Gross motor development refers to changes in specific motor skills involving large and small muscle groups over time. In the contemporary approach to gross motor development assessment, motor competence should be characterized as qualitative changes in movement patterns and quantitative movement
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Psychometric Proprieties of the Slovenian Version of the Test of Gross Motor Development–3
Miha Marinšek, Klemen Bedenik, and Marjeta Kovač
Associations Between Physical Activity and Gross Motor Skills in Parent–Child Dyads
Katherine Q. Scott-Andrews, Rebecca E. Hasson, Alison L. Miller, Thomas J. Templin, and Leah E. Robinson
wide range of gross motor skills (i.e., locomotor, object manipulation, and stability skills) and is positively associated with physical activity ( Robinson et al., 2015 ; Stodden et al., 2008 ). However, physical activity levels are low in both adults ( Althoff et al., 2017 ) and children ( United
The Test of Gross Motor Development—Third Edition: A Bifactor Model, Dimensionality, and Measurement Invariance
Sedigheh Salami, Paulo Felipe Ribeiro Bandeira, Cristiano Mauro Assis Gomes, and Parvaneh Shamsipour Dehkordi
.g., jump distance). In contrast, process-oriented tests are concerned with how the skill is performed (e.g., arm–leg coordination during running; Hands et al., 2002 ). The Test of Gross Motor Development (TGMD) is considered one of the most widely used instruments for FMS competency ( Ulrich, 1985 , 2000 ). It
Test of Gross Motor Development–3 Validity and Reliability: A Screening Form
Nadia Cristina Valentini, Glauber Carvalho Nobre, Larissa Wagner Zanella, Keila G. Pereira, Maicon Rodrigues Albuquerque, and Mary Elizabeth Rudisill
deficiencies is essential for early intervention to eliminate the risk of further delays ( Martini et al., 2011 ). Several motor tests are currently used to assess motor skills with adequate cross-cultural psychometrics ( Tamplain et al., 2020 ), such as the Test of Gross Motor Development (TGMD). All versions
SKIPping With PAX: Evaluating the Effects of a Dual-Component Intervention on Gross Motor Skill and Social–Emotional Development
Ali Brian, Emily E. Munn, T. Cade Abrams, Layne Case, Sally Taunton Miedema, Alexandra Stribing, Unjong Lee, and Stephen Griffin
Preschool is a crucial time for the development of self-regulation ( Robson et al., 2020 ) and gross motor skills ( Barnett et al., 2016 ; Bolger et al., 2021 ). Such skills have been linked to social, emotional, cognitive, psychological, and physical health, as well as academic success across
Associations of Monitor-Independent Movement Summary and Health-Related Fitness With Gross Motor Skills in Young Children
Ryan Donald Burns, You Fu, Yang Bai, and Wonwoo Byun
Fundamental gross motor skills (GMS) form the building blocks of more complex movements that facilitate physical activity (PA) engagement throughout the lifespan ( Hulteen et al., 2022 ). GMS development in young children can be facilitated from exploration of the physical and social environment
Interrater Reliability of the Test of Gross Motor Development—Third Edition Following Raters’ Agreement on Measurement Criteria
Aida Carballo-Fazanes, Ezequiel Rey, Nadia C. Valentini, Cristina Varela-Casal, and Cristian Abelairas-Gómez
appropriateness of the tool in a population of interest, reliability refers to the degree a test produces consistent results ( Barnett et al., 2020 ). Among process-oriented assessment tools, the Test of Gross Motor Development—Third Edition (TGMD-3; Ulrich, 2019 ) and its predecessors TGMD and TGMD-2 are based
Evaluation of the Psychometric Properties of the Test of Gross Motor Development—Third Edition
E. Kipling Webster and Dale A. Ulrich
With recent revisions, the evaluation of the reliability and validity of the Test of Gross Motor Development—3rd edition (TGMD-3) is necessary. The TGMD-3 was administered to 807 children (M age = 6.33 ± 2.09 years; 52.5% male). Reliability assessments found that correlations with age were moderate to large; ball skills had a higher correlation (r = .47) compared with locomotor skills (r = .39). Internal consistency was very high in each age group and remained excellent for all racial/ethnic groups and both sexes. Test-retest reliability had high ICC agreements for the locomotor (ICC = 0.97), ball skills (ICC = 0.95), and total TGMD-3 (ICC = 0.97). For validity measures, the TGMD-3 had above acceptable item difficulty (range = 0.43–0.91) and item discrimination values (range = 0.34–0.67). EFA supported a one-factor structure of gross motor skill competence for the TGMD-3 with 73.82% variance explained. CFA supported the one-factor model (χ2(65) = 327.61, p < .001, CFI = .95, TLI = .94, RMSEA = .10), showing acceptable construct validity for the TGMD-3. Preliminary results show the TGMD-3 exhibits high levels of validity and reliability, providing confidence for the usage and collection of new norms.
Impact of an Online Rater Training on Scoring Accuracy of Two Skills on the Test of Gross Motor Development-3 Among Children With Developmental Disabilities: A Pilot Study
Hyokju Maeng, Deborah R. Shapiro, Elizabeth Kipling Webster, and Hyunjin Kwon
skills ( Berkeley et al., 2001 ; Staples & Reid, 2010 ). These types of behavioral and movement challenges among children with DD may make it difficult to accurately evaluate their motor skill performance. Assessing Fundamental Movement Skills The Test of Gross Motor Development (TGMD; Ulrich & Sanford
Test of Gross Motor Development-2 Scores Differ Between Expert and Novice Coders
Kara K. Palmer and Ali Brian
Background.
The Test of Gross Motor Development, 2nd edition (TGMD-2), is one of the most widely used measures of motor skill competence. The purpose of this study was to examine if differences in scores exist between expert and novice coders on the TGMD-2 (Ulrich, 2000).
Methods.
Three coders, one expert and two novices, reviewed and scored young children’s (N = 43; Boys = 57%; Mage = 4.88, SD = 0.28) TGMD-2 data. The kappa statistic was used to determine agreement between expert and novice coders on the locomotor and object control subscale of the TGMD-2. Independent samples t tests and percent differences were then used to examine scoring differences for each of the twelve skills.
Results.
Results support that expert and novice coders do not demonstrate significant agreement when scoring the TGMD-2 except for when scoring the kick (t 41 = –1.3, p = .2) and the gallop (t 41= –1.7, p = .09).
Conclusion.
This work demonstrates that more stringent or consistent training regimens are needed before allowing novices to code TGMD-2 data.
