This study examines the psychometric properties of the Test of Gross Motor Development-2 (TGMD-2) in children with visual impairments (VI). Seventy-five children aged between 6 and 12 years with VI completed the TGMD-2 and the Movement Assessment Battery for Children (Movement ABC). The internal consistency of the TGMD-2 was found to be high (alpha = 0.71−0.72) and the interrater, intrarater, and test-retest reliability acceptable (ICCs ranging from 0.82 to 0.95). The results of the factor analysis supported internal test structure and significant age and sex effects were observed. Finally, the scores on the object control subtest of the TGMD-2 and the ball skills subtest of the Movement ABC correlated moderately to high (r = 0.45 to r = 0.80). Based on the current results, it is concluded that the TGMD-2 is an appropriate tool to assess the gross motor skills of primary-school-age children with VI.
Search Results
Reliability and Validity of the TGMD-2 in Primary-School-Age Children With Visual Impairments
Suzanne Houwen, Esther Hartman, Laura Jonker, and Chris Visscher
Identification of Children with Movement Problems in Singapore: Usefulness of the Movement ABC Checklist
Helen C. Wright, David A. Sugden, Richard Ng, and John Tan
This investigation is concerned with the identification and assessment of Singaporean primary school children who have developmental coordination disorder (American Psychiatric Association, 1987). The present study forms part of a larger project concerned with the suitability of currently available assessment techniques and intervention programs for use in Singapore. In this paper the usefulness of the Movement ABC Checklist and Test as an assessment instrument is explored. The data on a sample of 212 7- and 8-year-olds compared favorably with data from the standardized sample in the United Kingdom. Age and gender differences were similar, and the effects of increasing task difficulty within the checklist were generally confirmed. The checklist identified 15.6% of children as having movement problems or being at risk, which was close to the value obtained in the U.K. The Movement ABC Test provided evidence of the validity of this figure as it successfully differentiated the selected children from age-matched controls who scored well on the checklist. Although some of the items in both instruments need modification, the results suggest that the Movement ABC package is a workable research tool in the Singaporean context.
Digest
Jill Pawlowski, E. Andrew Pitchford, Daniel W. Tindall, and Seo Hee Lee
Edited by ZáNean McClain
Italy. This result might suggest different ideologies between the countries that may differentially affect how teachers engage with students and, in turn, student achievement. Cornoldi, C., Capodieci, A., Colomer Diago, C., Miranda, A., & Shepherd, K. (2018). Attitudes of primary school teachers in
Assessing the Fundamental Movement Skills of Children With Intellectual Disabilities in the Special Olympics Young Athletes Program
Hayley Kavanagh, Mika Manninen, Sarah Meegan, and Johann Issartel
comparison group. Data from this control group were collected from March to June 2017 in primary schools across the four provinces of Ireland and Northern Ireland by a team of researchers from Dublin City University ( Behan et al., 2019 ). We used propensity score matching (predicted probability of belonging
Evaluation of Physical Activity Indicators for French Children and Adolescents With Disabilities: National Para Report Card and SWOT Analysis
Salomé Aubert, Charlotte Verdot, Gilles Thöni, and Jérémy Vanhelst
INC There is a lack of evidence to grade this indicator. School B+ All CAWD (100%) included in the mainstream school system (about 80%) are expected to attend the same amount of PE class as children and adolescents without disabilities: 3 hr/week in primary schools (6–10 years old; 3–4 hr
Predictors of Physical Activity Levels in Ambulant/Semiambulant Children and Adolescents With Cerebral Palsy: A Clinical Cohort Study
Christina Esmann Fonvig, Jens Troelsen, Jan Christian Brønd, Sören Möller, and Anders Holsgaard-Larsen
environmental factors, particularly focusing on the gap in the PA levels between girls and boys. References Alvariñas-Villaverde , M. , Martínez-Torres , J. , Toja-Reboredo , B. , & González-Valeiro , M. ( 2022 ). Prediction model for physical activity level in primary school students . International
Preservice Teachers’ Mindfulness and Attitudes Toward Students With Autism Spectrum Disorder: The Role of Basic Psychological Needs Satisfaction
Chunxiao Li, Ngai Kiu Wong, Raymond K.W. Sum, and Chung Wah Yu
Autism spectrum disorder (ASD) is a neurodevelopmental disorder presenting as impaired social interaction and restricted and repetitive behaviors ( American Psychiatric Association, 2013 ). In Hong Kong, about 1.2% of students in mainstream primary schools are diagnosed with mild-to-moderate ASD
Predictors of Physical Activity for Preschool Children With and Without Disabilities From Socioeconomically Disadvantaged Settings
Ali Brian, Sally Taunton, Chelsee Shortt, Adam Pennell, and Ryan Sacko
, D.F. , & Lopes , V.P. ( 2016 ). Developmental pathways of change in fitness and motor competence are related to overweight and obesity status at the end of primary school . Journal of Science and Medicine in Sport, 19 ( 1 ), 87 – 92 . PubMed ID: 25660571 doi:10.1016/j.jsams.2015
Psychometric Properties of the Test of Gross Motor Development-3 for Children With Visual Impairments
Ali Brian, Sally Taunton, Lauren J. Lieberman, Pamela Haibach-Beach, John Foley, and Sara Santarossa
modelling: Guidelines for determining model fit . Electronic Journal of Business Research Methods, 6 ( 1 ), 53 – 60 . Houwen , S. , Hartman , E. , Jonker , L. , & Visscher , C. ( 2010 ). Reliability and validity of the TGMD-2 in primary-school-age children with visual impairments . Adapted
WhatsApp-Based Physical Activity Intervention for Children With Autism Spectrum Disorder During the Novel Coronavirus (COVID-19) Pandemic: A Feasibility Trial
Oğuz K. Esentürk and Erkan Yarımkaya
Primary school More than 5 Male 14 ASD 2 3 Male 57 University More than 5 Male 10 ASD 2 2 Male 41 University 1 time Male 9 ASD 4 2 Female 43 University More than 5 Male 13 ASD 1 3 Female 47 Secondary school More than 5 Female 12 ASD 2 2 Female 49 Secondary school More than 5 Female 13 ASD 2 1 Female 52
