No abstract

The authors investigated the interrater reliability, the standard deviation of the random measurement error, and the limits of agreement (LoA) of the Observable Movement Quality (OMQ) scale in children. Movement quality is important in the recognition of motor problems, and the OMQ scale, a questionnaire used by paediatric physical therapists, has been developed for use with an age-specific motor test to observe movement quality and score relative to what is expected for a child's age. Paediatric physical therapists (=28; 2 men, 26 women) observed video-recorded assessments of age-related motor tests in children (=9) aged 6 months to 6 years and filled in the OMQ scale (possible score range 15-75 points). For our analyses, we used linear mixed models without fixed effects. The interrater reliability was moderate (intra-class correlation coefficient [ICC]: 0.67, 95% CI: 0.47, 0.88); neither work setting nor work experience exerted any influence on it. The standard deviation of the random measurement error was 5.7, and the LoA was 31.5. Item agreement was good (proportion of observed agreement [P] total 0.82-0.99). The OMQ scale showed moderate interrater reliability when being used by therapists who were unfamiliar with the questionnaire and who had received only 2 hours of training. Feedback from the participants suggested a need for more comprehensive training in using the OMQ scale in clinical practice.

Aim: The Observable Movement Quality (OMQ) scale measures generic movement quality and is used alongside standardized ageadequate motor performance tests. The scale consists of 15 items, each focusing on a different aspect; together, the entire construct of movement quality is assessed. This study aimed to determine interrater and intrarater reliability, and responsiveness of the OMQ scale. Methods: A prospective intervention study with pre-post design in pediatric physical therapy practices. For interrater reliability, 3 physical therapists observed video-recorded motor assessments of 30 children with mild to moderate motor impairments-aged 4 to 12 years-using the OMQ scale. One therapist scored baseline assessment a second time for intrarater reliability, and to calculate smallest detectable change (SDC). Responsiveness (n ¼ 28) was tested by comparing outcomes before and after intervention. Results: Interrater reliability was moderate to good (ICC 2,1 : 0.79); intrarater reliability was high (ICC 2,1 : 0.97). Responsiveness results revealed an SDC of 2.4 and a minimal important change of 2.5; indicating sufficient validity in differentiating groups of children showing improved versus unchanged movement quality. Conclusion: The OMQ scale is reliable and responsive to change when used to assess movement quality in clinical practice for children with mild to moderate motor impairments, aged 4-12 year.

Introduction: Movement observation is a core aspect in physical therapists' diagnosis to determine which interventions are adequate to improve functional abilities. The aim of this study was to derive design principles for an educational program for the development of observational skills. Methods: We used a qualitative approach within a design-based research methodology. In four rounds, 8 physical therapy students, 16 teachers, and 9 practitioners participated in five Nominal Group Technique meetings and six interviews. Meetings and interviews were transcribed verbatim and analyzed using thematic analysis. Results: We identified three themes, each with several design principles: (1) didactics; (2) professional content; and (3) conditions for optimal learning. We developed a proto-theory underpinned with underlying educational theories. Conclusions: To learn observational skills, students, facilitated by an experienced teacher, need to take the lead in their own learning process. This might imply a need for additional training for teachers. A realistic context is a precondition for learning; it might be necessary to increase possibilities for observations in clinical contexts or to invest in training for (simulated) patients as participants in education. Further research is needed to test the applicability of the design principles and a prototheory for other professionals with a focus on observation and analysis of movements.