Comparative analysis of three process-oriented assessment tools for identifying fundamental motor skills proficiency in children

Abstract

Abstract The current study aimed to examine discrepancies between three different process-oriented tools in assessing the same fundamental movement skills in primary school children. A total of 120 children aged 6–12 years (mean age: 9.3 ± 1.9 years) were evaluated on 6 skills (run, leap, kick, over-hand throw, catch, and two-hand strike) common to the Test of Gross Motor Development (TGMD) 2nd or 3rd edition, Get Skilled Get Active (GSGA), and Fundamental Motor Skills Assessment (FMSA). Differences were analysed using standardised scores (raw score divided by the number of performance criteria of each skill) and the prevalence of advanced skills (i.e., correct execution of all or all but one performance criteria). The main results showed large correlations between tools, but significant differences (p < 0.05) in standardised scores of each assessment tool across all skills. The TGMD classified a significantly higher percentage of children as having advanced skills in running, leaping, kicking, and catching compared to the GSGA and FMSA. These findings suggest that tools with fewer performance criteria for each skill may be less rigorous than more detailed assessments such as the GSGA and FMSA, emphasising the importance of standardising scoring procedures and developing clearer, universally accepted criteria across FMS assessments.

Keywords

• Gross motor skills
• Motor competence
• Proficiency
• Measurement
• Childhood.