Fiabilidad y Validez de la Batería TGMD-2 en Población Española

Abstract

ResumenEste estudió analizó la fiabilidad y la validez de una versión en castellano de la batería de evaluación del desarrollo motor TGMD-2. Un total de 84 niños cumplimentaron la batería en dos ocasiones, con un intervalo de dos semanas para computar su fiabilidad test-retest. Dos evaluadores valoraron independientemente los resultados y se analizó fiabilidad inter-evaluador. Se estudió la validez de constructo siguiendo las indicaciones del manual de la batería y se valoró la condición física de los participantes para determinar la validez concurrente. Se obtuvo un elevado grado de fiabilidad test-retest y de fiabilidad interevaluador. La validez de constructo obtenida fue similar y la validez concurrente inferior a la reportada en otros estudios de adaptación transcultural. La TGMD-2 es fiable al objeto de valorar el desarrollo motor cuando se administra en niños españoles. Futuros estudios con muestras más amplias son necesarios para aportar información más sólida sobre su validez. AbstractThis study aimed at analysing the reliability and validity of a Spanish version of the TGMD-2, once it was observed the lack of studies in this regard. A total of 84 children performed the battery twice, with a twoweek interval in order to identify its test-retest reliability. Two evaluators assessed the results obtained in the test phase, in order to analyse its intra-observer reliability. The construct validity was assessed following the official manual of the battery and the fitness level of the participants was also measured as a way to identify the concurrent validity. High levels of test-retest and intra-observer reliability were found. The construct validity was similar and the concurrent validity was lower than in other cultural adaptation studies. The obtained results show that the TGMD-2 is a reliable tool when administered to Spanish children. Future studies with greater samples are needed to confirm the degree of validity.

Reliability of the test of gross motor development: A systematic review

“…Alpha coefficients were calculated in different groups or participants for locomotor skills score (n = 18), ball skills score (n = 18), overall score (n = 12) and GMQ (n = 3). Ten studies reported alpha coefficients between 0.7 and 0.9 for locomotor skills score (4 over 0.9 [ 17 , 36 , 50 , 51 ]), 11 for ball skills score (3 over 0.9 [ 36 , 50 , 51 ]), 4 for overall score (3 over 0.9 [ 17 , 50 , 51 ]) and 3 for GMQ (2 over 0.9 [ 21 , 36 ]).…”

“…Only two studies shown inter-rater reliability values lower than 0.75 (ICC) [ 48 ] or 0.7 (kappa) [ 33 ], the last one comparing expert with novice coders. Scores of each individual skill were reported in 6 studies with more than ≈90% of the inter-rater reliability values over 0.6, ≈30% over 0.9 (ICC calculated in all comparisons) [ 35 , 36 , 42 , 46 , 48 , 50 ] (Figs 2 and 3 ).…”

“…In terms of ICC, more than 95% of values were over 0.75, 40% over 0.9. In three studies test-retest reliability was calculated for each skill with reliability values over 0.8 in ≈50% (Pearson correlation calculated in all comparisons) [ 36 , 49 , 50 ] ( Fig 6 ).…”

“…However, TGMD was developed for typically developing North American children. Due to the socio-cultural relevance of the subtests and the performance-criteria, several cross-cultural studies have investigated the psychometric properties of TGMD-2 and TGMD-3 in different languages, such as Spanish [ 36 , 38 , 40 ], Persian [ 47 ], German [ 34 ], or Portuguese [ 45 , 49 , 50 ] and/or cultures [ 43 , 44 ]. Research conducted in this regard has described high and similar reliability characteristics to the original version, which evidences the clarity of TGMD instructions and the unambiguity of scoring [ 47 ].…”

“…However, rater familiarisation, training, and experience in TGMD administration were not systematically reported or described in the studies included in this systematic review. In addition, the academic background of the raters is heterogeneous, varying from graduate students (physical education [ 35 , 36 , 48 ] and sport sciences [ 36 ]), master’s students [ 43 , 44 ], doctoral students [ 33 , 43 , 50 ], physical therapists and physiatrists [ 37 ], or paediatric physiotherapists [ 39 ]. Previous evidence underscores the need to provide standardised training protocols for coding using process-oriented approaches like TGMD-2 and TGMD-3 for valid and reliable results [ 46 ].…”