Try out PMC Labs and tell us what you think. Learn More. The subjects were explained and demonstrated all 12 gross motor skills of TGMD-2 before the assessment. Each subject individually performed two trials for each gross motor skill and the performance was video recorded. Three raters separately watched the video recordings and rated for inter-rater reliability.
The second assessment was done one month later with 25 out of 50 subjects for test-rest reliability. The video recordings of 12 subjects were randomly selected from the first 50 recordings for intra-rater reliability six weeks after the first assessment.
The agreement on the locomotor and object control raw scores and the gross motor quotient GMQ were calculated. Development of gross motor skills in young children is important for further developmental functions such as perceptual and cognitive abilities 1 , 2. Early assessment for development of gross motor skills during preschool and elementary school years is particularly important to monitor changes of motor development, identify delays or deficits of development, and to assist Physical Therapist PT and other health care practitioners to properly design exercise programs 3 , 4 , 5.
There are several assessment tools to measure gross motor skill development of children. The assessment tools can be standardized set protocol or non-standardized therapist selects relevant items types 6.
The standardized assessment tools have prescribed guidelines for administration which must be followed to ensure reliability 6 , 7. The standardized assessment tools have two major types although some may have been designed to capture both elements.
Those are norm-referenced type and criterion-referenced type 7. Several standardized assessment tools for gross motor skill development of children are being used in clinical, educational and research settings 7. Test of gross motor development second edition TGMD-2 is one of the most widely used assessment tools to assess gross motor skill development of children 2 , 8 , 9 , TGMD-2 is a standardized norm- and criterion-referenced test that measures gross motor abilities in children from 3—10 years of age 5 , 6.
The test is used to identify children who are significantly behind their peers in gross motor skill development, to plan an instructional program in gross motor skill development, to assess individual progress in gross motor skill development, to evaluate the success of the gross motor program, and to serve as a measurement instrument in research involving gross motor development.
TGMD-2 is a highly reliable and valid assessment tool using normative sample of 1, persons residing in 10 states of the United State of America USA and three sources of error variance, content sampling, time sampling, and inter-scorer differences, were analyzed in relation to TGMD-2 subtest and quotient scores 5. There are several evidences for reliability of TGMD-2 as cross-cultural studies in Australia, Belgium, Brazil, Chile, China, Iran, Philippine, South Korea, and many other countries for typically developing children and children with special needs 3 , 4 , 10 , 11 , 12 , 13 , 14 , 15 , Although there are evidences of reliability of TGMD-2 all over the world, it should be considered the sociocultural differences in children in Myanmar.
Although several assessment tools are being used in clinical and school settings in Myanmar, the documented evidence of reliable assessment tools for gross motor skill development is limited.
The government of the Republic of the Union of Myanmar has implemented a new National Education Strategic Plan NESP during the period — including a key reform focus on the provision of quality, healthy, play-centered pre-school and primary education for all children aged 3 to 6 years The quality Kindergarten KG program is one of the strategies of NESP and which has been implemented in all public schools, private schools, monastic schools and other types of schools across Myanmar by the Ministry of Education MOE since June The national education law of the Republic of the Union of Myanmar states that KG is education that promotes holistic development using appropriate methods for five year-olds to ease their transition to first grade and will be regarded as the base level of primary education This study was a preliminary study of assessing gross motor skill development of KG children in Myanmar.
This study was conducted with 50 healthy KG children 23 males, 27 females who were attending at one public school for — academic year in Yangon city area of Myanmar. The characteristics of the subjects were age: 5. The exclusion criteria were children with known developmental disability e. Information on this study was provided to the principals, the teachers, the parents or guardians and the children themselves before their voluntary participation.
They were provided with written information letter and verbal explanation. They were also explained that they had the right to refuse participation and withdraw this study at any time. The official permission letter for the study areas was obtained from the department of basic education of the MOE, Myanmar. The main equipment used was TGMD-2 examiner record forms.
Other materials used were two 8- to inch playground balls, one basketball, one soccer ball, one 4-inch light weight ball, one tennis ball, one softball, one 4- to 5-inch square beanbag, color tapes, two traffic cones, one plastic bat, one batting tee, and a video camera Sony HD, HDR-PJ TGMD-2 consists of 12 gross motor skills which are divided into locomotor and object control subtests.
Locomotor subtest includes run, gallop, hop, leap, horizontal jump, and slide. There are four performance criteria for each skill of run, gallop, horizontal jump, and slide, while hop has five and leap has three criteria, and total 24 criteria for locomotor subtest. Object Control subtest includes striking a stationary ball, stationary dribble, catch, kick, overhand throw, and underhand roll.
There are five performance criteria for striking a stationary ball, three for catch, while all the rest four items have four for each, and also total 24 for object control subtest. Each skill is performed two trials for assessment and each criterion is given a score of 1 or 0 for the pass and fail attempt respectively. The scores of two trials are added up to get total criterion score, the total criterion scores for the performance criteria are added up to get skill score, the six-skill scores are added up to get subtest raw scores 0— The standard scores of locomotor and object control subtests are added up and converted into gross motor quotient GMQ 46— Finally, seven descriptive ratings: very poor, poor, below average, average, above average, superior, and very superior are given for the subtest standard scores and the GMQ for evaluation 5.
Three raters were responsible for this study. The test venue and equipment were set up according to TGMD-2 requirements in the assembly hall of the school. The researcher thoroughly explained and demonstrated correct performance of all 12 gross motor skills of TGMD-2 before the assessment. After that, each child started to perform each gross motor skill under the supervision of the researcher and the KG class teachers.
The child was allowed at least one test trail for each gross motor skill. For the best experience on our site, be sure to turn on Javascript in your browser. About Qualification Levels. The TGMD-2, a major revision of the Test of Gross Motor Development, is a norm-referenced measure of common gross motor skills that can be used by kinesiologists, general and special educators, psychologists, and physical therapists.
Detailed descriptions and illustrations of the gross motor skills and a simplified scoring system allow you to administer the TGMD-2 quickly and easily in 15 to 20 minutes. The TGMD-2 combines fun activities with a reliable and valid procedure that will give you meaningful results in identifying children with gross motor problems. You can use the results of this assessment to develop instructional programs, monitor progress, evaluate treatment, and conduct further research in gross motor development.
Evidence related to content sampling and test-retest time sampling reliability is provided. Reliability coefficients for the Locomotor subtest average. Standard Error of Measurement SEM is 1 at every age interval for both subtests and 4 or 5 for the composite score at each age interval.
Coefficient alpha for selected subgroups are all above. Time sampling reliability coefficients range from. Age norms have been divided into half-year increments for both subtests for ages through New reliability and validity studies, including exploratory and confirmatory factor analyses that empirically support the skills chosen for each subtest.
Evidence related to content sampling and test-retest time sampling reliability is provided. Reliability coefficients for the Locomotor subtest average. Standard Error of Measurement SEM is 1 at every age interval for both subtests and 4 or 5 for the composite score at each age interval.
Coefficient alpha for selected subgroups are all above.
0コメント