Normative Data for the Test of Gross Motor Development-2 in 7-Yr.-Old Children in the Czech Republic

Čepička, Ladislav

doi:10.2466/pms.110.c.1048-1052

Cited by 6 publications

(4 citation statements)

References 9 publications

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“…The TGMD-2 is an objective and normalized tool which is widespread in extensive research conducted in preschool and early childhood education [26][27][28][29][30][31][32][33][34][35][36][37][38][39][40]. Similarly to other researchers [26,27,28,39], we also analysed the raw scores of the TGMD-2 locomotor and object control skills subscales.…”

Section: Discussionmentioning

confidence: 99%

“…Reviewing the literature, we noticed that other researchers verified the reliability and validity of the TGMD-2 test for their populations. Studies were conducted, inter alia, in Belgium [35], China [36,38], the Czech Republic [37], Brazil [39] and South Korea [40]. In Poland there is a lack of diagnosis of fundamental movement skills of children in preschool and elementary school.…”

Section: Discussionmentioning

confidence: 99%

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Fundamental movement skills of six- to seven-year-old children in the first grade of elementary school: A pilot study

Korbecki¹,

Wawrzyniak²,

Rokita³

2017

BJHPA

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Open Access License:This is an open access article distributed under the terms of the Creative Commons Attribution-Non-commercial 4.0 International (http://creativecommons.org/licenses/by-nc/4.0/), which permits use, distribution, and reproduction in any medium, provided the original work is properly cited, the use is non-commercial and is otherwise in compliance with the license. abstract BackgroundThe aim of the study was to determine fundamental movement skills of elementary school first-graders and to seek whether fundamental movement skills correlate with the pupils' age and gender. Material/MethodsThe study involved students in the first grade of elementary school in Krosno. The study was conducted at the beginning of the 2015/2016 school year. A total of 98 pupils (43 girls and 55 boys) aged six and seven were tested, using the Test of Gross Motor Development-2nd Edition. ResultsThe study showed that the results of fundamental movement skills depend on the children's age and gender. Older girls achieved better results in locomotor and object control skills than six-year-old girls. The analysis revealed that boys achieved better scores than girls in the object control skills subtest. ConclusionsThe findings of this study demonstrated that the results can serve as an argument in the debate on the validity of reducing the school age in Poland. Understanding the importance of fundamental movement skills and awareness of irregularities in motor skills may help to prevent children's later school problems.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Fundamental movement skills of six- to seven-year-old children in the first grade of elementary school: A pilot study

Korbecki¹,

Wawrzyniak²,

Rokita³

2017

BJHPA

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“…Studies in different countries and regions have found that children between three and ten years are not reaching proficiency in fundamental motor skills. [25][26][27][28][29][30][31][32][33][34][35] More specifically, until five years, children present an expected behavior, but from six to ten years, children did not reach proficiency, and they seem to be delayed in motor development. 30,34,35 Moreover, other studies suggest the lower performance of girls in relation to boys.…”

Section: Fundamental Motor Skillsmentioning

confidence: 99%

A brief review on motor development: fundamental motor skills as a basis for motor skill learning

Benda¹,

Marinho²,

Duarte³

et al. 2021

BJMB

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In this study, we review the relationship between motor development and motor learning, and present a new metaphor that represents the sequence of motor development, which highlights fundamental motor skills as an important phase in the process. As one of the most relevant phases of motor development, several studies that analyzed fundamental motor skills were reviewed in typical developing children as well as in children with disabilities. Most studies revealed motor performance levels below expected since proficiency was not observed. We discuss these results considering fundamental motor skills as essential for the motor development process. Such results raise the awareness of the need to offer children conditions to explore and experience motor activities in order to enhance motor competence.

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“…Since motor development is thought to be influenced by the cultural context as well as the social and physical environment in which children grow up (Venetsanou & Kambas, 2010), a better understanding of between-country differences in motor competence may contribute to more efficient interventions aiming at its enhancement with regard to health and well-being from an early age onwards. Unsurprisingly, a number of studies have demonstrated significant differences in motor skill performance when comparing motor competence profiles of children living in countries located in other continents across the globe (Bardid et al, 2015(Bardid et al, , 2016Brian et al, 2018;Cepicka, 2010;Chow, Henderson, & Barnett, 2001;Ruiz, Graupera, Gutiérrez, & Miyahara, 2003;Saraiva, Rodrigues, Cordovil, & Barreiros, 2013;Tripathi, Joshua, Kotian, & Tedla, 2008). However, some studies also revealed various levels of motor competence when comparing children living in different but sometimes almost neighboring countries situated within the same continent and thus thought to have a quite similar (movement) culture (Haga et al, 2018;Niemeijer, van Waelvelde, & Smits-Engelsman, 2015).…”

Section: Motor Competence Levels In Young Childrenmentioning

confidence: 99%

Motor Competence Levels in Young Children: A Cross-Cultural Comparison Between Belgium and Greece

D’Hondt

Venetsanou

Kambas

et al. 2019

Journal of Motor Learning and Development

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The targeted continent and/or country driven promotion of physical activity and health from an early age onwards requires more insight into cross-cultural differences in motor competence. Using the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition Short Form (BOT-2 SF), this study assessed and compared both fine and gross motor skill performances of 5- and 6-year-old children from Belgium (n = 325) and Greece (n = 245). Linear mixed effect models and a χ2 test analyzed between-country differences in BOT-2 SF scores and the distribution across descriptive performance categories. Overall, Belgian and Greek participants displayed quite similar levels of motor competence, with fewer children performing (well-)below average than could be expected. On test item level, however, several significant differences emerged. Large effect sizes were found for knee push-ups (Hedges’ g = 1.46) and copying a square (Hedges’ g = 2.59), which demonstrated a better outcome for Belgian and Greek preschoolers, respectively. These findings might be attributed to different (physical) education practices in both European countries. The present study also highlights the importance of using an assessment tool covering the entire range of motor skills as well as a focusing primarily on raw performance scores, containing and explaining more variance, for international comparative research purposes.

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Normative Data for the Test of Gross Motor Development-2 in 7-Yr.-Old Children in the Czech Republic

Cited by 6 publications

References 9 publications

Fundamental movement skills of six- to seven-year-old children in the first grade of elementary school: A pilot study

Fundamental movement skills of six- to seven-year-old children in the first grade of elementary school: A pilot study

A brief review on motor development: fundamental motor skills as a basis for motor skill learning

Motor Competence Levels in Young Children: A Cross-Cultural Comparison Between Belgium and Greece

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