Motor competence assessment in physical education – convergent validity between fundamental movement skills and functional movement assessments in adolescence

O’Brien, Wesley; Philpott, Conor; Lester, Diarmuid; Belton, Sarahjane; Duncan, Michael; Donovan, Brian; Utesch, Till

doi:10.1080/17408989.2021.1990241

Cited by 17 publications

(16 citation statements)

References 51 publications

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“…This association may arise from biomechanical similarities between certain FM and FMS (e.g., between squat flexion and the preparatory and landing phases of the vertical jump) which may account for the relatedness observed between FMS and FM in this study (Tompsett et al, 2014). While this study and others have shown small to moderate associations between locomotor and stability FMS constructs and FM through FMS TM composite scores, further research and deeper analyses are necessary to determine if other underlying factors may contribute to the relatedness and associations observed between FMS and FM (O’Brien et al, 2021).…”

Section: Discussionmentioning

confidence: 61%

“…Several FMS TM assessments evaluate thoracic mobility - namely the deep squat, in-line lunge, and shoulder mobility exercises – while all FMS locomotor skills demand thoracic mobility (Ditcharles et al, 2017). In addition, ankle mobility, which is critical to performance of FMS TM tests such as the deep squat and in-line lunge, is a key component of locomotor skills such as jumping (O’Brien et al, 2021; Papaiakovou, 2013). Collectively, these past and present findings suggest links between locomotor skills and composite FMS TM performance, giving evidence of their relatedness that requires a deeper component analysis.…”

Section: Discussionmentioning

confidence: 99%

“…One recent study with young adults (Silva et al, 2019), compared performances on a measure called the Functional Movement Screen TM (FMS™; Cook et al, 2006a) with measures of MC (i.e., throw and kick velocity) and found a small positive correlation between overall FM and the total MC score and a moderate positive correlation in the stability domain (Silva et al, 2019). A recent paper examining 583 adolescents (56.09% female M age = 14.42 SD = .94 years) reported a small positive correlation between FM scores and performance in locomotor skills, indicating that the relationship between these variables is 7–8 times more probable than not (O’Brien et al, 2021). There remains a need for further research on the link between FM and FMS despite this early evidence and the theoretical basis for their association among adolescents.…”

Section: Introductionmentioning

confidence: 99%

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Motor Competence Among Irish Adolescents: An Investigation of Sex Differences and Relatedness Between Fundamental Movement Skills and Functional Movement

et al. 2022

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In prior research, Irish youth displayed poor motor competence across fundamental movement skills (FMS) and functional movements (FM). Our purpose in this study was to compare FMS and FM across male and female Irish adolescents and to determine whether there are associations between these movement domains. We collected data on 373 adolescents (178 females; M age = 14.38, SD = 0.87 years) from six Irish secondary schools, including motor competence testing of 10 FMS, and 7 FM. Overall levels of motor competence of both FMS and FM were low, and certain levels of dysfunctional movement were high. We observed significant sex-based differences in both FMS and FM, and there was a moderate association between FMS and FM that warrants further investigation. There is a need for societal intervention and policy changes to address low levels of motor competence among adolescent youth.

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Section: Discussionmentioning

confidence: 61%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Motor Competence Among Irish Adolescents: An Investigation of Sex Differences and Relatedness Between Fundamental Movement Skills and Functional Movement

et al. 2022

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“…Consequently, many school-aged students are under-skilled in FMS [3,55], or their FMS de cits are not properly identi ed [26]. Decreasing levels of FMS pro ciency are becoming more apparent in adolescents [28, 31, 56], the situation is aggravated by the fact that there is still a lack of tools to assess FMS in a timely fashion within an adolescent aged population [57]. In Poland, there is a lack of systematic research and well-established tools for assessing FMS in school-aged children and adolescents.…”

Section: Reliabilitymentioning

confidence: 99%

The FUS Test: A Promising Tool for Evaluating Fundamental Motor Skills in Children and Adolescents

Makaruk

Porter

Webster

et al. 2023

Preprint

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Fundamental motor skills (FMS) are essential for enjoyable, confident and skillful participation in physical activity across the lifespan. Due to the alarming low level of FMS proficiency in children and adolescents worldwide, the development of motor competency is an urgent issue for physical education. The promotion and implementation of a systematic process of teaching and learning FMS should be a physical education priority. Accordingly, effective assessment tools for evaluating FMS should be adopted or developed. Because FMS assessment for both children and adolescents need further effective solutions, we proposed the Fundamental Motor Skill in Sport test (FUS) to assess FMS proficiency in students across primary and secondary education. The FUS test involves six sport skill-based tasks: hurdling, jumping rope, forward roll, ball bouncing, throwing and catching a ball, and kicking and stopping a ball. This selection of skills represents high transferability to a wide range of sports and life activities. The results of our study provide evidence that the FUS test is valid, reliable, and feasible to administer in school settings. Therefore, this tool test has the potential to support deliberate practice and improve motor competency by providing a standardized and structured approach to measuring FMS among school-aged students.

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“…Consequently, the meaning of MC is broadening to reflect the diversity of movement skills utilised in all PA pursuits (O’Brien et al, 2021), and research is emerging that examines the relationship between both fundamental and functional movement skills (Lester et al, 2017; O’Brien et al, 2021). This broader view of MC is warranted, considering that both fundamental and functional MC have previously been used to define MC (Basman, 2019), and viewing a child's development through one lens presents a single plane perspective of MC, whereas a dualistic mode of assessment (examining functional and fundamental movement skills together) has the potential to provide a richer, more extensive source of a child's MC status to inform subsequent intervention.…”

Section: Introductionmentioning

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

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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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Motor competence assessment in physical education – convergent validity between fundamental movement skills and functional movement assessments in adolescence

Abstract: This document is the author's post-print version, incorporating any revisions agreed during the peer-review process. Some differences between the published version and this version may remain and you are advised to consult the published version if you wish to cite from it.

Cited by 17 publications

References 51 publications

Motor Competence Among Irish Adolescents: An Investigation of Sex Differences and Relatedness Between Fundamental Movement Skills and Functional Movement

Motor Competence Among Irish Adolescents: An Investigation of Sex Differences and Relatedness Between Fundamental Movement Skills and Functional Movement

The FUS Test: A Promising Tool for Evaluating Fundamental Motor Skills in Children and Adolescents

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

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