A gyermekek alapvető mozgáskészségét mérő értékelő eszközök

A gyermekek alapvető mozgáskészségét mérő értékelő eszközök: Comparison

Please note this is a comparison between Version 2 by Ágnes Virág Nagy and Version 1 by Ágnes Virág Nagy.

AChildhood is gyermekkor a legérzékenyebb időszak az alapvető mozgáskészségekthe most sensitive period for the development of fundamental movement skills (FMS) fejlődésére. Az értékelések segítenek azonosítani a k. The assessments also help identify strengths and weaknesses in coordináció, az egyensúly, a mozgékonyság és más fontos képességek erősségeit és gyengeségeit iation, balance, agility and other important skills.

assessment tool
primary school
children

1. BemIntrodutatkozásction

A mMotoros képességek olyan alapvető képességek, amelyek lehetővé teszik az egyének különböző fizikai feladatok hatékony végrehajtását skills are fundamental abilities that enable individuals to perform various physical tasks efficiently [ 1 ]. AzBasic olyan alapvető készségek, mint a séta, futás és ugrás, valamint az olyan összetett feladatok, mint askills like walking, running and jumping and complex activities like sport és a finommotoros feladatok, amelyek szerepet játszanak az emberi fejlődésben és a mindennapi működésben. Ezeknek a képességeknek a gyermekkori fejlesztése alapvető fontosságú a versenysportban és az élethosszig tartó tevékenységben, mivel ez az ajándék a testi, szellemi és szociális fejlődéshez is s and fine motor tasks play a crucial role in human development and daily functioning. Developing these skills in childhood is fundamental for competitive sports and lifelong activity, since this contributes to physical, mental and social development as well [ 2 , 3 , 4 , 5 , ^{[ 1 ]}. EzThesek az előnyök is rávilágítanak e készségek mérésének és folyamatos nyomon követésének fontosságára. A pontos benefits also highlight the importance of measuring and continuously monitoring these skills. An accurate motoros képességfelmérő eszköz objektív mércéül szolgál az egyén fizikai képességeinek értékeléséhez, és elengedhetetlen az erősségek és gyengeségek azonosításához. A gyermekek motoros képességeinek mérése mind a testnevelés, mind az ifjúsági sport számára kiemelt feladat, mivel ez a legkönnyebb a tanárokat és az e skill assessment tool serves as an objective measure to evaluate an individual’s physical abilities, and it is essential for identifying strengths and weaknesses. Measuring motor skills in children is a priority for both physical education and youth sports, since it can help teachers and coaches to support the motor skills development that the individual requires.

Idzőket az egyén által igényeltally, the pillars of motoros képességek fejlesztésében.

I skills should be deávelis esetben a motoros készségek pilléreit még a serdülőkorban a gyors növekedési szakasz kezdete előtt ki kell fejleszteni, mivel a korábbi tanulmányok már bizonyították, hogy a gyermekkor a legérzékenyebb időszak az alapvető mozgáskészségekoped before the onset of the rapid growth phase in adolescence, since previous studies have already demonstrated that childhood is the most sensitive period for the development of fundamental movement skills (FMS) fejlődésére [ 5 , 7 , ^{[ 2 ]}. Számos kutató a motoros készségek pilléreként hivatkozik az FMS-ekre, mivel ezek olyan alapvető fizikai képességek összessége, amelyek összetettebb éseveral researchers refer to FMSs as the pillars of motor skills, since they are a set of foundational physical abilities that serve as building blocks for more complex and speciálisabb mozgások építőkövei. Az FMS-ek elengedhetetlenek az összetett mozgások fejlesztéséhez, amelyek magukban foglalják a magabiztos és hatékony mozgás képességét a fizikai tevékenységek széles körében. Az alapvető mozgáskészségeknek négy fő kategóriája van: mozgásszervi mozgáskészség, tárgykontroll mozgáskészségalized movements. FMSs are essential for developing complex movements that involve the ability to move confidently and effectively in a wide range of physical activities. There are four main categories of fundamental movement skills: locomotor movement skills, object control movement skills, stabilitási mozgáskészség és finommotoros mozgáskészségy movement skills and fine motor movement skills [ 1 , 8 ].

2. Assessment gyermekek alapvető mozgáskészségét mérő értékelő eszközöktools measuringfundamental movement skills of children

AsztTalble 1b presemuntatja az értékelési eszközök jellemzőit. Nagy szórás figyelhető meg mind a tesztelemek mennyiséges the characteristics of the assessment tools. High standard deviations are seen for both the quantity of test items (SD = 20,44), mind a vizsgálat időtartama.44) and the duration of the test (SD = 11,30) tekintetében. Az eszközök közül három .30). Three of the tools (MOT 4–6, MMT ésand BOT-2) eredményappear to be results-orientáltnak tűnik, míg az ed, while the M-ABC-2 és aand TGMD inkább folyamatare more process-orientált. Csak aed. Only the TGMD rendelkezik 2 szintű skálázással az értékelési folyamatban, azaz a helyes vagy helytelen végrehajtás kiértékelésében. A másik folyamathas 2-level scaling in the evaluation process, i.e., evaluating correct or incorrect execution. The other process-orientált értékelési eszköz egy három vagy több szintű skálát használ a részben pontos végrehajtás értékelésére. A tesztelés során az eredményközpontú értékelési eszközök életkornak megfelelőed assessment tool uses a scale with three or more levels to evaluate partially accurate execution. During testing, the age-appropriate standardizált pontszámait használjuk a nyers teljesítménypontszámokból. A szerszámok műszerigénye is nagy eltéréseket mutat, de mindegyikhez szükség van valamilyen sporteszközre a teszt elkészítéséhez. Kultúraed scores from the result-focused assessment tools are used from raw performance scores. The instrument requirements of tools also differ widely, but all of them need some kind of sports equipment to produce the test. There are culture-specifikus különbségek vannak. Például,c differences. For example, the TGMD can also be performed with tennis and baseball [ 17 ].

Table 1. táblázat Characteristics and Atheoretical mozgáskészség-felmérő eszközök jellemzői és elméleti keretei.frameworks of movement skill assessment tools

Név	Cél	Kor	Idő	Tételek	Eredményorientált	Folyamat orientált	Értékelés	Eszközök	Erősségek	Korlátozások	Idézetek
Motoros készségek tesztje 4-6 éves gyerekeknek (MOT 4-6)	Az FMS késés vagy hiány korai felismerése	4-6 év	20-25 perc	18 tétel	Igen	Igen	0–2 pont/Tétel – nyers pontszám	Sportfelszerelést és speciális felszerelést is igényel	Oktatási környezetben használható. Minőségértékelés is lehetséges. A mérés a tanteremben is elvégezhető.	Nem tartalmaz statikus egyensúlyi feladatot. Több speciális eszközt igényel. Több hasonló feladatot is tartalmaz, ezzel növelve a mérési időt.	(Zimmer és Volkamer, 1987 Zimmer, 2006;) [ 24 , 25 ]
Mozgásértékelő akkumulátor gyerekeknek (M-ABC-2)	Késés vagy hiányosság észlelése	3-16 év/3 korosztály	20-30 perc	8 elem	Nem	Igen	0–5 pont/tétel	Sportfelszerelést és speciális felszerelést is igényel	Az összes tesztterületet tartalmazza. Kultúrák közötti érvényesség. Kevés feladat, kevés értékelési idő.	Több speciális eszközt igényel.	(Henderson és Sugden, 1992; Henderson, Sugden és Barnett 2019) [ 15 , 26 ]
Maastrichtse motoros teszt (MMT)	A mozgás mennyiségi és minőségi összetevőinek egyidejű értékelése.	5-6 év, óvodai iskola átállás	30 perc	70 tétel	Igen	Igen	0–2 pont/tétel	Sportfelszerelés szükséges	It also includes result- and process-oriented assessments evaluation. It places great emphasis on the evaluation of speed coordination. It also measures sense of rhythm.	There are too many tasks. Time consuming.	(Vles et al., 2004) ^[3]
Bruininks–Oseretsky Test of Motor Proficiency (BOT-2)	Fine and gross motor skill levels and suitable for identifying movement coordination disorders.	4–21 years	45–60 min	53 items	Yes	No	Ranging from a 2-point scale to a 13-point scale	Also requires sports equipment and special equipment	You can choose composites or necessary subtests. All test areas are included. The measurement of fine motor skills is emphasized.	There are too many tasks that are tiring for young children. Time consuming. It requires several special tools.	(Bruininks, 1978; Bruininks and Bruininks, 2012) ^[4][5]
Bruininks–Oseretsky Test of Motor Proficiency–Short form	Screening test	4–21 years	15–20 min	14 items	Yes	No	Ranging from a 2-point scale to a 13-point scale	Also requires sports equipment and special equipment	All test areas are included.	It requires several special tools.	(Bruininks, 1978; Bruininks and Bruininks, 2005) ^[4][5]
Körperkoordinationtest für Kinder (KTK)	Screening dynamic balance skills with typical or brain damage, behavioral problems or learning difficulties children.	4–14 years	20 min	4 items	Yes	No	Raw scores/standardized scores	Requires special sports equipment	It differentiates well from light to heavy.	The test only measures the ability of dynamic balance. It requires several special tools.	(Kiphard and Shilling, 1974; Kiphard and Schilling, 2007) ^[6][7]
Test of Gross Motor Development-2 (TGMD-2)	Backlog in gross motor performance	3–10 years	15–20 min	12 items	No	Yes	0–1 point/item	Requires sports equipment	Excellent for evaluating movement quality.	No stability subtest. Culturally dependent.	(Ulrich, 1985; Ulrich, 2000) ^[8][9]
Test of Gross Motor Development-3 (TGMD-3)	Backlog in gross motor performance	3–10 years	17–22 min	13 items	No	Yes	0–1 point/item	Requires sports equipment	Excellent for evaluating movement quality.	No stability subtest. Culturally dependent.	(Webster and Ulrich, 2017) ^[10]
Test of Gross Motor Development-3 Short form (TGMD-3 Shord form)	Backlog in gross motor performance	3–10 years	10–13 min	7 items	No	Yes	0–1 point/item	Requires sports equipment	Excellent for evaluating movement quality.	No stability subtest. Culturally dependent.	(Duncan et al., 2022) ^[11]
Motorische Basiskompetenzen (MOBAK-1)	Screen the level of student’s motor competence	6–7 years	10–12 min	8 items	Yes	No	0–2 point/item	Requires sports equipment	The subtests are age-specifically adapted to the curriculum requirements of physical education. It can be used well in PE lessons. Uses appropriate equipment in PE.	Time-consuming: 5 children can be assessed during a 45-min PE lesson.	(Herrmann et al., 2019) ^[12]
Motorische Basiskompetenzen (MOBAK-3)	Screen the level of student’s motor competence	8–9 years	10–12 min	8 items	Yes	No	0–2 point/item	Requires sports equipment	The subtests are age-specifically adapted to the curriculum requirements of physical education. It can be used well in PE. lessons. Uses appropriate equipment in PE.	Time-consuming: 5 children can be assessed during a 45-min PE lesson.	(Herrmann and Seelig, 2017) ^[13]
Name	Aim	Age	Time	Items	Results Oriented	Process Oriented	Evaluation	Devices	Strengths	Limitations	Citations
Motor skills test for 4–6-year-old children (MOT 4–6)	Early detection of FMS delay or deficiency	4-6 years	20-25 min	18 items	Yes	Yes	0–2 point/Item– raw score	Also requires sports equipment and special equipment	Can be used in an educational environment. A quality assessment is also possible. The measurement can also be done in the classroom.	It does not include a static balance task. It requires several special tools. It contains several similar tasks, thereby increasing the measurement time.	(Zimmer és Volkamer, 1987 Zimmer, 2006;) [ 24 , 25 ]
Movement Assessment Battery for Children (M-ABC-2)	Detection of delay or deficiency	3-16 years/3 age bands	20-30 min	8 items	No	Yes	0–5 point/item	Also requires sports equipment and special equipment	All test areas are included. Cross-cultural validity. Few tasks, little assessment time.	It requires several special tools.	(Henderson és Sugden, 1992; Henderson, Sugden és Barnett 2019) [ 15 , 26 ]
Maastrichtse Motoriek Test (MMT)	To evaluate the quantitative and qualitative components of movement at the same time.	5-6 years, kindergarden school transition	30 min	70 items	Yes	Yes	0–2 point/item	Requires sports equipment	It also includes result- and process-oriented assessments evaluation. It places great emphasis on the evaluation of speed coordination. It also measures sense of rhythm.	There are too many tasks. Time consuming.	(Vles et al., 2004) ^[3]
Bruininks–Oseretsky Test of Motor Proficiency (BOT-2)	Fine and gross motor skill levels and suitable for identifying movement coordination disorders.	4–21 years	45–60 min	53 items	Yes	No	Ranging from a 2-point scale to a 13-point scale	Also requires sports equipment and special equipment	You can choose composites or necessary subtests. All test areas are included. The measurement of fine motor skills is emphasized.	There are too many tasks that are tiring for young children. Time consuming. It requires several special tools.	(Bruininks, 1978; Bruininks and Bruininks, 2012) ^[4][5]
Bruininks–Oseretsky Test of Motor Proficiency–Short form	Screening test	4–21 years	15–20 min	14 items	Yes	No	Ranging from a 2-point scale to a 13-point scale	Also requires sports equipment and special equipment	All test areas are included.	It requires several special tools.	(Bruininks, 1978; Bruininks and Bruininks, 2005) ^[4][5]
Körperkoordinationtest für Kinder (KTK)	Screening dynamic balance skills with typical or brain damage, behavioral problems or learning difficulties children.	4–14 years	20 min	4 items	Yes	No	Raw scores/standardized scores	Requires special sports equipment	It differentiates well from light to heavy.	The test only measures the ability of dynamic balance. It requires several special tools.	(Kiphard and Shilling, 1974; Kiphard and Schilling, 2007) ^[6][7]
Test of Gross Motor Development-2 (TGMD-2)	Backlog in gross motor performance	3–10 years	15–20 min	12 items	No	Yes	0–1 point/item	Requires sports equipment	Excellent for evaluating movement quality.	No stability subtest. Culturally dependent.	(Ulrich, 1985; Ulrich, 2000) ^[8][9]
Test of Gross Motor Development-3 (TGMD-3)	Backlog in gross motor performance	3–10 years	17–22 min	13 items	No	Yes	0–1 point/item	Requires sports equipment	Excellent for evaluating movement quality.	No stability subtest. Culturally dependent.	(Webster and Ulrich, 2017) ^[10]
Test of Gross Motor Development-3 Short form (TGMD-3 Shord form)	Backlog in gross motor performance	3–10 years	10–13 min	7 items	No	Yes	0–1 point/item	Requires sports equipment	Excellent for evaluating movement quality.	No stability subtest. Culturally dependent.	(Duncan et al., 2022) ^[11]
Motorische Basiskompetenzen (MOBAK-1)	Screen the level of student’s motor competence	6–7 years	10–12 min	8 items	Yes	No	0–2 point/item	Requires sports equipment	The subtests are age-specifically adapted to the curriculum requirements of physical education. It can be used well in PE lessons. Uses appropriate equipment in PE.	Time-consuming: 5 children can be assessed during a 45-min PE lesson.	(Herrmann et al., 2019) ^[12]
Motorische Basiskompetenzen (MOBAK-3)	Screen the level of student’s motor competence	8–9 years	10–12 min	8 items	Yes	No	0–2 point/item	Requires sports equipment	The subtests are age-specifically adapted to the curriculum requirements of physical education. It can be used well in PE. lessons. Uses appropriate equipment in PE.	Time-consuming: 5 children can be assessed during a 45-min PE lesson.	(Herrmann and Seelig, 2017) ^[13]

The content components of the FMS assessment tools are shown in Table 2. Locomotion movement analysis was measured with running tasks in three assessment tools (BOT-2; TGMD-2; TGMD-3). Additionally, most assessment tools involve skipping to measure locomotion movement skills.

Table 2. Content analysis of FMS assessment tools.

Subtests/Tasks	MOT 4–6	M-ABC-2 (3–6 Age)	M-ABC-2 (7–10 Age)	MMT	BOT-2	BOT-2 Short Form	KTK	TGMD-2	TGMD-3	TGMD-3 Short Form	MOBAK-1 (6–7 Age)	MOBAK-3 (8–9 Age)
Locomotion Motor Movement Skills
Run					Shuttle run			X	X
Hop with 1 leg	X		Forward	Left, Right, Forward left leg, Forward right leg	X	X		X	X	X
Hop with 2 legs	Jumping Jack	Forward		X	Jumping Jack, Same side synchronized, Opposite side synchronized	Same side synchronized
Hop with 1 and 2 legs											Forward
Gallop								X	X	X
Slide								X	X		X
Run and slide												X
Leap/Skip								X	X
High jump	X						X
Long jump				X
Long jump from place					X			X	X	X
Side hop					One-legged, Two-legged
Rolling around longitudinal axis	X
Rolling forward											X	X
Knee push ups					X	X
Sit up					X	X
Wall sit					X
V-up					X
Hiding through hoops	X
Complex exercise: Stand up–sit down	X
Object Control Movement Skills
Throw overhand	Target				Target			X	X	X	Target	Target
Throw underhand		Target	Target						X
Catch (two-handed)	Stick, Ring	Beanbag	X	X				X	X	X	X
Dribble stationary				X	One hand, Alternate hand	Alternate hand		X	X	X
Dribble forward											X	Slalom
Dribble with leg											X	Slalom
Kick				Right leg, Left leg				X	X
Strike								X	One hand, Two hands	Two hands
Underhand roll								X
Rope skipping												X
Complex exercise: Throw and catch					One hand, Two hand							Two hands
Complex exercise: Drop and catch					One hand, Two hand	Both hands
Stability Movement Skills
Static balance skills
One-leg balance		X	X	Right leg, Left leg	Eyes open, Eyes closed	X
Stork stand				Right leg, Left leg
One-leg balance on a beam					Eyes open, Eyes closed, Heel-to-toe
Two-leg balance on the line					Eyes open, Eyes closed
Two-leg balance				Eyes closed, Eyes closed arms forward
Standing on toes				X
Dynamic balance skills
Walk on heels				X
Walk on the toes				X
Walking forward on the line	X	Heels raised	Heel-to-toe	Tightrope walker	X, Heel-to-toe	X					Beam	Beam, Barrier
Walking backwards on the line	X						Beam
Jumping sideways over a slat	Rope				Beam		X
Moving sideways							X
Twisting jump in the hoop	X
Complex exercise: Jump and one-leg balance	X
Fine Motor Movement skills
Without equipment
Hand tapping				Left, Right
Feet tapping				Left, Right
Tapping feet and fingers					Same side synchronized; Opposite side synchronized	Same side synchronized
Pivot thumbs and index fingers					X
Touching nose with index fingers—eyes closed					X
Pronation–supination				Dominant hand, Non-dominant hand, Both hands
Opposition of fingers and thumb				Dominant hand, Non-dominant hand, Both hands
With equipment
Put tennis balls in boxes	X
Drawing points	X				X
Drawing lines		X	X		2 items	X
Copy					8 items	2 items
Match packing	X
Grip with toes	X
Posting coins		X			X	X
Threading beads		X
Folding paper					X	X
Placing pegs			X
Threading lace			X
Placing pegs in pegboard					X
Soring cards					X
Stringing blocks					X
Filling in a circle					X
Filing in a star					X
Connecting dots					X
Cutting out a circle					X
Pen				Dominant hand, Non-dominant hand

Measuring object control movement skills includes different types of throwing, dribbling, kicks, strikes, and other complex exercises (i.e., throw and catch). As seen in Table 2, most of the assessment tools measure a skill with one or more tasks; however, the KTK did not include any tests to measure object control movement skills. Furthermore, it is mostly dominated by upper-limb tests, but the MOBAK, TGMD and MMT examine lower leg coordination.

Static and dynamic balance can be found in the analyzed tools. Almost half of the tests include one-leg and/or two-leg static balance tasks executed with eyes open or closed. Except for the TGMD, all of the assessment tools include dynamic balance tasks, such as walking forward and backwards, and walking heel-to-toe on a walking line or balance beam. Only the MMT and BOT-2 assess fine motor skills without equipment (Table 2). The test includes mainly tasks involving fingers and hands.

In investigating locomotor movement skills measurement, scholars found that the BOT-2 running test is excellent for testing running ability ^[5] since they use “shuttle run” tests for running agility. For detecting deficiencies in technical execution, the TGMD-2 or TGMD-3 are recommended to use ^[9]. Both tools help to evaluate running techniques with a unitary criteria system. Those coaches or PE teachers who want to investigate the effectiveness of running with the “moving variably” test of the MOBAK-3 will find it useful, in which the running and lateral running should be alternated for effective performance ^[14]. Almost all of the assessment tools include hop tests. Depending on the needs, one can choose between one-leg, two-legs, on-the-spot, and forward hopping. The MMT test is recommended ^[3] for testing the coordination of two body halves like the hands and feet. Assessing crossed movements during the hop, the BOT-2 assessment tool would be favorable, including suitable tasks ^[5]. The MOT 4–6 and KTK are recommended for the high jump, the MMT for the long jump, and the BOT-2 and TGMD for the long jump from a stationary position. The MOBAK is applicable for assessing forward rolls, and the MOT 4–6 test is important for considering the measurement of rolling around the longitudinal axis ^[3].

The throws had a prominent place for object control movement skills. The tasks mainly assess the effectiveness of a target throw, such as a one-handed overarm, or a one-handed underarm throw. The TGMD has a good tool that assesses the quality of the execution of the throw. The two-handed catching skill appears in a variety of different tools. The children were tested with balls, hoops, and bean bags in the different assessment tools. Some tools offer complex tests such as “throw and catch” and “release and catch”; these can be found in the BOT-2 and MOBAK-3. The importance of object control movement skills has been shown in ball games and other sport techniques such as tennis and badminton ^[15][16][17].

A sStabilitási mozgáskészségekety movement skills are tested with statikus és dinamikus egyensúlyteszteken tesztelték. A statikus egyensúlyt csak négy értékelési eszközben értékelik. Az egyláb kiegyensúlyozás, például a c and dynamic balance tests. Static balance is assessed in only four assessment tools. One-leg balancing, such as the flamingó teszt, elvégezhető a padlón, egy vonalon vagy egy gerendán, nyitott és csukott szemmel.

Öo test can be tested on the floor, on the line or on the beam, with eyessz opességében az elemzésből kidn and closed.

Overüallt, hogy a mozgásszervi mozgáskészség felmérésére a , the analysis revealed that to assess locomotor movement skills, the BOT-2 kiváló futóképesség-teszttel rendelkezik, de ahas an excellent test for running ability, but for detecting technikai nehézségek kimutatására acal difficulties, the TGMD javasolt. Az ugrás teszteléséhez az MMT rendelkezik a legjobb tesztekkel. A tárgyvezérlési mozgáskészséget dobásokkal, csöpögéssel és elkapással mérik. A legtöbb eszköz ezeket a készségeket értékelte, de kiderült, hogy a TGMD-nek van erre a legtöbb tesztje. A sis recommended. To test hopping, the MMT has the best tests. Object control movement skills are measured with throws, dribbles and catches. Most of the tools assessed these skills, but it turned out that the TGMD has the most tests for it. Stabilitási mozgáskészségekety movement skills are tested with statikus és dinamikus egyensúlytesztekkel tesztelik. Ha a dinamikus egyensúlyt jobban használják, ac and dynamic balance tests. When dynamic balance is more used, the MOT 4–6, a KTK és aKTK and BOT-2 rendelkezik a legtöbb rendelkezésre álló eszközzel. Az MMT azonban kiváló teszt ahave the most tools available. However, the MMT is an excellent test for statikus egyensúlyra. A finommotorikus készségeket könnyű felmérni az MMT-vel és ac balance. Fine motor movement skills are easy to assess with the MMT and MOT 4–6-tal, mivel alacsony felszerelésigényűek. A, since they have low equipment requirements. The BOT-2 a legjobb eszköz a méréshez; azonban magas felszerelési követelményekkel rendelkezikis the best tool for measuring; however, it has high equipment requirements.

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