Estudo Da Multidimensionalidade Do Mabc-2 (7 a 10 Anos) Em Crianças Da Região Metropolitana De Recife-Pe

Bakke, Hanne Alves; Sarinho, Sílvia Wanick; Cattuzzo, Maria Teresa

doi:10.4025/jphyseduc.v29i1.2939

Cited by 3 publications

(4 citation statements)

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“…In the MABC-2 manual, there is no evidence related to construct validity, and content validity was performed according to the evaluation of an evaluation committee based on the motor tasks of the first version of the MABC [72]. The implications of the abovementioned aspects demonstrate the need to restructure the instrument [73] with the withdrawal of some tests [74] and the reduction of the frequency of error in the final classification of the diagnosis of motor disorder in the children evaluated [75]. In a study carried out in China, the authors concluded that the reproducibility and validity of band 1 of the MABC-2 were poor, emphasizing the need to adjust part of the items to improve the psychometric properties of the test when applied to Chinese children aged 3 to 6 years [74].…”

Section: Discussionmentioning

confidence: 99%

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Preliminary Adaptation of Motor Tests to Evaluate Fine Motor Skills Associated with Mathematical Skills in Preschoolers

Flores

Coelho

Mourão-Carvalhal

et al. 2023

EJIHPE

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Mathematics is the subject in which many school-age children reveal difficulties. The literature has shown that fine motor skills, namely fine motor coordination and visuomotor integration, have been more robustly associated with mathematical performance. Studies have shown the importance that instruments have to evaluate these skills, however, the characteristics of these instruments do not fit the reality of kindergartens, they are usually time consuming and expensive and are usually administered by specialists. Thus, the main objective of this study was to identify, select, adapt and validate motor tests to evaluate fine motor skills associated with mathematical skills to allow the kindergarten teachers to apply them simultaneously to the class, with few material resources, in a short period of time and without the need for a lot of training to apply, score and classify. For this purpose, firstly, it was necessary to understand the main difficulties highlighted by kindergarten teachers regarding the use of instruments to evaluate fine motor skills and, thus, elaborate criteria to identify and select the tests that best fit the reality of kindergartens. The test identified, selected and adapted to evaluate fine motor coordination was threading beads from the Movement Evaluation Battery for Children, 2nd Edition. The main adaptation of the test was related to time, that is, instead of counting the time it takes the child to string the total number of cubes on the string, we counted the number of cubes the child strung on the string in a pre-defined time. To evaluate visual–motor integration, the test identified, selected and adapted was the Visual–Motor Integration (6th Edition) test. The main adaptation was related to material resources, that is, it will be possible to apply the test using only one sheet per child instead of the seven suggested by the original test. After the preliminary adaptation of the tests, their validation was performed by means of the degree of reliability (test-retest) and predictive validity. The results indicated that the adapted tests presented an excellent degree of reliability (>0.9) and could therefore be used to administer them simultaneously to the class group. The adapted Visual–Motor Integration test seems to be the most suitable one to be used by kindergarten teachers, in a classroom context, to simultaneously evaluate students’ fine motor skills and associate their results with mathematical skills.

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Section: Discussionmentioning

confidence: 99%

“…The adaptation of the threading beads test was justified given the divergence in the studies carried out with the MABC-2 regarding the procedures, scores and psychometric properties, which reported the need for a restructuring of the instrument [73]. In this sense, each test should be adjusted to each context, purpose, need and reality [61].…”

Section: Discussionmentioning

confidence: 99%

Preliminary Adaptation of Motor Tests to Evaluate Fine Motor Skills Associated with Mathematical Skills in Preschoolers

Flores

Coelho

Mourão-Carvalhal

et al. 2023

EJIHPE

View full text Add to dashboard Cite

show abstract

“…In China, 17 the authors concluded that the reproducibility and validity of MABC-2 age band 1 were poor, emphasizing the need to adjust part of the items to improve the psychometric properties of the test when applied to Chinese children aged 3 to 6 years. In Brazil, 18 the analysis of the MABC-2 multidimensionality for children aged 7-10 years indicated that the exclusion of three subtests resulted in a better adjusted model. Therefore, there is a gap in the literature, mainly in Brazil, in terms of a detailed adequacy analysis of MABC-2 for children aged 3 to 5 years.…”

Section: Introductionmentioning

confidence: 99%

“…The content validity was performed according to the assessment of an evaluation commission based on the motor tasks of the first version of MABC. 19 Implications of the aforementioned aspects demonstrate the need for restructuring the test, 18 removing some items from the test 17 , and the probable reduction in the frequency of error in the final classification of the DCD diagnosis in the evaluated children. 21 Therefore, the present study investigated the adequacy of the theoretical model of the MABC-2 motor assessment instrument in Brazilian children aged 3 to 5 years.…”

Section: Introductionmentioning

confidence: 99%

Movement Assessment Battery for Children-Second Edition: Theoretical Adequacy of a Motor Assessment Instrument

Nazário

Ferreira

Both

et al. 2022

Rev. paul. pediatr.

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Objective: To investigate the adequacy of the theoretical model of the Movement Assessment Battery for Children-Second Edition (MABC-2) instrument. Methods: 582 children, of both sexes, aged between 3 and 5 years and residents in the city of Maringá (state of Paraná, Southern Brazil) participated in the study. Data were collected from May/2014 to June/2015 and analyzed using descriptive and inferential statistics. Results: The evidence obtained from exploratory factor analysis indicated the presence of two factors, which was the option that best fitted the explanatory model. Hence, it was necessary to regroup the motor tasks of the dimensions “Aiming & catching” and “Balance” into only one dimension. It is noteworthy that the “Bicycle trail” motor task did not fit the model, as it presented a low and negative factor load in the analyzed dimensions. In the confirmatory factor analysis, adequate adjustment indices were observed for the tested model, which confirmed the non-classification of the “Bicycle trail” motor task in the original dimension. Conclusions: After removing the “Bicycle trail” motor task, the adjusted two-factor model seems to be the most appropriate to assess the motor performance of children participating in the study.

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Development and application of an electrical buzz wire to evaluate eye-hand coordination and object control skill in children: a feasibility study

Luvizutto¹,

Bruno²,

Oliveira³

et al. 2021

Hum Mov.

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Purpose. There are many instruments to test children's motor coordination, but the problem is that none of them evaluates accuracy and precision during motor tasks. Therefore, the aim of the study was to develop and test the applicability of electrical buzz wire (EBW) as an instrument for assessing eye-hand coordination and object control skill in children, as well as to delimit the mean time and errors in tasks involving speed and/or accuracy. Methods. The cross-sectional study involved 66 children (28 boys and 38 girls) aged 7-12 years. The variables evaluated were anthropometrics, hand dominance, and Movement Assessment Battery for children (MABc-2). The outcomes were time (s) and error (n) during 4 tasks while changing speed and wire loop size. Results. The ANOVA analysis showed statistically significant differences in the time variable [F(4, 502) = 8.6155, p < 0.001] and in the error [F(6, 502) = 69.209, p < 0.001]. The mean values of time and errors in each task were standardized after linear regression: 2.38 errors and 37 seconds in task 1; 3.2 errors and 35 seconds in task 2; 6.4 errors and 24 seconds in task 3; and 6.4 errors and 23.1 seconds in task 4. The error and time variables in EBW presented weak negative correlations with all MABc-2 domains. Conclusions. EBW was developed; the time and errors with a comfortable speed were lower than with a high speed, regardless of the difficulty level. Time and error values were also standardized in this age group.

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Estudo Da Multidimensionalidade Do Mabc-2 (7 a 10 Anos) Em Crianças Da Região Metropolitana De Recife-Pe

Cited by 3 publications

References 0 publications

Preliminary Adaptation of Motor Tests to Evaluate Fine Motor Skills Associated with Mathematical Skills in Preschoolers

Preliminary Adaptation of Motor Tests to Evaluate Fine Motor Skills Associated with Mathematical Skills in Preschoolers

Movement Assessment Battery for Children-Second Edition: Theoretical Adequacy of a Motor Assessment Instrument

Development and application of an electrical buzz wire to evaluate eye-hand coordination and object control skill in children: a feasibility study

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