The Instructional Sensitivity of the Test of Gross Motor Development-3 to Detect Changes in Performance for Young Children With and Without Down Syndrome

in Adapted Physical Activity Quarterly

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Kerri L. StaplesUniversity of Michigan

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E. Andrew PitchfordIowa State University

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Dale A. UlrichUniversity of Michigan

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DOI:
https://doi.org/10.1123/apaq.2020-0047
Keywords:
assessment/measurement of motor skills; motor skill assessment; measurement
First Published Online:
11 Dec 2020
In Print:
Volume 38: Issue 1
Page Range:
95–108
Restricted access

The Test of Gross Motor Development is among the most commonly used measures of gross motor competency in children. An important attribute of any developmental assessment is its sensitivity to detect change. The purpose of this study was to examine the instructional sensitivity of the Test of Gross Motor Development—third edition (TGMD-3) performance criteria to changes in performance for 48 children (age 4–7 years) with and without Down syndrome following 10 weeks of physical education. Paired t tests identified significant improvements for all children on locomotor (p < .01) and ball skills (p < .01). These significant differences were associated with moderate to large effect sizes. SEM was low relative to the maximum raw score for each subtest, indicating high confidence in the scores. These findings provide evidence that the TGMD-3 is sensitive to change in performance for children with and without Down syndrome.

Staples and Ulrich are with the School of Kinesiology, University of Michigan, Ann Arbor, MI, USA. Pitchford is with the Dept. of Kinesiology, Iowa State University, Ames, IA, USA.

Staples (skerri@umich.edu) is corresponding author.
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