Validity and reliability of a bilateral assessment of locomotor skills in children

Abstract

integration of all components of adopted motor skills into coordinated, accurate and efficient performance (Goodway, Robinson, & Crowe, 2010). Individuals that do not reach the mature stage in FMS development are shown to have a limited ability to progress in the acquisition of specific motor skills (Lagendorfer, Roberton, & Stodden, 2011). Performance of FMS can be assessed with several reliable and valid tools; where the choice of test will depend on the context in which the assessment is planned (Clark, Moran, Drury, Venetsanou, & Fernandes, 2018; Cools, De Martelaer, Samaey, & Andries, 2009). Concomitantly, tests of motor skill assessment can be quantitative and/ or qualitative. Quantitative tests relate to the measurement of performance results and their advantage is the provision of a high level of reliability (Sporiš, Štimec, Milanović, & Trajković, 2011). Conversely, qualitative assessment provides a systematic monitoring tool and an introspective human movement quality assessment that can be used to provide the most appropriate interventions for improving performance (Clark et al., 2017; Payne & Isaacs, 2011). Because of the greater complexity of expression and the number of components being measured, the qualitative approach for measurement increases the discrepancy among the measurers and reduces reliability, however, the information obtained

Pattern Recognition: Impact of Exercises Modes on Developing a Small Ball Throwing Skill in Boys Aged 8

“…Discriminant analysis makes it possible to obtain new data to monitor the process of motor skills development in primary schoolchildren and supplements the information on the methods of assessing motor skills in children (Klingberg et al, 2019;Lovric et al, 2019;Nobre et al, 2020).…”

“…• motor skills in the structure of schoolchildren's physical fitness (Petrov, Khudolii, & Cieślicka, 2020;Shevchenko, Khudolii, & Potop, 2020;Ivashchenko, Berezhna, & Cieślicka, 2020); • gender-related peculiarities of motor skills development (Iermakov, Ivashchenko, & Khomiakov, 2020;Khudolii, Golovnin, & Bartík, 2020;Kelly, O'Connor, Harrison, & Ní Chéilleachair, 2019); • regularities of motor skills development (Afrouzeh, Musa, Suppiah, & Abdullah, 2020;Khudolii, 2019;Hastie, Rudisill, Boyd, & Johnson, 2019); • methods of assessing motor skills in children (Klingberg, Hoeboer, Schranz, Barnett, De Vries, & Ferrar, 2019;Lovric, Jelaska, Clark, Duncan, & Miletic, 2019;Nobre, Valentini, & Rusidill, 2020).…”

“…As in the papers by Geoffrey D Broadhead and Gabie E. Church (1982),Kapkan et al (2019a),Ivashchenko (2020),Ivashchenko et al (2019),. the study observed a high discriminative and prognostic ability of the obtained functions in assessing motor skills development in children and adolescents.Discriminant analysis makes it possible to obtain new data to monitor the process of motor skills development in primary schoolchildren and supplements the information on the methods of assessing motor skills in children(Klingberg et al, 2019;Lovric et al, 2019;Nobre et al, 2020).Based on discriminant analysis, it can be argued that to teach the five exercises, the mode of 6 repetitions (3 sets two times) with a 60-second rest interval may be recommended; for more difficult exercises -the mode of 18 repetitions…”