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The aim of this study was to investigate the convergent and divergent validity between the Body Coordination Test for Children (KTK) and the Motor Proficiency Test for 4- to 6-Year-Old Children (MOT 4-6). A total of 638 children (5-6 yr old) took part in the study. The results showed a moderately positive association between the total scores of both tests (rs = .63). Moreover, the KTK total score correlated more highly with the MOT 4-6 gross motor score than with the MOT 4-6 fine motor score (rs = .62 vs. .32). Levels of agreement were moderate when identifying children with moderate or severe motor problems and low at best when detecting children with higher motor-competence levels. This study provides evidence of convergent and divergent validity between the KTK and MOT 4-6. However, given the moderate to low levels of agreement, either measurement may lead to possible categorization errors. Therefore, it is recommended that children's motor competence not be judged based on the result of a single test. [ABSTRACT FROM AUTHOR]

The aim of this study was (1) to examine the long‐term effectiveness of the "Multimove for Kids" program, a 30‐week fundamental motor skill intervention (approximately 1 hour per week) for typically developing children between 3 and 8 years, and (2) to determine the influence of participation in organized sports on motor competence (MC) six years after the intervention. Of the 992 children who took part in the "Multimove" program, 399 (intervention group: N = 228, control group: N = 171) were tested again at 6‐year follow‐up. MC was measured with the Test of Gross Motor Development, 2nd Edition. To examine the long‐term impact of "Multimove" on MC, and the effect of participation in organized sports a latent growth curve analysis was conducted. After the 30‐week intervention, the intervention group outperformed the control group (β = 5.57, P <.001). However, when the entire study period, including the 6‐year follow‐up, was considered, the intervention group made less progress in MC than the control group (β = −0.41, P <.05). Looking at the engagement in organized sports, it was found that years of experience before the intervention had no significant influence on the evolution of MC over time, whereas a positive effect was observed for children's average sports participation (h/week) during the 6‐year retention period (β = 0.14, P <.001). Finally, children practicing predominantly object control‐oriented sports during retention obtained slightly better MC scores at follow‐up (β = 0.01, P <.01). The "Multimove" intervention does not have a long‐term effect on the development of MC. However, participation in organized sports has a positive influence on MC evolution over time. [ABSTRACT FROM AUTHOR]

The present study aimed to examine differences in motor competence (MC) in children aged 6‐9 years old in northern, central, and southern European regions using the Körperkoordinationstest für Kinder (KTK). The secondary aim of the study was to examine interactions between region and children's age, sex, and weight status (determined as healthy weight or overweight/obese). Data were pooled from independent studies conducted in Finland (mean age 7.81 ± 1.19 years, n = 690), Belgium (mean age 8.25 ± 1.09 years, n = 1896), and Portugal (mean age 8.31 ± 1.02 years, n = 758) between 2008 and 2016. Cross‐cultural differences in MC and interaction effects were tested using ANOVAs and ANCOVAs. Age, sex, and BMI percentile were used as covariates. Geographical region significantly explained 19% of the variance in MC, while BMI (5%), sex (3%), and age (0.3%) were significant covariates. The interaction effect of region and age (5%), region and sex (0.6%), and region and BMI (0.2%) on MC was also significant. Cross‐cultural differences in children's MC increased substantially across age, independent of weight status. Girls slightly underperformed in MC compared to boys in regions where the overall level of MC was lower. Interestingly, the association between body weight status and MC was relatively consistent across the regions. Future cross‐cultural studies should further explore the influence of individual (eg, physical activity) and environmental (eg, physical activity and sport policy) factors on MC development. [ABSTRACT FROM AUTHOR]

Purpose: The present study examined the motor competence of preschool children from Belgium and the United States (US), and the influence of perceived motor competence on actual motor competence. A secondary objective was to compare the levels of motor competence of Belgian and US children using the US norms of the Test of Gross Motor Development, Second Edition (TGMD-2). Methods: All participants (N = 326; ages 4–5 years) completed the TGMD-2 and the Pictorial Scale of Perceived Movement Skill Competence for Young Children. Results: Belgian children performed significantly higher on actual object control and locomotor skills than US children. However, both Belgian and US children scored significantly worse on the TGMD-2 when compared to the US norm group from 1997–1998. Furthermore, perceived motor competence was significantly related to actual object control skills but not locomotor skills. Conclusion: The present study showed cross-cultural differences in actual motor competence in young children. The findings also indicate a secular downward trend in childhood competence levels, possibly due to a decrease in physical activity and increase in sedentary behavior. Future research should consider conducting an in-depth exploration of physical activity contexts such as physical education to better understand cross-cultural differences in motor competence. [ABSTRACT FROM AUTHOR]

Aim: This study aimed to understand the fundamental motor skills (FMS) of Belgian children using the process-oriented Test of Gross Motor Development, Second Edition (TGMD-2) and to investigate the suitability of using the United States (USA) test norms in Belgium.Methods: FMS were assessed using the TGMD-2. Gender, age and motor performance were examined in 1614 Belgian children aged 3-8 years (52.1% boys) and compared with the US reference sample.Results: More proficient FMS performance was found with increasing age, from 3 to 6 years for locomotor skills and 3 to 7 years for object control skills. Gender differences were observed in object control skills, with boys performing better than girls. In general, Belgian children had lower levels of motor competence than the US reference sample, specifically for object control skills. The score distribution of the Belgian sample was skewed, with 37.4% scoring below average and only 6.9% scoring above average.Conclusion: This study supported the usefulness of the TGMD-2 as a process-oriented instrument to measure gross motor development in early childhood in Belgium. However, it also demonstrated that caution is warranted when using the US reference norms. [ABSTRACT FROM AUTHOR]

Purpose: Motor assessments generally produce a single motor competence score based on the general motor ability hypothesis, which states that motor competence is a one-dimensional trait underlying a wide range of motor skills. Yet, it is unclear whether the general motor ability hypothesis holds true in middle childhood, which is marked by an increased participation in sports and other types of physical activity. Therefore, the aim of the study was to evaluate the structure of motor competence in middle childhood using a test battery with a large item set., Method: A cross-sectional design was used to collect motor competence data of 2538 children aged 6-11 years. Participants completed the Bruininks-Oseretsky Test of Motor Proficiency-2nd Edition Short Form (BOT-2 SF), which consists of 14 skill items and covers different motor domains. In accordance with the BOT-2 SF manual, point scores were computed for each item. Polytomous Rasch analyses (ie, general partial credit model) were carried out to investigate the construct of motor competence., Results: Rasch analyses revealed different items with unordered threshold parameters, due to ceiling effects. However, after empirically rescaling the category width for each item, follow-up analyses revealed a one-dimensional structure with 12 items., Conclusion: The study provides some evidence of a one-dimensional construct (ie, motor competence) underlying motor assessment in middle childhood. Continued efforts should be made to ensure that valid composite scores are used in motor assessment and to better understand the development of motor competence across childhood and into adolescence and adulthood., (© 2019 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.)

This study evaluated the effect of a 10-week fundamental motor skill programme in pre-schoolers with motor problems. Alongside the general effect of the intervention, we also explored possible gender differences and the role of the environmental context (living community, socio-economic status, and recreational space inside/outside the house). The intervention group (n=47; 20 ♂ and 27 ♀) received twenty 60-min motor skill sessions (2 per week) in addition to the regular physical education curriculum for pre-schoolers; the control group (n=46; 21 ♂ and 25 ♀) did not receive additional practice. General motor competence, and locomotor and object control subscales, were assessed before and after the intervention using the Test of Gross Motor Development 2nd edition (TGMD-2). Data regarding environmental factors were gathered through a questionnaire. A Group×Gender×Time ANOVA revealed that the intervention group benefited significantly from the intervention and scored better than the control group at the post-test for general motor competence and both sub-categories (locomotor and object control skill). Moreover, the intervention programme was found to be effective in helping 49% of the intervention group to achieve an average motor skill level, according to the TGMD-2 norms, while a further decline in motor competence was observed in the control group. Interestingly, the effect appeared to be gender-specific, since object control skill improved only in girls of the intervention group. Considering the environmental context, none of the above-mentioned factors was found to have an influence on the effectiveness of the intervention. The present study highlights the need for an early motor skill programme with a gender-specific approach in order to help low skilled boys and girls master a diverse set of motor skills., (Copyright © 2013 Elsevier Ltd. All rights reserved.)