Developing and validating a school-based screening tool of Fundamental Movement Skills (FUNMOVES) using Rasch analysis

Abstract

Background A large proportion of children are not able to perform age-appropriate fundamental movement skills (FMS). Thus, it is important to assess FMS so that children needing additional support can be identified in a timely fashion. There is great potential for universal screening of FMS in schools, but research has established that current assessment tools are not fit for purpose. Objective To develop and validate the psychometric properties of a FMS assessment tool designed specifically to meet the demands of universal screening in schools. Methods A working group consisting of academics from developmental psychology, public health and behavioural epidemiology developed an assessment tool (FUNMOVES) based on theory and prior evidence. Over three studies, 814 children aged 4 to 11 years were assessed in school using FUNMOVES. Rasch analysis was used to evaluate structural validity and modifications were then made to FUNMOVES activities after each study based on Rasch results and implementation fidelity. Results The initial Rasch analysis found numerous psychometric problems including multidimensionality, disordered thresholds, local dependency, and misfitting items. Study 2 showed a unidimensional measure, with acceptable internal consistency and no local dependency, but that did not fit the Rasch model. Performance on a jumping task was misfitting, and there were issues with disordered thresholds (for jumping, hopping and balance tasks). Study 3 revealed a unidimensional assessment tool with good fit to the Rasch model, and no further issues, once jumping and hopping scoring were modified. Implications The finalised version of FUNMOVES (after three iterations) meets standards for accurate measurement, is free and able to assess a whole class in under an hour using resources available in schools. Thus FUNMOVES has the potential to allow schools to efficiently screen FMS to ensure that targeted support can be provided and disability barriers removed.

Design of a new movement competence assessment for children aged 8–12: A Delphi poll study

“…a skill) in a multiple-choice style question. This value of consensus was chosen as it was the median reached in other similar studies (Francis et al, 2016; Morley et al, 2019; Okoli and Pawlowski, 2004; Robertson et al, 2017; van Rossum et al, 2021).…”

“…In response to the aforementioned limitations, more practical (i.e. FUNMOVES) (Eddy et al, 2021) and dynamic modes of assessment have been developed in recent times (i.e. The Canadian Agility and Movement Skill Assessment (CAMSA), The Dragon Challenge) (Longmuir et al, 2017;Tyler et al, 2018), creating a more ecologically valid form of assessment.…”

Examining the criterion validity of two scalable, information technology-based systems designed to measure the quantity and quality of movement behaviours of children from Hong Kong primary schools: a cross-sectional validation study

“…Product-based assessments typically involve measuring the time or score generated from completing a series of movement tasks or an obstacle course. [16][17][18] Whereas process-based measures encompass those that are scored based on whether children met preset criteria during their performance of movement skills. 19 Generally speaking, product-based assessments have the advantage of being less time-consuming and requiring less expertise, in terms of movement education, of assessors.…”

“…Currently in the literature, there are two approaches of measuring FMS. Product-based assessments typically involve measuring the time or score generated from completing a series of movement tasks or an obstacle course 16–18. Whereas process-based measures encompass those that are scored based on whether children met preset criteria during their performance of movement skills 19.…”

Relationship between Parents’ Physical Activity Level and the Motor Development Level and BMI of Their Children

“…These motor skills advance from simple patterns to more complex movements, where the basic motor skills (BMS), or fundamental movements, represent the basic structure on which motor responses of greater complexity are built [ 2 , 23 , 24 , 25 , 26 , 27 ]. Progress is made in the development and acquisition of mature patterns of handling, locomotor, and balance behaviors [ 28 , 29 ], which allow children to interact with the environment. BMS development is influenced by biological, psychosocial, and environmental factors [ 23 , 30 , 31 , 32 ].…”