Pedagogical Support for the Test of Gross Motor Development -- 3 for Children with Neurotypical Development and with Autism Spectrum Disorder: Validity for an Animated Mobile Application

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Autor/inn/en	Copetti, Fernando; Valentini, Nadia C.; Deslandes, Andréa C.; Webster, E. Kipling
Titel	Pedagogical Support for the Test of Gross Motor Development -- 3 for Children with Neurotypical Development and with Autism Spectrum Disorder: Validity for an Animated Mobile Application
Quelle	In: Physical Education and Sport Pedagogy, 27 (2022) 5, S.483-501 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Copetti, Fernando) ORCID (Valentini, Nadia C.) ORCID (Deslandes, Andréa C.) ORCID (Webster, E. Kipling)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-8989
DOI	10.1080/17408989.2021.1906218
Schlagwörter	Motor Development; Children; Norm Referenced Tests; Psychomotor Skills; Test Validity; Telecommunications; Handheld Devices; Animation; Autism Spectrum Disorders; Accuracy; Content Validity; Scores; Expertise; Age Differences; Foreign Countries; College Faculty; Physical Education Teachers; Undergraduate Students; Brazil; United States; Europe; Test of Gross Motor Development + Suchen Sie Ihr Suchwort? Motorische Entwicklung; Child; Kind; Kinder; Psychomotorische Aktivität; Testvalidität; Telekommunikationstechnik; Autism; Autismus; Expert appraisal; Age; Difference; Age difference; Altersunterschied; Ausland; Fakultät; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Brasilien; USA; Europa
Abstract	Background: Motor skill assessment is time-consuming and some difficulties are inherent in the administration of motor tests, especially in children with neurodevelopment disorders. Purpose: This study aimed to develop and investigate the face, content, and criterion validity of a Motor Skills Sequential Pictures (MSSP) for the Test of Gross Motor Development -- 3 (TGMD-3) to be animated and used in a mobile application (App). Methods: The MSSP was created representing each of the 13 TGMD-3 skills, performance criteria and accuracy was assessed by 23 experts, 52 undergraduate students, and 66 children (range 3-10 years; n = 48 with neurotypical development, n = 18 with Autism Spectrum Disorder, ASD). We conducted two rounds of MSSP expert evaluations to improve the MSSP accuracy. Content validity was conducted with the experts' results using percentage of agreement, content validity coefficient (CVC), kappa, and Chi[superscript 2] tests for the first and final version of the MSSP. University students participated in the face validity evaluation of the MSSP final version using percentage of agreement. Further content validity was conducted with experts and university students' scores using Chi[superscript 2]. Children participated in the last phase of the study and were requested to identify and perform the skills, and if unsuccessful, they received verbal support based on the motor performance criteria. Results: For content validity results associated with the experts' agreement, scores were high and increased from the first to the second round (CVC from 87.0% to 96.1%; Kappa coefficient >0.60, p > 0.0001). High agreement was obtained for the face validity of all skills (range 94.1-100%). Further, significant associations were found for experts and university students scores for the MSSP final version (p [less than or equal to] 0.002), providing further evidence for the MSSP content validity. The results for children with neurotypical development showed that children aged 3-4 had more difficulties in identifying the skills compared to older children. Developmental criterion validity was found for several skills (hop, jump, slide, one-hand strike, two-hand strike; p values from <0.0001 to .050); the MSSP was a more robust support as children age. In the ASD group, identifying skills was difficult for all ages, but mainly in locomotor skills. Furthermore, an inverse trend was found for the developmental validity criteria for children with ASD for several skills (sSkip, jump, slide, catch, kick; p values from .016 to .050), younger children relied more on the MSSP support to identify the skills. Conclusion: The MSSP, mainly ball skills, proved to be valid to illustrate the TGMD-3 motor performance criteria and may be useful as a visual pedagogical support for children to facilitate skill understanding. Future directions will be to evaluate whether the MSSP animation, in an app-based program, will improve children's motor skill performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01