Validity and feasibility of an obstacle course to assess fundamental movement skills in a pre-school setting.

Failure to master age-appropriate fundamental movement skills (FMS) at a young age can limit motor skill competence affecting health. Assessments often have issues with feasibility and implementation in a field setting. As such, the purpose of this study was to investigate the validity and feasibility of the Athletic Skills Track (AST), in a pre-school setting. For the validation study sixty-five 3-6 year old children (25 boys and 40 girls) from five pre-schools across Adelaide, Australia participated. Correlations and linear regression analysis (adjusted for age and gender) were used to investigate the association between the time to complete the AST and the raw score of the Test of Gross Motor Development 2 (TGMD-2). For the feasibility study pre-school staff completed a semi-structured interview regarding the feasibility of the AST. The AST took less than a minute per child and the TGMD-2 around 20 minutes for two children. There was a strong negative correlation (r = -0.63, p < 0.01) between the AST scores and the TGMD-2 scores. All five staff reported strengths of the AST to be its short administration time, setup and appropriateness. These results suggest that the AST could be a feasible and valid method of FMS assessment in Australian pre-schools.

The Athletic Skills Track: Age- and gender-related normative values of a motor skills test for 4- to 12-year-old children.

OBJECTIVES: The aim of the presented study is to provide age- and gender-related normative values and MQ values for a motor skills test, the Athletic Skills Track, among 4- to 12-year-old children. DESIGN: Cross-sectional. METHODS: In 2016, a total of 7977 Dutch children, 4036 boys (mean age 8.6 years, SD 2.1) and 3941 girls (mean age 8.6 years, SD 2.1), performed an age-related version of the Athletic Skills Track (AST). The AST is a track consisting of 5-7 fundamental movement skill tasks that should be completed as fast as possible. The children performed the test during a regular physical education (PE) lesson under the supervision of their own PE teacher. For each version of the AST (AST-1: n=917; AST-2: n=3947; AST-3: n=3213) age- and gender-related reference centiles were derived from the gathered data using the Lambda, Mu, Sigma (LMS) method. RESULTS: All children completed the AST within 60s (mean 29.6s, SD 7.7). An independent samples t-test showed that boys were significantly faster in completing the track than girls, except for the 4-year-old boys. Therefore, age- and gender-related reference centiles were derived. The reference curves demonstrate an almost linear decrease in time to complete AST-1 and AST-2 with increasing age. CONCLUSIONS: The present study provides age- and gender-related normative values and MQ values for the AST among 4- to 12-year-old Dutch children. With these normative values PE teachers can interpret children's performance on the AST.