Expert recommendations for the design of a teacher-oriented movement assessment tool for children aged 4-7 years: a Delphi study

Rossum, Tom van; Foweather, Lawrence; Hayes, Spencer J.; Richardson, David; Morley, David

doi:10.1080/1091367x.2021.1876070

Cited by 4 publications

(3 citation statements)

References 46 publications

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“…This emphasises the importance of assessing each FMS construct in order to provide a more comprehensive measurement of MC that is not currently quantified in other established MC assessment tools (e.g. TGMD does not assess stability) (van Rossum et al, 2021). This is also in line with research that indicates that stability should be assessed independently from locomotor and object manipulation skills (Rudd et al, 2015).…”

Section: Discussionsupporting

confidence: 63%

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Design of a new movement competence assessment for children aged 8–12: A Delphi poll study

Gavigan

Belton

Whyte

et al. 2022

European Physical Education Review

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Assessing children's movement competence (MC) offers numerous benefits for academics, practitioners, clinicians and children, allowing individuals to meet children's developmental needs and improve their MC. Yet, there is concern that currently available assessment tools only provide a single plane (fundamental movement skills) perspective of a child's MC. The aim of this study was to elicit the expert opinion of a mixture of academics and practitioners from a variety of fields (research, education, sport, physiotherapy, athletic therapy) to design a tool to measure both the fundamental and functional movement skills of children aged 8–12. A three-round Delphi poll with an international panel of 17 academics ( n = 8) and practitioners ( n = 9) was conducted. The consensus was that the assessment should assess (a) object manipulation, (b) locomotor, and (c) stability MC and the assessment layout should be dynamic, incorporating a hybrid model of stations and a circuit. Expert consensus was that most skills were to be performed using the dominant and non-dominant side, with object manipulation skills assessed using process and product criteria. The consensus was also that the assessment should have varied ‘layers’ of marking criteria to cater for varying assessor expertise and have a series of ‘add-on” elements to provide a more detailed evaluation should it be needed. These findings present the foundation and content validity of an assessment which takes a dualistic view of children's movement skills, that could be used across several environments (schools, sports clubs, clinical settings, etc.) and could be suitable for use with a large group of children.

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Section: Discussionsupporting

confidence: 63%

“…a skill) in a multiplechoice style question. This value of consensus was chosen as it was the median reached in other similar studies (Francis et al, 2016;Morley et al, 2019;Okoli and Pawlowski, 2004;Robertson et al, 2017;van Rossum et al, 2021).…”

Section: Delphi Pollmentioning

confidence: 99%

Design of a new movement competence assessment for children aged 8–12: A Delphi poll study

Gavigan

Belton

Whyte

et al. 2022

European Physical Education Review

Self Cite

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“…With a critical perspective on the realities of using digital technology they showed how a safe tool can be developed in order to assess children's movement competences. For further information, see additional literature (e.g., Van Rossum et al, 2021;Morley et al, 2019).…”

Section: Assessmentmentioning

confidence: 99%

A Design Space of Sports Interaction Technology

Postma¹,

Delden²,

Koekoek³

et al. 2022

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With this monograph we introduce a new, systematic taxonomy of Sports Interaction Technology (Sports ITech) that defines a design space of existing and future work in this domain. We set the taxonomy in a context of our view on sport science and sports practice, target outcomes of sports and the underlying factors influencing them, and the role that sports technology plays to support sports science and practice. In that setting we systematically build and illustrate a taxonomy for the design space for Sports ITech as a sub-area of sports technologies, with specific attention for the adequate inclusion of knowledge from the sports

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Exploring an Alternative to Record Motor Competence Assessment: Interrater and Intrarater Audio–Video Reliability

Menescardi,

Carballo-Fazanes,

Ortega-Benavent

et al. 2024

Journal of Motor Learning and Development

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The Canadian Agility and Movement Skill Assessment (CAMSA) is a valid and reliable circuit-based test of motor competence which can be used to assess children’s skills in a live or recorded performance and then coded. We aimed to analyze the intrarater reliability of the CAMSA scores (total, time, and skill score) and time measured, by comparing the live audio with the video assessment method. We also aimed to assess the interrater reliability using both audio- and video coding on a sample of 177 Spanish children. We found moderate-to-excellent inter- and intrarater video–audio intraclass correlation coefficients for the CAMSA score, time measured, time score, and skill score. Nonsignificant differences were found between video and audio recordings in the CAMSA score, time measured, and time score. Our findings support the rationale that different raters and scoring methods can accurately assess the participants’ motor competence level using the CAMSA Spanish version.

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Expert recommendations for the design of a teacher-oriented movement assessment tool for children aged 4-7 years: a Delphi study

Cited by 4 publications

References 46 publications

Design of a new movement competence assessment for children aged 8–12: A Delphi poll study

Design of a new movement competence assessment for children aged 8–12: A Delphi poll study

A Design Space of Sports Interaction Technology

Exploring an Alternative to Record Motor Competence Assessment: Interrater and Intrarater Audio–Video Reliability

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