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.

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.

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.

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.

The Effects of Quality Daily Physical Education on Movement Competency in Obese versus Nonobese Children

1997 ◽  
Vol 14 (3) ◽  
pp. 222-237 ◽  
Author(s):  
J. Dru Marshall ◽  
Marcel Bouffard
Keyword(s):  
Physical Education ◽  
Aerobic Fitness ◽  
Motor Development ◽  
Gross Motor ◽  
Fitness Level ◽  
Gross Motor Development ◽  
Obesity Status ◽  
Group Sex ◽  
Run Test ◽  
Performance Results

The purposes of the study were to determine if there is a difference in gross motor skill movement competencies between obese and nonobese children; whether Quality Daily Physical Education (QDPE) programs facilitated the development of movement skill in obese children; and whether there is an association between aerobic fitness level and motor performance results. A 2 Sex (male, female) × 2 Group (obese, nonobese) × 2 Age Categories (Grade 1, Grade 4) × 2 Program (QDPE, non-QDPE) completely randomized factorial design was used. Movement competency (Test of Gross Motor Development (TGMD)) and aerobic fitness (20 m shuttle run test) were assessed in 100 age-, sex-, and school-matched obese and nonobese pairs. A significant three-way interaction of Program × Group × Sex was found for the TGMD total score, suggesting that QDPE programs facilitate the development of gross motor skills in those children who are less movement competent to begin with, regardless of their obesity status. Correlations showed that aerobic fitness level was predictive of the TGMD scores. This study provides evidence in support of QDPE programs.

scholarly journals Gross Motor Development Level Of The Children Age 9 Years

2014 ◽  
Vol 2 (11) ◽  
pp. 129-135
Author(s):  
Masri Baharom ◽  
Ahmad Hashim ◽  
Mahaliza Mansor
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Motor Skills ◽  
Learning Process ◽  
Motor Development ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Gross Motor Development

Physical education plays a role in contributing to the growth and development of the children through the learning experience to meet the needs of the psychomotor, cognitive, and affective domain [1,9,8,11]. All children will go through a learning process based on Physical Education syllabus as set out in the primary school integrated Curriculum (KBSR). In the Physical Education curriculum, children have been encourage to develop fitness, skill and sportsmanship. The focus of this study is about teaching of fitness in gross motor skills which consist of the locomotors and manipulative skills. Children age seven to nine years have been involved in teaching and learning process based on these skills. Children will apply all the locomotors and manipulative skills since they are in level one primary school.

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 Normal motor milestone development for use to promote child care

2016 ◽  
Vol 50 (6) ◽  
pp. 340
Author(s):  
Mahdin A. Husaini ◽  
Abas B. Bahari ◽  
Jajah K. Husaini ◽  
Yekti Widodo ◽  
Heryudarini Harahap ◽  
...  
Keyword(s):  
Child Development ◽  
Motor Development ◽  
Motor Behavior ◽  
Healthy Children ◽  
Gross Motor ◽  
Developmental Problems ◽  
Suburban Areas ◽  
Gross Motor Development ◽  
Males And Females ◽  
Motor Milestone

Background Motor behavior is an essential aspect of child development, and usually assessed in terms of age of achievement of motor milestone. The early detection of infants experiencing subtle delays in motor maturation can allow early intervention in developmental problems. Intervention can be more effective if delays are identified early. In order to facilitate the identification of early delays, the Center of Nutrition and Foods Research andDevelopment in Bogor has designed a simple tool to monitor the child (aged 3 to 18 months) motor development.Objective To develop an observable of normal gross motor maturation for use to detect deviance or motor delay.Methods A total of 2100 healthy children, aged 3-18 months, from high socio-economic group, in urban and suburban areas, were studied. Body length, weight and motor development were measured on all children. Gross motor development was measured 17 pre selected milestones: lie, sit, crawl, creep, stand Mth assistance, walk with assistance, stand alone, walk alone, and run.Results There were no differences between males and females in the comparison of attainment motor maturation therefore a sex combined curve was developed.Conclusion The curve of normal motor milestone development can be used as a tool to evaluate motor development over time, and/or as a child development card for use in primary health care.

scholarly journals The effects of extracurricular physical education classes on gross motor development in primary school children – pilot study

2019 ◽  
Vol 11 (1) ◽  
pp. 136-143
Author(s):  
Waldemar Skowroński ◽  
Marianna Skowrońska ◽  
Izabela Rutkowska ◽  
Grzegorz Bednarczuk ◽  
Kalina Maria Kaźmierska-Kowalewska ◽  
...  
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Motor Skills ◽  
Motor Development ◽  
Primary Schools ◽  
First Grade ◽  
Primary School Children ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Gross Motor Development

SummaryStudy aim: The aim of the study was to investigate the changes in gross motor skills in children participating and not participating in a project of extracurricular physical education classes in primary schools called “From fun to sport”.Material and methods: Thirty-one children in the first grade of primary school participated in the study (16 boys and 15 girls). A pedagogical quasi-experiment was applied. Children from the experimental group participated in an additional 45-minute lesson. To assess gross motor skills the TGMD-2 (Test of Gross Motor Development-2) was used.Results: Statistically significant differences were observed in the level of gross motor skills between children attending extracurricular physical education classes and those who did not participate in such activities (GMDQ: Δ boys = 11.86, p = 0.032; Δ girls = 13.1, p = 0.036).Conclusion: The experiment revealed large effects of additional activities of the project on increase of children’s motor skills level. Additional time should be included in physical education for the development of gross motor skills in physical education classes at the initial stage of school education.

Effectiveness of a Training Program with Physical Education Students and Experienced Physical Education Teachers in Scoring the Test of Gross Motor Development

1997 ◽  
Vol 84 (3) ◽  
pp. 771-778 ◽  
Author(s):  
Rory Suomi ◽  
Joanne Suomi
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Motor Skills ◽  
Motor Development ◽  
Physical Education Teachers ◽  
Education Students ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Teaching Preparation ◽  
Physical Education Students

Recently there has been an increase in the need for instruction and assessment of motor skills of students with disabilities for the regular physical education teacher; however, research has indicated that training of physical educators in assessment of motor skills for students with disabilities is often inadequate. Models of teaching preparation such as the infusion approach stress the need to integrate teaching and assessment techniques applicable to students with and without disabilities. In this study, the effectiveness of assessment training on the accuracy of scoring the Test of Gross Motor Development was investigated. Two students (one special education, one nonspecial education) were filmed and evaluated by three experts in the field of adapted physical education. The expert raters' scores were then compared to scores obtained by 26 physical education students and 26 experienced physical education teachers. Results of the study indicate that the instruction received in an assessment course enables undergraduate physical education students to assess accurately the motor skill performance of students with and without disabilities.

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