Comparability of the Test of Gross Motor Development–Second Edition and the Test of Gross Motor Development–Third Edition

2020 ◽  
Vol 8 (1) ◽  
pp. 107-125 ◽  
Author(s):  
Stephanie C. Field ◽  
Christina B. Esposito Bosma ◽  
Viviene A. Temple
Keyword(s):  
Middle Childhood ◽  
Motor Development ◽  
Repeated Measures ◽  
Reference Data ◽  
Gross Motor ◽  
Object Control ◽  
Gross Motor Development ◽  
Grade 5 ◽  
Grade 3 ◽  
Ball Skills

When a test is revised, it is important that test users are made aware of the comparability of scores of the new and the original test. We examined how scores on the Test of Gross Motor Development–Second Edition (TGMD-2) and Test of Gross Motor Development–Third Edition (TGMD-3) compared among children in middle childhood. Participants were 270 children recruited in grade 3 (54% female; Mage = 8 years 6 months) and followed through grade 5. Participants completed the skills of both tests. Subtest scores were converted into percent of maximum possible (POMP) scores to facilitate comparison. Although similar, uniformly the TGMD-3 POMP scores were slightly lower. Repeated measures analyses of variance revealed that locomotor subtest scores derived from both tests improved from grade 3 to grade 5, as did TGMD-3 assessed ball skills. However, there was no difference in TGMD-2 assessed object control skills over time. It appears that under-contribution by the underhand roll suppressed the trajectory of improvement of TGMD-2 assessed object control skills. This finding supports the exclusion of the roll from the TGMD-3. The consistent pattern of sex-based differences in TGMD-2 object control skill and TGMD-3 ball skills reinforces the need for male and female norm-reference data for ball skills.

A Peek at the Developmental Validity of the Test of Gross Motor Development–3

2017 ◽  
Vol 5 (1) ◽  
pp. 5-14 ◽  
Author(s):  
Viviene A. Temple ◽  
John T. Foley
Keyword(s):  
Motor Development ◽  
Physical Growth ◽  
Individual Change ◽  
Motor Proficiency ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Genetic Potential ◽  
The Mean ◽  
Grade 3 ◽  
Ball Skills

The development of motor skill proficiency during childhood is cumulative and influenced by physical growth and maturation, genetic potential, affordances in the physical and social environment, and the interactions between these factors. Therefore, typically during childhood, the trajectory of change in motor proficiency is positive. To lend developmental validity to the revision of the Test of Gross Motor Development—3rd edition (TGMD-3), this longitudinal study examined whether the skills and subtests of the TGMD-3 changed as might be expected from grade 3 to grade 4 among 277 children. The findings of this study lend support to the developmental validity of the TGMD-3 in that (1) there was within-individual change in the expected direction for both locomotor and ball skills, (2) consistent with the majority of research, boys had significantly higher ball skills scores than girls in both grade 3 and grade 4, and (3) the mean percent of maximum possible scores were in the range of approximately 60–75, which demonstrates that the majority of 8- and 9-year-old children had not reached a ceiling on this test.

scholarly journals Intra-Rater (Live vs. Video Assessment) and Inter-Rater (Expert vs. Novice) Reliability of the Test of Gross Motor Development—Third Edition

2021 ◽  
Vol 18 (4) ◽  
pp. 1652
Author(s):  
Aida Carballo-Fazanes ◽  
Ezequiel Rey ◽  
Nadia C. Valentini ◽  
José E. Rodríguez-Fernández ◽  
Cristina Varela-Casal ◽  
...  
Keyword(s):  
Physical Education ◽  
Motor Development ◽  
Intraclass Correlation ◽  
Slow Motion ◽  
Healthy Children ◽  
Gross Motor ◽  
Rater Reliability ◽  
Video Assessment ◽  
Gross Motor Development ◽  
Ball Skills

The Test of Gross Motor Development (TGMD) is one of the most common tools for assessing the fundamental movement skills (FMS) in children between 3 and 10 years. This study aimed to examine the intra-rater and inter-rater reliability of the TGMD—3rd Edition (TGMD-3) between expert and novice raters using live and video assessment. Five raters [2 experts and 3 novices (one of them BSc in Physical Education and Sport Science)] assessed and scored the performance of the TGMD-3 of 25 healthy children [Female: 60%; mean (standard deviation) age 9.16 (1.31)]. Schoolchildren were attending at one public elementary school during the academic year 2019–2020 from Santiago de Compostela (Spain). Raters scored each children performance through two viewing moods (live and slow-motion). The ICC (Intraclass Correlation Coefficient) was used to determine the agreement between raters. Our results showed moderate-to-excellent intra-rater reliability for overall score and locomotor and ball skills subscales; moderate-to-good inter-rater reliability for overall and ball skills; and poor-to-good for locomotor subscale. Higher intra-rater reliability was achieved by the expert raters and novice rater with physical education background compared to novice raters. However, the inter-rater reliability was more variable in all the raters regardless of their experience or background. No significant differences in reliability were found when comparing live and video assessments. For clinical practice, it would be recommended that raters reach an agreement before the assessment to avoid subjective interpretations that might distort the results.

scholarly journals Reliability Assessment of Scores From Video-Recorded TGMD-3 Performances

2017 ◽  
Vol 5 (1) ◽  
pp. 59-68 ◽  
Author(s):  
Pauli Olavi Rintala ◽  
Arja Kaarina Sääkslahti ◽  
Susanna Iivonen
Keyword(s):  
Motor Development ◽  
Interrater Reliability ◽  
Intraclass Correlation ◽  
Kappa Statistic ◽  
Intrarater Reliability ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Percent Agreement ◽  
Two Samples ◽  
Ball Skills

This study examined the intrarater and interrater reliability of the Test of Gross Motor Development—3rd Edition (TGMD-3). Participants were 60 Finnish children aged between 3 and 9 years, divided into three separate samples of 20. Two samples of 20 were used to examine the intrarater reliability of two different assessors, and the third sample of 20 was used to establish interrater reliability. Children’s TGMD-3 performances were video-recorded and later assessed using an intraclass correlation coefficient, a kappa statistic, and a percent agreement calculation. The intrarater reliability of the locomotor subtest, ball skills subtest, and gross motor total score ranged from 0.69 to 0.77, and percent agreement ranged from 87 to 91%. The interrater reliability of the locomotor subtest, ball skills subtest, and gross motor total score ranged from 0.56 to 0.64. Percent agreement of 83% was observed for locomotor skills, ball skills, and total skills, respectively. Hop, horizontal jump, and two-hand strike assessments showed the most difference between the assessors. These results show acceptable reliability for the TGMD-3 to analyze children’s gross motor skills.

scholarly journals Socioeconomic and Familial Factors Associated with Gross Motor Skills among US Children Aged 3–5 Years: The 2012 NHANES National Youth Fitness Survey

2020 ◽  
Vol 17 (12) ◽  
pp. 4491 ◽  
Author(s):  
Soyang Kwon ◽  
Meghan O’Neill
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Family Income ◽  
Secondary Analysis ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Object Control ◽  
Factors Associated ◽  
Gross Motor Development ◽  
Us Children

The first aim of this study was to examine the prevalence of below average gross motor skills in a representative sample of US children aged 3 to 5 years. The second aim was to identify socioeconomic and familial characteristics that are associated with below average gross motor skills. Secondary analysis was conducted using the datasets from the 2012 National Health and Examination Survey National Youth Fitness Survey (NNYFS). The NNYFS assessed gross motor skills among 329 children aged 3–5 years, using the Test of Gross Motor Development-Second Edition (TGMD-2). Socioeconomic and familial characteristics of interest, such as family income and family structure, were asked in an in-person interview. This study estimated that one in three US children age 3 to 5 years old (33.9%) scored below average for gross motor quotient. In the gross motor subsets, one in four (24.4%) scored below average for locomotion and two in five (39.9%) scored below average for object control. Children living below the poverty threshold were more likely to have a higher gross motor quotient (odds ratio, OR = 2.76; 95% confidence interval, CI = 1.09–7.00). Girls were more likely to have a higher locomotor score (OR = 2.17; 95% CI = 1.10–4.25). Those living with other child(ren) aged ≤5 years were more likely to have a higher locomotor score (OR = 2.36; 95% CI = 1.01–5.54), while those living with child(ren) aged 6–17 years were more likely to have a higher object control score (OR = 1.83; 95% CI = 1.24–2.69). This study revealed risk factors associated with poor gross motor development, furthering our understanding of gross motor development in early childhood.

Test of Gross Motor Development—Third Edition: Establishing Content and Construct Validity for Brazilian Children

2017 ◽  
Vol 5 (1) ◽  
pp. 15-28 ◽  
Author(s):  
Nadia C. Valentini ◽  
Larissa W. Zanella ◽  
E. Kipling Webster
Keyword(s):  
Construct Validity ◽  
Motor Development ◽  
Factor Model ◽  
Temporal Stability ◽  
Face Validity ◽  
Performance Criteria ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Brazilian Children ◽  
Ball Skills

The Test of Gross Motor Development is used to identify children’s level of motor proficiency, specifically to detect motor delays. This study aimed to translate the TGMD-3 items and assess reliability and content and construct validity for the TGMD-3 in Brazil. A cross-cultural translation was used to generate a Brazilian Portuguese version of the TGMD-3. The validation process involved 33 professionals and 597 Brazilian children (ages 3–10) from the five main geographic regions of Brazil. The results confirmed language clarity and pertinence, as well as face validity of the TGMD-3. High intrarater (.60 to .90) and interrater (.85 to .99) reliability was evident, and test-retest temporal stability was confirmed (locomotor .93; ball skills .81). Adequate internal consistency was present for the skills-to-test and subtests correlations (TGMD-3-BR: α .74; locomotor skills: α .63; ball skills: α .76) and performance-criteria-to-test and -subtest correlations (TGMD-3: α .93; locomotor skills: .90; ball skills: .88). Confirmatory factor analysis supported the construct validity of a two-factor model (RMSEA = .04, 90% confidence interval: .03 to .05; CFI = .94; NFI = .91; TLI = .92; GFI = .94; AGFI = .92). The TGMD-3 is a valid and reliable instrument for Brazilian children.

Evaluation of the Psychometric Properties of the Test of Gross Motor Development—Third Edition

2017 ◽  
Vol 5 (1) ◽  
pp. 45-58 ◽  
Author(s):  
E. Kipling Webster ◽  
Dale A. Ulrich
Keyword(s):  
Motor Development ◽  
Factor Model ◽  
Item Difficulty ◽  
Reliability And Validity ◽  
Validity And Reliability ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Reliability Assessments ◽  
Motor Skill Competence ◽  
Ball Skills

With recent revisions, the evaluation of the reliability and validity of the Test of Gross Motor Development—3rd edition (TGMD-3) is necessary. The TGMD-3 was administered to 807 children (M age = 6.33 ± 2.09 years; 52.5% male). Reliability assessments found that correlations with age were moderate to large; ball skills had a higher correlation (r = .47) compared with locomotor skills (r = .39). Internal consistency was very high in each age group and remained excellent for all racial/ethnic groups and both sexes. Test-retest reliability had high ICC agreements for the locomotor (ICC = 0.97), ball skills (ICC = 0.95), and total TGMD-3 (ICC = 0.97). For validity measures, the TGMD-3 had above acceptable item difficulty (range = 0.43–0.91) and item discrimination values (range = 0.34–0.67). EFA supported a one-factor structure of gross motor skill competence for the TGMD-3 with 73.82% variance explained. CFA supported the one-factor model (χ2(65) = 327.61, p < .001, CFI = .95, TLI = .94, RMSEA = .10), showing acceptable construct validity for the TGMD-3. Preliminary results show the TGMD-3 exhibits high levels of validity and reliability, providing confidence for the usage and collection of new norms.

Locomotor and Object Control Skills of Children Diagnosed with Autism

2001 ◽  
Vol 18 (4) ◽  
pp. 405-416 ◽  
Author(s):  
Sheri L. Berkeley ◽  
Lauriece L. Zittel ◽  
Lisa V. Pitney ◽  
Stacia E. Nichols
Keyword(s):  
General Population ◽  
Motor Skills ◽  
Motor Development ◽  
Children With Autism ◽  
Population Differences ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Object Control ◽  
Gross Motor Development ◽  
Young Children With Autism

The purpose of this study was to examine the locomotor and object control skills of children, ages 6–8 years, with autism and to compare their performances with the norms reported by Ulrich (1985) for the Test of Gross Motor Development (TGMD). Consistent with trends from the general population, differences were found between boys (n = 10) and girls (n = 5) with the largest differences found in the object control skill performances. Overall fundamental skill delays were demonstrated by 73% of all participants, placing them in the poor and very poor TGMD performance categories. These findings support the need to assess the gross motor skills of young children with autism in addition to other developmental skill areas outlined in diagnostic manuals.

scholarly journals Gross motor development level among Kuala Pilah, Negeri Sembilan student

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Yasminder Kaur Mahinderjit Singh ◽  
Denise Koh Choon Lian
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Primary Schools ◽  
Learning Ability ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Object Control ◽  
Gross Motor Development ◽  
Self Confidence ◽  
Significant Difference

Gross motor development is an essential factor for specific skills required in different sports. This study aimed at assessing the level of gross motor development of school children in the district of Kuala Pilah. The objectives of this study are to identify the level of locomotor and object control amongst the children in the area, identifying the different developments of gross motor skills amongst children based on their gender and identifying the different developments of gross motor skills amongst the children based on the location of the schools. This study is non-trivial as the development of gross motor control in children are significant for their involvement in sports, games and recreational activities. Failure to control motor skills may have an impact on the children in the context of their daily interactions, self-confidence, and learning ability. This study involves 160 children aged 7 years old pooled from 8 different primary schools. The data collected was analysed based on the TGMD (Test of Gross Motor development) and interpreted via the GMQ (Gross Motor Quotients). The result from the t-test suggests that there is no significant difference between the genders concerning the gross motor development of children in the district of Kuala Pilah. However, if was found that there is a significant differences between children of urban and rural schools based on the measured gross motor development. 

Construct Validity of the Test of Gross Motor Development: A Cross-Validation Approach

2002 ◽  
Vol 19 (4) ◽  
pp. 483-495 ◽  
Author(s):  
Christina Evaggelinou ◽  
Nikolaos Tsigilis ◽  
Areti Papa
Keyword(s):  
Motor Development ◽  
Cross Validation ◽  
Factor Model ◽  
Underlying Structure ◽  
Physical Educators ◽  
Validation Group ◽  
Gross Motor ◽  
Object Control ◽  
Gross Motor Development ◽  
Proposed Model

This study was designed to examine the underlying structure of the Test of Gross Motor Development (TGMD) in Ulrich (1985). The TGMD was administered to 644 children who were randomly divided into two groups (calibration group and validation group). The calibration group (n = 324) included 150 boys and 174 girls, and the validation group included 160 boys and 160 girls, ranging from 3 to 10 years. A two-factor model was postulated and supported. According to the model, seven variables measuring children’s ability for moving into space loaded on one factor (locomotor skills), while five variables measuring children’s ability for controlling objects loaded on the other factor (object control skills). In addition, the proposed model was found to be invariant across the two groups. Good cross-generalizability of the TGMD appears to support its validity. Physical educators working with young children may use it with confidence when assessing and planning physical education programs involving locomotor and object control skills.

Comparison of computer assisted and traditional education programs on fundamental movement skills in children

2017 ◽  
Vol 4 (5) ◽  
pp. 76-83
Author(s):  
Mehmet Imamoglu ◽  
Mehmet Akif Ziyagil
Keyword(s):  
Motor Development ◽  
Traditional Education ◽  
Computer Assisted ◽  
Education Programs ◽  
Gross Motor ◽  
Object Control ◽  
Gross Motor Development ◽  
Movement Skills ◽  
Fundamental Movement Skills

This study investigates the effect of eight weeks traditional education (TE) and computer assisted education (CAE) with controls on the development of fundamental movement skills in 22 boys and 33 girls aged 5-6 years. This study showed CAE had higher improvements than TE in the sub-dimension of locomotor contrary to the higher improvements of in the object control and Test of Gross Motor Development (TGMD-2) in males. CAE in females had higher improvements than TE in the means of locomotor, object control and TGMD-2. In conclusion, CAE is more effective in the means of sprint, hop, side gallop, catch, kick, throw and TE is more efficient in the means of leap and two hands strike in boys. CAE is also more efficient in the means of leap, side gallop, and two hands strike, catch, throw and TE is more efficient in the means of sprint, hop and kick in girls. Keywords: Locomotor, object control skills, children, TGMD-2.

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