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Lisa M. Barnett, Leah E. Robinson, E. Kipling Webster and Nicola D. Ridgers


The purpose was to determine the reliability of an instrument designed to assess young children’s perceived movement skill competence in 2 diverse samples.


A pictorial instrument assessed 12 perceived Fundamental Movement Skills (FMS) based on the Test of Gross Motor Development 2nd edition. Intra-Class Correlations (ICC) and internal consistency analyses were conducted. Paired sample t tests assessed change in mean perceived skill scores. Bivariate correlations between the intertrial difference and the mean of the trials explored proportional bias.


Sample 1 (S1) were culturally diverse Australian children (n = 111; 52% boys) aged 5 to 8 years (mean = 6.4, SD = 1.0) with educated parents. Sample 2 (S2) were racially diverse and socioeconomically disadvantaged American children (n = 110; 57% boys) aged 5 to 10 years (mean = 6.8, SD = 1.1). For all children, the internal consistency for 12 FMS was acceptable (S1 = 0.72, 0.75, S2 = 0.66, 0.67). ICCs were higher in S1 (0.73) than S2 (0.50). Mean changes between trials were small. There was little evidence of proportional bias.


Lower values in S2 may be due to differences in study demographic and execution. While the instrument demonstrated reliability/internal consistency, further work is recommended in diverse samples.

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Steve Barrett

’ external loads. 2 – 4 Locomotor activities such as total distance covered (TDC), high-speed running distance covered (HSR), or sprinting distance covered (SP 4 ) are common external load metrics used by practitioners. More recently, accelerometers have been utilized to monitor the external load of soccer

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Takeshi Kokubo, Yuta Komano, Ryohei Tsuji, Daisuke Fujiwara, Toshio Fujii and Osamu Kanauchi

test”. After exercise, mice were immediately moved to cages where locomotor activity was measured for 18 hr. In Experiment 2, mice were divided into two groups (control and LC-Plasma [ n  = 15/group]) and fed either the control diet or the LC-Plasma diet for 4 weeks. During this period, mice were

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Bronagh McGrane, Danielle Powell, Sarahjane Belton and Johann Issartel

), which may affect their sports-specific skill development and, as a result, their PA participation ( Gallahue et al., 2012 ; Robinson, Logan, Webster, Getchell, & Pfeiffer, 2015 ). FMS can be broken down into subtests of skills: locomotor, object control, and stability skills ( Burton & Miller, 1998

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Lisa E. Bolger, Linda A. Bolger, Cian O’ Neill, Edward Coughlan, Wesley O’Brien, Seán Lacey and Con Burns

have been found to be related to greater participation in physical activity and sport ( Gallahue & Ozmun, 2006 ; Logan, Robinson, Wilson, & Lucas, 2011 ). They are often categorized into locomotor skills, involving the movement of the body from one location to another (e.g., running and jumping

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Xiangli Gu, Senlin Chen and Xiaoxia Zhang

application, and it is the setting where children optimize their social, emotional, and cognitive development. FMS, including locomotor (e.g., running, hopping, sliding) and object-control skills (e.g., dribbling, throwing, passing), are commonly developed through four developmental levels, namely, from pre

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Lisa E. Bolger, Linda A. Bolger, Cian O’Neill, Edward Coughlan, Wesley O’Brien, Seán Lacey and Con Burns

Fundamental movement skills (FMS) are the foundation upon which more complex sport specific skills are based, facilitating greater participation in physical activity (PA) and sport. 1 They are often classified into 3 categories: locomotor skills involving the movement of the body from 1 location

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E. Kipling Webster, Leah E. Robinson and Danielle D. Wadsworth

completed the Test of Gross Motor Development—second edition (TGMD-2). 44 The TGMD-2 assesses 12 FMS separated into 2 subscales: object control (2-handed striking, throwing, catching, kicking, dribbling, and underhand rolling) and locomotor skills (running, galloping, sliding, leaping, hopping, and

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Ali Brian, Farid Bardid, Lisa M. Barnett, Frederik J.A. Deconinck, Matthieu Lenoir and Jacqueline D. Goodway

 al., 2015 ; Stodden et al., 2008 ). FMS are considered the building blocks to more advanced movement patterns ( Seefeldt, 1980 ) and generally consist of locomotor skills and object control skills. Locomotor skills involve moving the body from one point in space to another (e.g., running, leaping, jumping

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Lisa M. Barnett, David R. Lubans, Anna Timperio, Jo Salmon and Nicola D. Ridgers

, physical activity and actual motor skill with Australian children’s perceived object control and locomotor skills. Methods Participants Primary schools located within a 30 km radius of the Deakin University campus in the eastern suburbs of Melbourne, Australia were identified and randomly invited to