Purpose: Recent international conference presentations have critiqued the promotion of fundamental movement skills (FMS) as a primary pedagogical focus. Presenters have called for a debate about the importance of, and rationale for teaching FMS, and this letter is a response to that call. The authors of this letter are academics who actively engage in FMS research. Method: We have answered a series of contentions about the promotion of FMS using the peer reviewed literature to support our perspective. Results: We define what we mean by FMS, discuss the context of what skills can be considered fundamental, discuss how the development of these skills is related to broader developmental health contexts, and recommend the use of different pedagogical approaches when teaching FMS. Conclusion: We conclude the promotion of FMS is an important focus in Physical Education (PE) and sport and provide future research questions for investigation.

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The Körperkoordinationstest für Kinder (KTK) (Kiphard & Schilling, 1974, 2007) is a standardized, norm-referenced measure used by physical therapists and occupational therapists in clinic and school practice settings to evaluate the motor coordination (MC) of 5-to 14-year-old children. To find out for which research purposes the KTK has been used and its reliability and validity, we conducted a systematic review. Searching five databases, we found 46 studies used the KTK over four decades. The KTK was widely used in Europe in children with typical and atypical development. The KTK was used to investigate associations, to test the effects of interventions and treatments, to identify or diagnose different factors, to evaluate MC and it was included in reviews of motor assessments. The KTK was reported to be a reliable measure, although only nine studies examined its validity or reliability in target populations. The KTK was considered a non-sport/skill-specific, easy-to-administer, had a scoring system that enabled crossstudy comparisons but was limited to balance and locomotor aspects, had norm values that were outdated, and needed careful standardization. The KTK's validity for different purposes requires further evaluation.

4This study examined the intrarater and interrater reliability of the Test of Gross Motor 5 Development-Third Edition (TGMD-3). Participants were 60 Finnish children aged between 6 3 and 9 years divided into three separate samples of 20. Two samples of 20 were used to 7 examine the intrarater reliability of two different assessors, and the third sample of 20 was 8 used to establish interrater reliability. Children's TGMD-3 performances were video recorded 9 and later assessed. A kappa statistic and a percent agreement calculation were used. The 10 results for intrarater reliability kappa coefficients for locomotor subtest, ball skills subtest and 11 gross motor total score ranged from 0.69 to 0.77, and percent agreement from 87% to 91%. 12The interrater kappa coefficients for locomotor subtest, ball skills subtest and gross motor 13 total score ranged from 0.57 to 0.64, which can be considered moderate to substantial