Assessment Tools Measuring Fundamental Movement Skills of Primary School Children: A Narrative Review in Methodological Perspective

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.

Can Special Olympics coaches accurately report on the motor competence of children with intellectual disabilities?

“…Similarly, little emphasis has been placed on the importance of sports coaches having the ability to conduct FMS assessments of the children they coach on a regular basis (Eddy et al, 2021;Nagy et al, 2023). The ability too accurately assess and monitor the FMS performance of children should be a top priority for sport coaches for a number of reasons including supporting the individual development of motor skills, measuring progress, success and to correct proficiency deficiencies to avoid long term negative health consequences (Clark & Metcalfe, 2002;Nagy et al, 2023).…”

“…Similarly, little emphasis has been placed on the importance of sports coaches having the ability to conduct FMS assessments of the children they coach on a regular basis (Eddy et al, 2021;Nagy et al, 2023). The ability too accurately assess and monitor the FMS performance of children should be a top priority for sport coaches for a number of reasons including supporting the individual development of motor skills, measuring progress, success and to correct proficiency deficiencies to avoid long term negative health consequences (Clark & Metcalfe, 2002;Nagy et al, 2023). Particularly for children with intellectual disabilities, motor assessment during the key motor skill development years is essential to highlight developmental delays that need to be addressed as well as progress in physical development over time (Gallahue & Ozmun, 1998;Youngdeok et al, 2012).…”

Fundamental Stability Skills: Reliability Analysis Using the Alfamov Assessment Tool

“…FMS assessment is hampered by aspects such as culture, lack of knowledge of the tools by the teachers, or the time required to carry out the assessment [28][29][30]. In addition, tracking motor competence across the lifespan is difficult due to limitations of the assessment tools themselves, such as lack of feasibility, lack of accountability for the importance of what is being assessed, limited sensitivity, or limitations of adaptability, so further efforts are needed to develop assessment strategies that have a positive effect on the usability of health outcomes [23].…”