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Introduction Based on the information of the water safety skills described by Stallman et al. [1] and compared with an extensive literature review a new water safety test for children was developed, tried out as a final test at the end of elementary school and later on split up in three levels or age groups. Methods In a first pilot study the aquatic skills of 52 children at the age of 11–12 years were screened and compared with a traditional 50 m test. In the second pilot study, the aim was to differentiate the water safety skill test in three age groups (6, 9 and 11 years) and to try out the evidence and feasibility at school and in a swimming club. Results The majority of the pupils (11 years) who passed the traditional test of 50 m were not able to perform all the water safety skills correctly; 44/52 pupils failed at least two of the tested skills. When comparing the average total score for the water safety skill test, the teacher (m = 16,15; SD = 3,02) gave significantly (t(df = 51) = 7366; P < 0,0005) higher scores than the expert (m = 13, 62; SD = 2,79). Based on the testing at three levels (second pilot study), several practical adaptations were introduced in order to make the test more achievable and explicit for the three age groups (6, 9 and 11 years). Conclusions The water safety test, as constructed in these two pilot studies, approaches a more valid assessment of the competences necessary to swim safely than a traditional distance swimming test. Teachers overestimate pupils’ aquatic skills and should be trained better in teaching and evaluating water safety skills. Because the pupils were not used to the content, the learning method and demonstrate the water safety skills, the assessment can become more focused when swimming lessons will introduce more of these basic skills instead of distances in traditional crawl and breaststroke. [ABSTRACT FROM AUTHOR]

Introduction The development of motor competence in early childhood substantially contributes to successful engagement in sports and other physical activities. In view of the decreasing levels of physical activity and motor skills in children over the past decades, an appropriate assessment and monitoring of motor competence in early childhood is invaluable, for both research and practice [1] . The purpose of this study was to investigate the convergent validity between two motor competence assessment tools: the KörperkoordiantionsTest für Kinder (KTK) and the Motoriktest fûr Vier- bis Sechsjährige Kinder (MOT 4-6). Methods Five hundred and thirty 5- and 6-year-old children (277 ♂ and 253 ♀; mean age = 5.95; SD = 0.57) were tested by practiced assessors on the KTK and MOT 4-6 during the same day. From the raw scores, a Motor Quotient was calculated based on normative data of the KTK and MOT 4-6. Results A Pearson correlation demonstrated a moderately strong positive association between KTK Motor Quotient and MOT 4-6 Motor Quotient ( r = 0.605). Crosstabs showed a fair level of agreement between the two tests (K = 0.313; P < 0.001). Conclusion These findings provide some but limited evidence of convergent validity between KTK and MOT 4-6. The explanation for the lack of stronger associations probably lies in the different concepts that are evaluated in each test battery. The implication of this moderate level of agreement between KTK and MOT 4-6, is that practitioners and/or clinicians should be aware of possible categorisation errors when using the KTK or MOT 4-6 test to detect motor impairments. [ABSTRACT FROM AUTHOR]

Introduction The decline in the quality of motor skills of young children has been observed in recent [1] . These findings underline the need for motor skill interventions in early childhood settings. This study examines the influence of “Multimove”, a motor skill programme that strongly appeals to variation rather than sport-specific content, in 5- to 6-year-old children. Methods The intervention group ( n = 321; 162 ♂ and 159 ♀; mean age = 5.93; SD = 0.58) received a weekly 45- to 75-min motor skill session over a period of 30 weeks, in addition to the regular physical education curriculum. The control group ( n = 166; 83 ♂ and 83 ♀; mean age = 5.97; SD = 0.57) did not participate in the program. Measures of the locomotor and object control skill, were assessed in a pre-post design by means of the Test of Gross Motor Development 2nd edition (TGMD-2). Likewise, measures of gross motor coordination were taken on both occasions using the Körperkoordinations Test für Kinder (KTK). Results Preliminary analysis yielded a significant Group × Time interaction for the locomotor ( F = 19.987; P < 0.001) and object control ( F = 13.958; P < 0.001) scales. The intervention group revealed significantly higher locomotor and object control scores at the post-test than at pre-test whereas the control group only improved in object control skill over time. However, no significant Group × Time interaction was found for gross motor coordination measured with the KTK (F = 2.318; P = 0.129). Further analysis (age-groups, standard scores and retention-test data) will be presented at the conference. Conclusion Preliminary findings show that the Multimove program has a positive effect on the fundamental motor skills of typically developing children, but does not seem to improve the gross motor coordination measured with a general test instrument like the KTK in this age group. [ABSTRACT FROM AUTHOR]