Joonkoo Yun

Estimating Measurement Validity: A Tutorial

The purposes of this tutorial are threefold: (a) to clarify the meaning of measurement validity, (b) to provide appropriate validation procedures for use by researchers in adapted physical activity, and (c) to raise the awareness of the limitations of the traditional views on measurement validity. Several validation procedures are described with specific examples from adapted physical activity research based on traditional approaches of providing validity evidence. Conceptual and empirical limitations of the traditional validity framework are discussed. We recommend that several categories of validity evidence should be reported in research studies. We encourage practicing the unified concept of measurement validity (Messick, 1993, 1995) in adapted physical activity research and practice.

Effects of Down syndrome on three-dimensional motion during walking at different speeds.

The inherent joint laxity and muscle hypotonia of adults with Down syndrome (DS) may result in reduced gait stability and increased energetic cost. These factors vary as a function of walking speed and may be reflected in gait patterns. The present study therefore examined whether the three-dimensional motion of the body center of mass (COM) and stepping characteristics differ between adults with and without DS as a function of speed. Fifteen adults with DS and 15 adults without DS underwent a series of treadmill walking trials. Walking speeds were determined as Froude numbers, based on leg length. Participants walked at Froude numbers of 0.1, 0.2, 0.3, 0.4, 0.5, 0.6, and, for adults without DS, 0.7. Whole-body kinematic data were collected for 30-35 steps at each speed. Across speeds, adults with DS showed greater and more variable mediolateral COM motion than adults without DS. COM anteroposterior velocity and vertical motion did not differ in range between groups, but were more variable in adults with DS. Adults with DS also showed smaller-duration steps and varied their step widths and step lengths more than adults without DS. The results suggest a gait pattern with lesser stability and greater energetic cost among adults with DS.

Validity and reliability analysis of Cooper's 12-minute run and the multistage shuttle run in healthy adults.

Penry, JT, Wilcox, AR, and Yun, J. Validity and reliability analysis of Coopers 12-minute run and the multistage shuttle run in healthy adults. J Strength Cond Res 25(3): 597-605, 2011-Field tests are a practical method to assess aerobic fitness, but they demonstrate greater error variability than laboratory tests. The principal goals of this study were to identify potential sources of systematic error in 2 commonly used field tests (Coopers 12-minute run [12MR] and the multistage shuttle run [MSR]) and estimate the reliability of the 2 tests from these data. In addition, criterion-related validity evidence for field tests was evaluated via Bland-Altman plots. To assess trends across test protocol and test trials, 60 subjects (mean age = 21.8 ± 3.6 years) completed 6 test trials, including 3 trials of each field test. Of these 60 individuals, 21 volunteers completed an incremental treadmill run and expired gas analysis (TR) that was used to establish criterion-related validity evidence for the 2 field tests. G-study analysis of the field test data returned a high reliability coefficient (ϕ = 0.96), with the largest amount of systematic error variance (4.3%) attributable to an interaction between subjects and test occasions. The MSR predicted &OV0312;o2max scores lower than those measured in the laboratory setting (p < 0.01), whereas 12MR and TR scores were not different (p > 0.05). However, Bland-Altman plots showed the 12MR to underestimate &OV0312;o2max scores at lower &OV0312;o2max values and overestimate &OV0312;o2max scores at higher values, a trend not observed in the MSR data. These data suggest high overall reliability for &OV0312;o2max field tests in young, healthy individuals. Nevertheless, test administrators must use caution when attempting to use field test data to predict criterion &OV0312;o2max scores. The MSR appears to be a more useful tool than the 12MR because of a consistent mean bias across fitness levels.

Gait transitions of persons with and without intellectual disability.

This study examined whether the walk-to-run transition speed (W-RTS) and the run-to-walk transition speed (R-WTS) were different or more variable between participants with and without intellectual disability (ID). Nine adults with ID and 10 adults without ID completed in a series of walk-to-run and run-to-walk trials on a treadmill. W-RTS and R-WTS were identified using force-sensitive resistors. When transition speeds were expressed as Froude numbers to account for differences in leg length, W-RTS was slower, and intraindividual variability of W-RTS and R-WTS was greater in participants with ID. These findings support the idea that the unique constraints of individuals with ID result in altered attractor dynamics for walking and a weaker coupling between locomotor speed and order parameters governing gait transitions.

Reaching IEP Goals in the General Physical Education Class

N ow more than ever, children with disabilities are becoming a part of general physical education classes. As a result, physical educators face new challenges, including assessing such students and adapting activities to meet their individual needs (L. J. Lieberman, personal communication, February 3, 1999). Practical solutions for these problems have already been suggested; they include alternative assessment methods (Block, Lieberman, & Connor-Kuntz, 1998), inclusive physical activities (Kasser, 1995), and appropriate Individualized Education Programs (IEPs) for physical education students with disabilities (Houston-Wilson & Lieberman, 1999). However, strategies for meeting both the requirements of an IEP and the goals of a general physical education curriculum have received little attention in the literature. The Individuals with Disabilities Education Act Amendments of 1997 (IDEA) mandate that each student with a disability have an IEP. This collective federal law requires IEPs to contain annual goals, benchmarks, and short-term objectives. The annual goals are broad statements guiding the direction of a student’s instructional program. Short-term objectives are specific to each instructional unit within the program (Block, 1994; Short, 1995) and are developed with

Parental Perceptions of Physical Activity Benefits for Youth With Developmental Disabilities.

Physical activity promotion is of need for youth with developmental disabilities. Parental perceptions of physical activity benefits may influence youth behaviors. This study investigated the relationship between parental beliefs on the importance of physical activity and physical activity levels among youth with disabilities. Parents and caregivers of 113 youth with disabilities reported on the perceived benefits of physical activity, the childs physical activity level, and demographic information. Linear regression analyses to examine the relative association between parental perceived benefits and child physical activity (R² = 0.19) indicated that physical activity level was predicted by parental beliefs and child gender. Health promotion for youth with disabilities should consider educating parents and caregivers of physical activity benefits, in addition to creating more opportunities.

Validity evidence for self-report with assistance to measure physical activity behavior in adults with intellectual disabilities.

Self-reported physical activity (PA) behavior with assistance from a secondary source has previously been used with adults with an intellectual disability (ID). Limited evidence of reliability and validity have been provided for this approach. This study examined evidence of convergent (CV) and discriminant (DV) validity for self-report with assistance from a secondary source as a measure of PA in adults with ID. PA of 37 participants with ID were assessed using (a) self-report, (b) accelerometers, and (c) pedometers. The multitrait-multimethod (MTMM) analysis was used to evaluate validity. MTMM analysis revealed high reliability among variables, low to strong CV, and moderate DV. The study outcomes provide initial convergent and discriminant validity evidence for this measure of PA in adults with ID.

Changing Physical Education Teacher Education Curriculum to Promote Inclusion

Many physical education teachers are not well trained to address the needs of students with disabilities in an inclusive physical education class despite inclusion being a general educational policy (Rust & Sinelnikov, 2010). This lack of training could be improved through well-designed physical education teacher education (PETE) curriculum. This article proposes a curriculum framework based on the Transtheoretical Model (TTM) to effectively train pre-service physical educators toward the inclusive physical education. Three curriculum stages (lecture-focused, lectures with teaching practicum, and internship-focused) and the stage-matched strategies adapted from the TTM are discussed as promising ideas to systematically restructure the PETE curriculum and effectively train pre-service teachers to promote inclusion.

The Performance of Fundamental Gross Motor Skills by Children Enrolled in Head Start.

The purpose of study was to descriptively evaluate the performance of fundamental gross motor skills in children enrolled in Head Start. Participants of this study were 138 children (73 females and 65 males), ages five years old. Childrens fundamental gross motor skills were assessed with the Test of Gross Motor Development (TGMD) (Ulrich, 1985). The levels of performance in children who were enrolled in Head Start were compared and contrasted with performance profiles of the TGMD and normative data for same‐aged children. The results of this study indicated that 41% of children in Head Start performed below average and 16% of children demonstrated substantial deficiency in overall fundamental gross motor skills. Multivariate statistics followed by univariate statistics indicated significant group differences on locomotor skills (F,,244 = 229.50, p<.01 with 02 = .49) and overall gross motor skill (F1,244 = 34.77, p<.01 with 02 = .13). Based on these results, the authors suggest that curriculum for Head Start programs should focus on the importance of developing fundamental gross motor skills.

Measuring physical activity with accelerometers for individuals with intellectual disability: A systematic review

BACKGROUND Multiple studies have reported differing physical activity levels for individuals with intellectual disabilities when using accelerometers. One of the potential reasons for these differences may be due to how researchers measure physical activity. Currently there is a lack of understanding on measurement protocol of accelerometers. AIMS The purpose of this study was to synthesize the current practice of using accelerometers to measure physical activity levels among individuals with intellectual disabilities. METHODS A systematic search was conducted using multiple databases including Medline (1998-2015), Sport Discus (1992-2015), Web of Science (1965-2015), and Academic Research Premier (2004-2015). Seventeen articles were found that met the inclusion criteria. RESULTS There is a lack of consistent research protocols for measuring physical activity levels with accelerometers. Issues with the amount of time participants wore the accelerometer was a challenge for multiple studies. Studies that employed external strategies to maximize wear time had higher compliance rates. CONCLUSION There is a need to establish and standardize specific accelerometer protocols for measuring physical activity levels of individuals with intellectual disabilities for higher quality and more comparable data.