Comparison of performance on process- and product-oriented assessments of fundamental motor skills across childhood |
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| Authors: | Samuel W Logan Lisa M Barnett Jacqueline D Goodway David F Stodden |
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| Institution: | 1. College of Public Health and Human Sciences, Oregon State University, Corvallis, OR, USA;2. School of Health and Social Development, Deakin University, Burwood, VIC, Australia;3. Department of Human Sciences, The Ohio State University, Columbus, OH, USA;4. Department of Physical Education and Athletic Training, University of South Carolina, Solomon Blatt Physical Education Center, Columbia, SC, USA |
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| Abstract: | Process-oriented motor competence (MC) assessments evaluate how a movement is performed. Product-oriented assessments evaluate the outcome of a movement. Determining the concurrent validity of process and product assessments is important to address the predictive utility of motor competence for health. The current study aimed to: (1) compare process and product assessments of the standing long jump, hop and throw across age groups and (2) determine the capacity of process assessments to classify levels of MC. Participants included 170 children classified into three age groups: 4–5, 7–8 and 10–11 years old. Participants’ skills were examined concurrently using three process assessments ((Test of Gross Motor Development-2nd edition TGMD-2]), Get Skilled; Get Active, and developmental sequences) and one product measure (throw speed, jump and hop distance). Results indicate moderate to strong correlations between (1) process assessments across skills and age groups (r range = .37–70) and (2) process and product assessments across skills and age groups (r range = .26–.88). In general, sensitivity to detect advanced skill level is lowest for TGMD-2 and highest for developmental sequences for all three skills. The use of process and product assessments is suggested to comprehensively capture levels of MC in human movement. |
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| Keywords: | Skill development childhood motor |
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