E. Kipling Webster

Reliability of the Pictorial Scale of Perceived Movement Skill Competence in 2 Diverse Samples of Young Children

BACKGROUND The purpose was to determine the reliability of an instrument designed to assess young childrens perceived movement skill competence in 2 diverse samples. METHODS A pictorial instrument assessed 12 perceived Fundamental Movement Skills (FMS) based on the Test of Gross Motor Development 2nd edition. Intra-Class Correlations (ICC) and internal consistency analyses were conducted. Paired sample t tests assessed change in mean perceived skill scores. Bivariate correlations between the intertrial difference and the mean of the trials explored proportional bias. RESULTS Sample 1 (S1) were culturally diverse Australian children (n = 111; 52% boys) aged 5 to 8 years (mean = 6.4, SD = 1.0) with educated parents. Sample 2 (S2) were racially diverse and socioeconomically disadvantaged American children (n = 110; 57% boys) aged 5 to 10 years (mean = 6.8, SD = 1.1). For all children, the internal consistency for 12 FMS was acceptable (S1 = 0.72, 0.75, S2 = 0.66, 0.67). ICCs were higher in S1 (0.73) than S2 (0.50). Mean changes between trials were small. There was little evidence of proportional bias. CONCLUSION Lower values in S2 may be due to differences in study demographic and execution. While the instrument demonstrated reliability/internal consistency, further work is recommended in diverse samples.

Reexamining the factor structure of the test of gross motor development – second edition: Application of exploratory structural equation modeling

ABSTRACT The Test of Gross Motor Development – Second Edition (TGMD-2) is a widely used evaluation tool of children’s fundamental motor skills (FMS). This study illustrates how exploratory structural equation modeling (ESEM) addresses current limitations associated with TGMD-2 factor structure. Using the normative dataset from the TGMD-2 manual, we test alternative measurement models using ESEM and confirmatory factor analysis (CFA) and assess measurement invariance between boys and girls and across age. Findings highlight complexity and poor discriminant validity in the two-factor solution that is accentuated when relying on CFA independent clusters assumption. Results also demonstrate differential item functioning (DIF) across age for three of the 12 TGMD-2 indicators. Taken together, this study provides valuable information on the need to reevaluate the TGMD-2 factor structure and can guide revisions for the third edition of the TGMD.

The Effect of CHAMP on Physical Activity and Lesson Context in Preschoolers: A Feasibility Study

ABSTRACT Purpose: This feasibility study compared the effects of 2 movement programs, traditional and mastery climate (i.e., the Children’s Health Activity Motor Program [CHAMP]), on lesson context and children’s physical activity (PA) levels. A secondary aim was to examine sex differences in PA levels in both programs. Method: Seventy-two preschoolers served as participants and were assigned to a movement program. Physical activity levels and lesson context were assessed with the System for Observing Fitness Instruction Time. Results: Preschoolers in CHAMP spent more time walking (p < .05, d = 3.3), more time in moderate-to-vigorous PA (MVPA; p < .05, d = 3.6), and less time standing (p < .05, d = 3.8) compared with those in a traditional movement program. Boys in both programs spent less time standing (p < .05, d = 4.8) and more time in vigorous activity (p < .05, d = 5.8) and MVPA (p < .05, d = 4.4) compared with girls. During CHAMP, children spent less time engaged in management and knowledge (p < .05, d = 1.4, and p < .001, d = 0.9, respectively) and more time in skill practice (p < .05, d = 1.5). Conclusion: The findings support that participation in CHAMP elicits more MVPA in preschool-age children compared with a traditional movement program. The Children’s Health Activity Motor Program provided children with more class time devoted to skill practice. The program appears to be an innovative approach that is beneficial for PA engagement and could contribute positively to children’s health.

A cross-sectional study on the relationship between the risk of hypertension and obesity status among pre-adolescent girls from rural areas of Southeastern region of the United States

This study investigated early indications of hypertension risk and the association of overweight and obesity in young girls from a low socioeconomic region of the rural South. 139 females (M age = 8.85 ± 1.67 years) from a rural school in the Southeastern region of the United States served as participants. Body mass index was calculated based on the childs height and weight measurements (kg/m2) and resting blood pressure measurements were taken with calibrated, automatic oscillations devices. Girls who were overweight or obese were 2.81 times more likely to have a systolic blood pressure indicative of being at-risk/hypertensive (i.e., pre-hypertension and/or hypertension stage 1) than girls who were not overweight/obese. In fact, the percentage of overweight/obese girls who were at-risk/hypertensive was double that of girls who were not overweight/obese (43.2% versus 21.3%), respectively. Being overweight or obese is associated with almost three times a higher risk of hypertension than girls who are not overweight or obese.

Integrating Pedometers in Early Childhood Settings to Promote the Development of Positive Health Trajectories

The early childhood years mark a critical period for growth and development. Emerging evidence supports that integrating physical activity into children’s lives is essential for creating a solid foundation for future movement and physical activity behaviors. Specifically, these behaviors contribute toward a positive developmental trajectory of health and well-being (e.g., promoting physical, social, emotional, and mental development). Physically active children are likely to remain physically active through their teenage and young adult years as well as carry over into adulthood. With children spending a majority of their day in preschools and schools, these settings are an ideal location to encourage physical activity. Educators can integrate tools like pedometers into their classrooms to enhance physical activity while supporting academic learning. In this chapter, we will provide teachers and practitioners with information regarding the implementation of pedometers into their classrooms to get their children ‘moving and learning’. We will discuss the importance of physical activity and provide current physical activity recommendations along with recent policies and practices to support physical activity in early childhood settings. Then we will address evidence that supports the implementation of pedometers in classroom settings. The chapter concludes with practical examples and strategies that guide educators of young children in ways to integrate pedometers into the early childhood curriculum.

An investigation of the generalisability of buoyancy from academics to athletics

Buoyancy, the ability of an individual to handle everyday setbacks, has been applied successfully to academics. The purposes of this study were to determine if buoyancy can be successfully applied to the domain of sports (i.e. athletic buoyancy), to examine the relationship between academic and athletic buoyancy, and to determine the efficacy of five sport-oriented predictors (5Cs), confidence, coordination, commitment, composure, and control, on both athletic and academic buoyancy. Collegiate sport club athletes (N = 285) completed a one-time survey assessing their athletic buoyancy, academic buoyancy, and each of the sport-oriented 5Cs. Results supported a two-factor buoyancy model, with a moderate correlation (r = .61) between the two latent factors. Multiple linear regressions revealed that the 5Cs model accounted for 26% of the variance in athletic buoyancy, and 15% of the variance in academic buoyancy. Sport composure was the only significant predictor of athletic buoyancy, while sport confidence and sport composure were both significant predictors of academic buoyancy. Sport composure positively predicted both academic and athletic buoyancy, though the magnitude varied by domain. These results indicate a multidimensional buoyancy structure and generalisability across academic and athletic domains, with potential implications for athletic performance and training, adaptability, and well-being in sport.

Inter- and Intrarater Reliabilities of the Test of Gross Motor Development—Third Edition Among Experienced TGMD-2 Raters

The purpose of this study was to examine the inter- and intrarater reliabilities of the Test of Gross Motor Development-third edition (TGMD-3). The TGMD-3 was administered to 10 typically developing children. Five raters with experience using the Test of Gross Motor Development-second edition (TGMD-2) scored the digitally recorded performances and then rescored the same performances after a period of 2 weeks. Intraclass correlation (ICC) was used to examine both inter- and intrarater reliabilities of scores. Interrater reliability for the total score, locomotor subscale, and ball skills subscale (ICC: 0.92-0.96) were all excellent, while individual skills (ICC: 0.51-0.93) had fair-to-excellent reliability. Intrarater reliability across all raters was also excellent (ICC: 0.77-0.98) but varied widely for individual raters (ICC: 0.28-1.00) including multiple examples of poor reliability. While raters experienced with the TGMD-2 can produce consistent scores for TGMD-3 total scale and subscales, additional training is needed to improve skill-specific reliability.