Search Results

You are looking at 1 - 10 of 24 items for :

  • "Bruininks-Oseretsky Test of Motor Proficiency" x
  • Physical Education and Coaching x
  • Refine by Access: All Content x
Clear All
Restricted access

Joan M.S. Verderber and V. Gregory Payne

The relationship between the long and short forms of the Bruininks-Oseretsky Test of Motor Proficiency was investigated. Forty-eight regular education students, who had been referred to adapted physical education, were administered the long form of this test. Short form scores were subsequently derived from the long form items. Pearson product-moment r values generally indicated strong relationships between long and short form scores when the data were converted to standard and percentile scores. T-test analyses, however, indicated that long and short form standard score mean differences were significant at the .01 level (conventional .05 alpha level was reduced to .01 by the Dunn Test) for the two younger age groups and the all-subjects group. These results indicate that placement decisions in adapted physical education may vary depending upon which form of the test is used.

Restricted access

Brenda N. Wilson, Bonnie J. Kaplan, Susan G. Crawford, and Deborah Dewey

To examine the reliability of the Bruininks-Oseretsky Test of Motor Proficiency-Long Form (BOTMP-LF), approximately 40 therapists completed a questionnaire on the administration and scoring of this test (72% response rate). A large degree of inconsistency between therapists was found. This prompted a study of interrater reliability of six therapists who received rigorous training on the BOTMP-LF. Results indicated that consistency of scoring between testers was statistically high for the battery, composite, and subtest scores. However, item-by-item agreement was low for many items, and agreement between raters on their diagnosis of the children as having motor problems was only fair to good. There was no difference in interrater reliability of the test for children with and without learning, attentional, or motor coordination problems. Some limitations of the BOTMP-LF are apparent from these studies.

Full access

Ken Pitetti, Ruth Ann Miller, and E. Michael Loovis

; and d. The participant performed the movement twice without prompting with the best score used for data analysis. Table 2 Items for Subtests of the Bruininks-Oseretsky Test of Motor Proficiency Subtest Item Title Units Range of Score Test Score Ceiling ULC 1 Dropping and catching ball—both hands

Restricted access

Ken Pitetti, Ruth Ann Miller, and Michael Loovis

Children and adolescents with intellectual disability (ID) exhibit a mixture of cognitive, motor, and psychosocial limitation. Identifying specific inadequacies in motor proficiency in youth with ID would improve therapeutic management to enhance functional capacity and health-related physical activity. The purpose of this study was to initiate descriptive data collection of gross motor skills of youth with ID and compare those skills with competency norms. The Bruininks-Oseretsky Test of Motor Proficiency (BOT-2) was used to measure 6 items for balance (BAL), 5 items for upper limb coordination (ULC), and 6 items for bilateral coordination (BLC) of 123 males (ages 8–18) with ID but without Down syndrome. The authors performed 2,840 assessments (10–32 for each item); 944, 985, and 913 for BAL, ULC, and BLC, respectively. Mean scores for all age groups for BAL, ULC, and BLC were consistently below BOT-2 criteria. Overall motor skills of males with ID are below the competence expected for children and adolescents without disabilities.

Restricted access

Fabio Bertapelli, Ken Pitetti, Ruth A. Miller, Adam Jaeger, Michael Loovis, Wilson D. do Amaral-Junior, Marcos M. de Barros-Filho, and Gil Guerra-Junior

the Bruininks–Oseretsky Test of Motor Proficiency (BOT-2, for ages 4–21 years; Bruininks & Bruininks, 2005 ). Studies that used the TGMD-2 included youth with ID from Belgium, Finland, Hong Kong, The Netherlands, Philippines, and South Korea ( Capio et al., 2016 ; Eguia et al., 2015 ; Foley et

Restricted access

Sindhu Shanker and Balaram Pradhan

educators. Such skills include basic functional skills, daily living skills, and academic skills ( Dasgupta, 2002 ). Generally, the children spend around 4–6 hr in school. Motor Proficiency Bruininks–Oseretsky Test of Motor Proficiency, Brief Form-2 ( Bruininks & Bruininks, 2010 ) is a short standardized

Restricted access

Geoffrey D. Broadhead and Gable E. Church

Intact classes of mentally retarded and nonhandicapped children were administered the Physical Dexterity scales of the System of Multicultural Pluralistic Assessment and the short form of the Bruininks-Oseretsky Test of Motor Proficiency. Separate discriminant analyses of each data set revealed that the subjects comprised four distinct levels of motor performance. Although overall predicted correct classification was above 65%, misclassifications occurred in each class. Differences resulting from the separate analyses suggest differential program placement for physical education. There is a tendency for the Physical Dexterity data to predict higher levels of motor functioning than the Motor Proficiency data for half of the mentally retarded children.

Restricted access

Katherine J. Riggen, Dale A. Ulrich, and John C. Ozmun

The reliability and concurrent validity of the Test of Motor Impairment-Henderson Revision was evaluated employing a sample of preschoolers. Absolute reliability of the final test score was established by calculating the standard error of measurement (SEM). An SEM of .86 was obtained. The consistency of decisions related to motor impairment or nonimpairment was estimated by calculating the proportion of agreement index across two testing occasions and Kappa. A 90% agreement was obtained with Kappa equal to .71. Concurrent validity using the Bruininks-Oseretsky Test of Motor Proficiency-Short Form as the criterion resulted in an 88% agreement between the two tests.

Restricted access

Christine M. King and John M. Dunn

The purpose of this study was to examine the accuracy of classroom teachers in observing students’ motor performance. In order to assess teacher accuracy in rating motor performance, an analysis was conducted on students’ scores on the Short Form of the Bruininks–Oseretsky Test of Motor Proficiency (BOT-S) between those who were rated high as compared to those who were rated low in motor performance, as determined by a teacher observation form. The two-tailed t statistic indicated a significant difference between standard mean scores for upper and lower quartile performances on the BOT-S (P<.05). However, there was a high degree of variance within the high and low groups. The results suggest that classroom teachers are more accurate in observing high motor performance than in observing low motor performance.

Restricted access

Robert Kertzer, Ron Croce, Richard Hinkle, and Collette Janson-Sand

Few studies have investigated the fitness levels of children and adolescents with insulin-dependent diabetes mellitus (IDDM), with no data presently available on such children’s level of motor proficiency. The present investigation was prompted by this lack of information. Twenty-one girls (mean age = 11.0 years, range = 7-14) and 23 boys (mean age =11.5 years, range = 8-15) with IDDM were tested on selected fitness and motor behavior parameters. Results indicated that children and adolescents with IDDM follow similar fitness and motor behavior profiles of their nondiabetic peers: Boys tended to be in better physical condition than girls of similar ages, particularly in the 12-15 year range. In the areas of body composition and abdominal strength/endurance, subjects displayed values below those obtained in studies of nondiabetic subjects. Subjects’ scores on the Bruininks-Oseretsky Test of Motor Proficiency for each age grouping were relatively high, indicating that children and adolescents with IDDM need not have diminished psychomotor skills.