATA SOURCES An electronic literature search was conducted using the EBSCOhost platform searching MEDLINE, Education Research Complete, ERIC, CINAHL Plus and SPORTDiscus databases. ELIGIBILITY CRITERIA Included studies sampled children with ID and/or autism aged between 1 and 18 yrs, used field-based gross motor competence assessments, reported measurement properties, and were published in English. The utility of assessments were appraised for validity, reliability, responsiveness and feasibility. RESULTS The initial search produced 3182 results, with 291 full text articles screened. 13 articles including 10 assessments of motor competence were included in this systematic review. There was limited reporting across measurement properties, mostly for responsiveness and some aspects of validity. The Bruininks-Oseretsky Test of Motor Proficiency-2 followed by The Test of Gross Motor Development-2 demonstrated the greatest levels of evidence for validity and reliability. Feasibility results were varied, most instruments required little additional equipment (n=8) and were suitable for a school setting, but, additional training (n=7) was needed to score and interpret the results. CONCLUSION This review found the BOT-2 followed by the TGMD-2 to be the most psychometrically appropriate motor competency assessments for children with ID and/or autism in field-based settings. Motor competence assessment research is limited for these cohorts and more research is needed. PROSPERO REGISTRATION NUMBER CRD42019129464.
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Affiliation(s)
- Samantha J Downs
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, UK
| | - Lynne M Boddy
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, UK
| | - Bronagh McGrane
- School of Arts Education and Movement, Dublin City University, Dublin, Ireland
| | - James R Rudd
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, UK
| | - Craig A Melville
- Institute of Health and Well-being, University of Glasgow, Glasgow, UK
| | - Lawrence Foweather
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, UK
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Dobell A, Pringle A, Faghy MA, Roscoe CMP. Fundamental Movement Skills and Accelerometer-Measured Physical Activity Levels during Early Childhood: A Systematic Review. CHILDREN (BASEL, SWITZERLAND) 2020; 7:E224. [PMID: 33187252 PMCID: PMC7697076 DOI: 10.3390/children7110224] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/05/2020] [Revised: 11/06/2020] [Accepted: 11/09/2020] [Indexed: 01/01/2023]
Abstract
Early childhood is a key period for children to begin developing and practicing fundamental movement skills (FMS), while aiming to perform sufficient physical activity (PA). This study reviews the current evidence for the levels of achievement in FMS and PA measured using accelerometers among 4-5-year-old children and examines differences by gender. This review was conducted using the PRISMA framework. Keyword searches were conducted in Pubmed, Medline, Google Scholar and SPORTDiscus. Inclusion criteria included age: 4-5 years old; FMS measurement: Test of Gross Motor Development 2 and 3; PA measurement: objective methods; balance measurement: static single limb; study design: cross-sectional observational/descriptive, randomised control trials, intervention studies; language: English. Twenty-eight articles from twenty-one countries met the inclusion criteria and were split into either FMS and PA articles (n = 10) or balance articles (n = 18). Three articles showed children achieving 60 min of moderate to vigorous PA per day, two articles demonstrated significant differences between girls' and boys' performance of locomotor skills and five reported locomotor skills to be more proficient than object control skills at this age for both genders. Balance was measured in time (n = 12), points score (n = 3) or biomechanical variables (n = 3), displaying heterogeneity of not only measurement but also outcomes within these data, with static single limb balance held between 6.67 to 87.6 s within the articles. Four articles reported girls to have better balance than boys. There is little conclusive evidence of the current levels for FMS, PA and balance achievement in young children 4-5 years of age. The academic literature consistently reports low levels of FMS competence and mixed evidence for PA levels. Inconsistencies lie in balance measurement methodology, with broad-ranging outcomes of both low and high achievement at 4-5 years old. Further research is required to focus on increasing practice opportunities for children to improve their FMS, increase PA levels and establish sufficient balance ability. Consistent and comparable outcomes during early childhood through more homogenous methodologies are warranted.
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Affiliation(s)
- Alexandra Dobell
- Human Sciences Research Centre, College of Science and Engineering, University of Derby, Derby DE22 1GB 1, UK; (A.P.); (M.A.F.)
| | | | | | - Clare M. P. Roscoe
- Human Sciences Research Centre, College of Science and Engineering, University of Derby, Derby DE22 1GB 1, UK; (A.P.); (M.A.F.)
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Gllareva I, Trajković N, Mačak D, Šćepanović T, Kostić Zobenica A, Pajić A, Halilaj B, Gallopeni F, Madić DM. Anthropometric and Motor Competence Classifiers of Swimming Ability in Preschool Children-A Pilot Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E6331. [PMID: 32878111 PMCID: PMC7503358 DOI: 10.3390/ijerph17176331] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/10/2020] [Revised: 08/17/2020] [Accepted: 08/17/2020] [Indexed: 11/27/2022]
Abstract
Swimming is a form of physical activity and a life-saving skill. However, only a few studies have identified swimming ability classifiers in preschool children. This pilot cross-sectional study aimed to find anthropometric (AM) and motor competence (MC) predictors of swimming ability in preschool children, by building classifiers of swimming ability group (SAG) membership. We recruited 92 children (girls n = 45) aged 5-6 years and took the AM and MC measurements in accordance with the reference manual and using the KTK battery test (motor quotient, MQ), respectively. A linear discriminant analysis tested a classification model of preschoolers' swimming ability (SAG: POOR, GOOD, EXCELLENT) based on gender, age, AM, and MC variables and extracted one significant canonical discriminant function (model fit: 61.2%) that can differentiate (group centroids) POOR (-1.507), GOOD (0.032), and EXCELLENT (1.524). The MQ total was identified as a significant classifier, which absolutely contributed to the discriminant function that classifies children's swimming ability as POOR (standardized canonical coefficient: 1.186), GOOD (1.363), or EXCELLENT (1.535) with an accuracy of 64.1%. Children with higher MQ total ought to be classified into higher SAG; thus, the classification model of SAG based on the MQ total is presented.
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Affiliation(s)
- Ilir Gllareva
- Faculty of Physical Education and Sport, Prishtina University, 10000 Pristina, Kosovo; (I.G.); (B.H.)
| | - Nebojša Trajković
- Faculty of Sport and Physical Education, University of Novi Sad, 21000 Novi Sad, Serbia; (N.T.); (T.Š.); (D.M.M.)
| | - Draženka Mačak
- Faculty of Sport and Physical Education, University of Novi Sad, 21000 Novi Sad, Serbia; (N.T.); (T.Š.); (D.M.M.)
| | - Tijana Šćepanović
- Faculty of Sport and Physical Education, University of Novi Sad, 21000 Novi Sad, Serbia; (N.T.); (T.Š.); (D.M.M.)
| | | | - Aleksandar Pajić
- Faculty of Sport, University UNION—Nikola Tesla, 11000 Belgrade, Serbia;
| | - Besim Halilaj
- Faculty of Physical Education and Sport, Prishtina University, 10000 Pristina, Kosovo; (I.G.); (B.H.)
| | - Florim Gallopeni
- Department of Psychology of Assessment and Intervention, Heimerer College, 10000 Pristina, Kosovo;
| | - Dejan M. Madić
- Faculty of Sport and Physical Education, University of Novi Sad, 21000 Novi Sad, Serbia; (N.T.); (T.Š.); (D.M.M.)
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Rey E, Carballo-Fazanes A, Varela-Casal C, Abelairas-Gómez C. Reliability of the test of gross motor development: A systematic review. PLoS One 2020; 15:e0236070. [PMID: 32673358 PMCID: PMC7365594 DOI: 10.1371/journal.pone.0236070] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2020] [Accepted: 06/27/2020] [Indexed: 01/14/2023] Open
Abstract
OBJECTIVE To identify, synthesise and evaluate studies that investigated the reliability of the Test of Gross Motor Development (TGMD) variants. METHODS A systematic search was employed to identify studies that have investigated internal consistency, inter-rater, intra-rater and test-retest reliability of the TGMD variants through Scopus, Pubmed/MEDLINE, PsycINFO, Sport Discus and Web of Science databases. RESULTS Of the 265 studies identified, 23 were included. Internal consistency, evaluated in 14 studies, confirming good-to-excellent consistency for the overall score and general motor quotient (GMQ), and acceptable-to-excellent levels in both subscales (locomotor and ball skills). Inter-rater reliability, evaluated in 19 studies, showing good-to-excellent intra-class correlation coefficient (ICC) values in locomotor skills score, ball skills score, overall score, and GMQ. Intra-rater reliability, evaluated in 13 studies, displaying excellent ICC values in overall score and GMQ, and good-to-excellent ICC values in locomotor skills score and ball skills score. Test-retest reliability was evaluated in 15 studies with 100% of the statistics reported above the threshold of acceptable reliability when ICC was not used. Studies with ICC statistic showed good-to-excellent values in ball skills score, overall score, and GMQ; and moderate-to-excellent values in locomotor skills score. CONCLUSIONS Overall, the results of this systematic review indicate that, regardless of the variant of the test, the TMGD has moderate-to-excellent internal consistency, good-to-excellent inter-rater reliability, good-to-excellent intra-rater reliability, and moderate-to-excellent test-retest reliability. Considering the few high-quality studies in terms of internal consistency, it would be recommend to carry out further studies in this field to improve their quality. Since there is no gold standard for assessing FMS, TGMD variants could be appropriate when opting for a psychometrical robust test. However, standardized training protocols for coding TGMD variants seem to be necessary both for researchers and practitioners in order to ensure acceptable reliability.
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Affiliation(s)
- Ezequiel Rey
- Faculty of Education and Sport Sciences, University of Vigo, Vigo, Spain
| | - Aida Carballo-Fazanes
- Health Research Institute of Santiago de Compostela (IDIS), Santiago de Compostela, Spain
- CLINURSID Research Group, Psychiatry, Radiology, Public Health, Nursing and Medicine Department, Universidade de Santiago de Compostela, Santiago de Compostela, Spain
| | | | - Cristian Abelairas-Gómez
- Health Research Institute of Santiago de Compostela (IDIS), Santiago de Compostela, Spain
- CLINURSID Research Group, Psychiatry, Radiology, Public Health, Nursing and Medicine Department, Universidade de Santiago de Compostela, Santiago de Compostela, Spain
- Faculty of Education Sciences, Universidade de Santiago de Compostela, Santiago de Compostela, Spain
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Development and Validation of a Checklist to Assess Proficient Performance of Basketball Straight Speed Dribbling Skill. J Hum Kinet 2020; 71:21-31. [PMID: 32148570 PMCID: PMC7052726 DOI: 10.2478/hukin-2019-0073] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022] Open
Abstract
The aim of this study was to develop and validate a checklist to assess proficient performance of basketball straight speed dribbling skill. The sample was composed of 100 children and adolescents between 7 and 15 years of age with and without structured practice in basketball. The validation process tested the validity domain, decision, tendencies, reliability, responsiveness, and objectivity. The results show that the checklist contains criteria that represent the speed dribbling skill and is sensible to distinguish between different proficiency levels of performance. The results also expressed high reliability and objectivity (intra and inter-rater). In light of the findings, we concluded that the checklist can be used to reliably analyze performance and evaluate the process of learning and development of the straight speed dribbling skill.
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Does Perception of Motor Competence Mediate Associations between Motor Competence and Physical Activity in Early Years Children? Sports (Basel) 2019; 7:sports7040077. [PMID: 30939783 PMCID: PMC6524374 DOI: 10.3390/sports7040077] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/17/2018] [Revised: 03/22/2019] [Accepted: 03/27/2019] [Indexed: 11/16/2022] Open
Abstract
OBJECTIVES To examine if the relationship between physical activity (PA) and actual motor competence (MC) in British early years children is mediated by their perceived MC. DESIGN Cross-sectional convenience observational study. METHODOLOGY MC was assessed with six locomotor skills (LC) and six object-control skills (OC) via the Test of Gross Motor Development-2. PA was measured via a wrist-worn triaxial accelerometer and PA grouped as daily total PA (TPA) and moderate-to-vigorous PA (MVPA). Perceived MC was assessed using the Pictorial Scale of Perceived Competence and Acceptance for Young Children. A total of 38 children (63% male; 37% female) aged between 3 and 6 years (5.41 ± 0.69) completed all assessments. Mediating impacts of perceived MC on the relationships between PA and MC were explored via backwards mediation regressions. RESULTS There were no mediating impacts of perceived MC on the relationship between PA and actual MC. CONCLUSIONS The relationship between actual MC and PA is not mediated by perceived MC in a small sample of British early years childhood.
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Hall CJS, Eyre ELJ, Oxford SW, Duncan MJ. Relationships between Motor Competence, Physical Activity, and Obesity in British Preschool Aged Children. J Funct Morphol Kinesiol 2018; 3:jfmk3040057. [PMID: 33466985 PMCID: PMC7739285 DOI: 10.3390/jfmk3040057] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/24/2018] [Revised: 11/18/2018] [Accepted: 11/19/2018] [Indexed: 12/29/2022] Open
Abstract
BACKGROUND This cross-sectional study aimed to examine associations between motor competence, physical activity, and obesity in British children aged three to five years. METHOD Motor competence (MC) was assessed using the Test of Gross Motor Development-2. Physical activity (PA) was assessed using triaxial wrist-worn accelerometers. Children were assessed on compliance to current PA recommendations of ≥180 min of total PA (TPA) and ≥60 min of moderate-to-vigorous PA (MVPA) for health benefits. Associations were explored with Pearson's product moments and weight-status, and sex-differences were explored with independent t-tests and chi-squared analysis. RESULTS A total of 166 children (55% males; 4.28 ± 0.74 years) completed MC and PA assessments. Associations were found between PA and MC (TPA and overall MC, TPA and object-control MC (OC), MVPA and overall MC, and MVPA and OC). This study suggests that good motor competence is an important correlate of children meeting physical activity guidelines for health.
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