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Measuring and Defining Children’s Fundamental Movement Skills / MAEVE MURRAY

Swansea University Author: MAEVE MURRAY

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Abstract

Introduction: Fundamental movement skill (FMS) competence is associated with positive, health-related outcomes and can promote physical activity (PA) in adulthood. The revision of the Test of Gross Motor Development, Second Edition (TGMD-2) incorporated practitioner feedback reflecting societal chan...

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Published: Swansea 2021
Institution: Swansea University
Degree level: Master of Research
Degree name: MSc by Research
Supervisor: MacKintosh, Kelly A. ; McNarry, Melitta ; Stratton, Gareth
URI: https://cronfa.swan.ac.uk/Record/cronfa58986
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fullrecord <?xml version="1.0"?><rfc1807><datestamp>2021-12-09T13:43:03.3380250</datestamp><bib-version>v2</bib-version><id>58986</id><entry>2021-12-09</entry><title>Measuring and Defining Children&#x2019;s Fundamental Movement Skills</title><swanseaauthors><author><sid>9447b5b7d030285c9647b20e8b2c40d4</sid><firstname>MAEVE</firstname><surname>MURRAY</surname><name>MAEVE MURRAY</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2021-12-09</date><abstract>Introduction: Fundamental movement skill (FMS) competence is associated with positive, health-related outcomes and can promote physical activity (PA) in adulthood. The revision of the Test of Gross Motor Development, Second Edition (TGMD-2) incorporated practitioner feedback reflecting societal changes, thus developing the Test of Gross Motor Development, Third Edition (TGMD-3). This study compared FMS proficiency according to TGMD-2 and TGMD-3. It further investigated the use of TGMD-3 in measuring FMS competence in older children. Methods: Two hundred and twelve children (n =112 boys; 52.8%; 12.5 &#xB1; 2.4 years) were recruited in South Wales. FMS skills were assessed using the TGMD-2 locomotor and object control and TGMD-3 locomotor and ball skills subscales. Inter- and intra-rater agreement was 92.7% and 90.3%, respectively. Mastery, near mastery (mastery/near mastery combined) and sex differences were subsequently investigated. To predict FMS performance against TGMD-2 total and subscale scores, regression analysis was undertaken using both these scores. Confirmatory factor analysis (CFA) was used to verify the factor structure of TGMD-3 and goodness-of-fit statistics were generated to understand how well the TGMD-3 assessment measures FMS ability in older children. Results: No child achieved mastery in either TGMD-2 or TGMD-3, while the proportion of children achieving mastery/near mastery (M/NM) decreased from TGMD-2 to TMGD-3 (skills measured in both assessments), reflecting notable differences in skill component criteria. Similar sex differences were observed in total assessment and subscale scores between the TGMD versions. There was a significant relationship between TGMD-2 and TGMD-3 total scores (&#x3C1;=0.945; p&lt;0.01) and subsequent subscales: locomotor skills (&#x3C1;=0.922; p&lt;0.01) and object control/ball skills (&#x3C1;=0.915; p&lt;0.01). Overall TGMD-3 performance can be predicted from performance in both TGMD-2 subscales, with object control (TGMD-2) performance predicting ball skills proficiency (TGMD-3) and locomotor skill performance in TGMD-2 predicting TGMD-3 locomotor skill proficiency. A two-factor model was supported, however, the measure of best fit does not encompass all skills associated with TGMD-3 for older children. Conclusions: The findings support the removal of the underhand roll and demonstrates sex differences in TGMD-2 and TGMD-3 total mastery and object control/ball skills subscales. Skill component criteria changes suggest a higher degree of difficulty to achieve mastery in TGMD-3. The ability to predict TGMD-3 from TGMD-2 has important future implications, increasing inter-study comparability and thereby enabling significant advances in our understanding of FMS in youth. Identifying overall levels, trends and inequalities among children and young people is imperative to inform and deliver effective programmes and initiatives aimed at increasing PA, health-related fitness and physical competence levels.</abstract><type>E-Thesis</type><journal/><volume/><journalNumber/><paginationStart/><paginationEnd/><publisher/><placeOfPublication>Swansea</placeOfPublication><isbnPrint/><isbnElectronic/><issnPrint/><issnElectronic/><keywords>Fundamental Movement Skills, Motor Competence, Children</keywords><publishedDay>9</publishedDay><publishedMonth>12</publishedMonth><publishedYear>2021</publishedYear><publishedDate>2021-12-09</publishedDate><doi/><url/><notes>A selection of third party content is redacted or is partially redacted from this thesis due to copyright restrictions.ORCiD identifier: https://orcid.org/0000-0001-7173-0586</notes><college>COLLEGE NANME</college><CollegeCode>COLLEGE CODE</CollegeCode><institution>Swansea University</institution><supervisor>MacKintosh, Kelly A. ; McNarry, Melitta ; Stratton, Gareth</supervisor><degreelevel>Master of Research</degreelevel><degreename>MSc by Research</degreename><apcterm/><lastEdited>2021-12-09T13:43:03.3380250</lastEdited><Created>2021-12-09T13:24:51.7116713</Created><path><level id="1">Faculty of Science and Engineering</level><level id="2">School of Engineering and Applied Sciences - Uncategorised</level></path><authors><author><firstname>MAEVE</firstname><surname>MURRAY</surname><order>1</order></author></authors><documents><document><filename>58986__21858__fea3b6b78db4438085dbbdab1e6bed77.pdf</filename><originalFilename>Murray_Maeve_MSc_by_Research_Thesis_Final 970980 MSc by Research Thesis_Redacted.pdf</originalFilename><uploaded>2021-12-09T13:37:14.2561321</uploaded><type>Output</type><contentLength>2869835</contentLength><contentType>application/pdf</contentType><version>Redacted version - open access</version><cronfaStatus>true</cronfaStatus><documentNotes>Copyright: The author, Maeve &#xC1;. 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spelling 2021-12-09T13:43:03.3380250 v2 58986 2021-12-09 Measuring and Defining Children’s Fundamental Movement Skills 9447b5b7d030285c9647b20e8b2c40d4 MAEVE MURRAY MAEVE MURRAY true false 2021-12-09 Introduction: Fundamental movement skill (FMS) competence is associated with positive, health-related outcomes and can promote physical activity (PA) in adulthood. The revision of the Test of Gross Motor Development, Second Edition (TGMD-2) incorporated practitioner feedback reflecting societal changes, thus developing the Test of Gross Motor Development, Third Edition (TGMD-3). This study compared FMS proficiency according to TGMD-2 and TGMD-3. It further investigated the use of TGMD-3 in measuring FMS competence in older children. Methods: Two hundred and twelve children (n =112 boys; 52.8%; 12.5 ± 2.4 years) were recruited in South Wales. FMS skills were assessed using the TGMD-2 locomotor and object control and TGMD-3 locomotor and ball skills subscales. Inter- and intra-rater agreement was 92.7% and 90.3%, respectively. Mastery, near mastery (mastery/near mastery combined) and sex differences were subsequently investigated. To predict FMS performance against TGMD-2 total and subscale scores, regression analysis was undertaken using both these scores. Confirmatory factor analysis (CFA) was used to verify the factor structure of TGMD-3 and goodness-of-fit statistics were generated to understand how well the TGMD-3 assessment measures FMS ability in older children. Results: No child achieved mastery in either TGMD-2 or TGMD-3, while the proportion of children achieving mastery/near mastery (M/NM) decreased from TGMD-2 to TMGD-3 (skills measured in both assessments), reflecting notable differences in skill component criteria. Similar sex differences were observed in total assessment and subscale scores between the TGMD versions. There was a significant relationship between TGMD-2 and TGMD-3 total scores (ρ=0.945; p<0.01) and subsequent subscales: locomotor skills (ρ=0.922; p<0.01) and object control/ball skills (ρ=0.915; p<0.01). Overall TGMD-3 performance can be predicted from performance in both TGMD-2 subscales, with object control (TGMD-2) performance predicting ball skills proficiency (TGMD-3) and locomotor skill performance in TGMD-2 predicting TGMD-3 locomotor skill proficiency. A two-factor model was supported, however, the measure of best fit does not encompass all skills associated with TGMD-3 for older children. Conclusions: The findings support the removal of the underhand roll and demonstrates sex differences in TGMD-2 and TGMD-3 total mastery and object control/ball skills subscales. Skill component criteria changes suggest a higher degree of difficulty to achieve mastery in TGMD-3. The ability to predict TGMD-3 from TGMD-2 has important future implications, increasing inter-study comparability and thereby enabling significant advances in our understanding of FMS in youth. Identifying overall levels, trends and inequalities among children and young people is imperative to inform and deliver effective programmes and initiatives aimed at increasing PA, health-related fitness and physical competence levels. E-Thesis Swansea Fundamental Movement Skills, Motor Competence, Children 9 12 2021 2021-12-09 A selection of third party content is redacted or is partially redacted from this thesis due to copyright restrictions.ORCiD identifier: https://orcid.org/0000-0001-7173-0586 COLLEGE NANME COLLEGE CODE Swansea University MacKintosh, Kelly A. ; McNarry, Melitta ; Stratton, Gareth Master of Research MSc by Research 2021-12-09T13:43:03.3380250 2021-12-09T13:24:51.7116713 Faculty of Science and Engineering School of Engineering and Applied Sciences - Uncategorised MAEVE MURRAY 1 58986__21858__fea3b6b78db4438085dbbdab1e6bed77.pdf Murray_Maeve_MSc_by_Research_Thesis_Final 970980 MSc by Research Thesis_Redacted.pdf 2021-12-09T13:37:14.2561321 Output 2869835 application/pdf Redacted version - open access true Copyright: The author, Maeve Á. M. Murray, 2021. true eng
title Measuring and Defining Children’s Fundamental Movement Skills
spellingShingle Measuring and Defining Children’s Fundamental Movement Skills
MAEVE MURRAY
title_short Measuring and Defining Children’s Fundamental Movement Skills
title_full Measuring and Defining Children’s Fundamental Movement Skills
title_fullStr Measuring and Defining Children’s Fundamental Movement Skills
title_full_unstemmed Measuring and Defining Children’s Fundamental Movement Skills
title_sort Measuring and Defining Children’s Fundamental Movement Skills
author_id_str_mv 9447b5b7d030285c9647b20e8b2c40d4
author_id_fullname_str_mv 9447b5b7d030285c9647b20e8b2c40d4_***_MAEVE MURRAY
author MAEVE MURRAY
author2 MAEVE MURRAY
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institution Swansea University
college_str Faculty of Science and Engineering
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hierarchy_top_id facultyofscienceandengineering
hierarchy_top_title Faculty of Science and Engineering
hierarchy_parent_id facultyofscienceandengineering
hierarchy_parent_title Faculty of Science and Engineering
department_str School of Engineering and Applied Sciences - Uncategorised{{{_:::_}}}Faculty of Science and Engineering{{{_:::_}}}School of Engineering and Applied Sciences - Uncategorised
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description Introduction: Fundamental movement skill (FMS) competence is associated with positive, health-related outcomes and can promote physical activity (PA) in adulthood. The revision of the Test of Gross Motor Development, Second Edition (TGMD-2) incorporated practitioner feedback reflecting societal changes, thus developing the Test of Gross Motor Development, Third Edition (TGMD-3). This study compared FMS proficiency according to TGMD-2 and TGMD-3. It further investigated the use of TGMD-3 in measuring FMS competence in older children. Methods: Two hundred and twelve children (n =112 boys; 52.8%; 12.5 ± 2.4 years) were recruited in South Wales. FMS skills were assessed using the TGMD-2 locomotor and object control and TGMD-3 locomotor and ball skills subscales. Inter- and intra-rater agreement was 92.7% and 90.3%, respectively. Mastery, near mastery (mastery/near mastery combined) and sex differences were subsequently investigated. To predict FMS performance against TGMD-2 total and subscale scores, regression analysis was undertaken using both these scores. Confirmatory factor analysis (CFA) was used to verify the factor structure of TGMD-3 and goodness-of-fit statistics were generated to understand how well the TGMD-3 assessment measures FMS ability in older children. Results: No child achieved mastery in either TGMD-2 or TGMD-3, while the proportion of children achieving mastery/near mastery (M/NM) decreased from TGMD-2 to TMGD-3 (skills measured in both assessments), reflecting notable differences in skill component criteria. Similar sex differences were observed in total assessment and subscale scores between the TGMD versions. There was a significant relationship between TGMD-2 and TGMD-3 total scores (ρ=0.945; p<0.01) and subsequent subscales: locomotor skills (ρ=0.922; p<0.01) and object control/ball skills (ρ=0.915; p<0.01). Overall TGMD-3 performance can be predicted from performance in both TGMD-2 subscales, with object control (TGMD-2) performance predicting ball skills proficiency (TGMD-3) and locomotor skill performance in TGMD-2 predicting TGMD-3 locomotor skill proficiency. A two-factor model was supported, however, the measure of best fit does not encompass all skills associated with TGMD-3 for older children. Conclusions: The findings support the removal of the underhand roll and demonstrates sex differences in TGMD-2 and TGMD-3 total mastery and object control/ball skills subscales. Skill component criteria changes suggest a higher degree of difficulty to achieve mastery in TGMD-3. The ability to predict TGMD-3 from TGMD-2 has important future implications, increasing inter-study comparability and thereby enabling significant advances in our understanding of FMS in youth. Identifying overall levels, trends and inequalities among children and young people is imperative to inform and deliver effective programmes and initiatives aimed at increasing PA, health-related fitness and physical competence levels.
published_date 2021-12-09T04:15:56Z
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