Validez de constructo de la batería MOBAK para la evaluación de las competencias motrices básicas en escolares de educación primaria

Cárcamo-Oyarzún, Jaime; Herrmann, Christian

doi:10.22550/rep78-2-2020-03

Cited by 14 publications

(29 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…[106]; Physical Activity Self-Efficacy Questionnaire: PASE [110]; Physical Activity Self-Efficacy Scale: PASES [111,112]; Physical Activity Self-efficacy, Enjoyment, and Social Support Scale [113]; The Revised Perceived Locus of causality in physical Education: PLOC in PE [114]; Perceived Motivational Climate in Sport Questionnaire: PMCS [115]; Response to Challenge Scale: RCS [116][117][118]; Self-Efficacy Scale [119]; Self-Perception Profile for Children: SPPC [120][121][122][123]125]; Trichotomous Achievement Goal Model: TAGM [124]; Task and Ego Orientation in Sport Questionnaire: TEOSQ [108,115]). Fifteen tools assessed elements within the physical domain (ALPHA Fitness Battery: ALPHA [126,157]; Athletic Skills Track: AST [127]; Bruininks-Oseretsky Test of Motor Proficiency 2 nd Edition Short Form: BOTMP-SF [128][129][130]158]; EUROFIT [131,159]; FITN ESSGRAM [132][133][134]160]; Golf Swing and Putt skill Assessment: GSPA [135]; Movement assessment battery for children-2: MABC-2 [136][137][138][139]; Motorische Basiskompetenzen in der 3: MOBAK-3 [140][141][142][1...…”

Section: Resultsmentioning

confidence: 99%

Assessments Related to the Physical, Affective and Cognitive Domains of Physical Literacy Amongst Children Aged 7–11.9 Years: A Systematic Review

et al. 2021

View full text Add to dashboard Cite

Background Over the past decade, there has been increased interest amongst researchers, practitioners and policymakers in physical literacy for children and young people and the assessment of the concept within physical education (PE). This systematic review aimed to identify tools to assess physical literacy and its physical, cognitive and affective domains within children aged 7–11.9 years, and to examine the measurement properties, feasibility and elements of physical literacy assessed within each tool. Methods Six databases (EBSCO host platform, MEDLINE, PsycINFO, Scopus, Education Research Complete, SPORTDiscus) were searched up to 10th September 2020. Studies were included if they sampled children aged between 7 and 11.9 years, employed field-based assessments of physical literacy and/or related affective, physical or cognitive domains, reported measurement properties (quantitative) or theoretical development (qualitative), and were published in English in peer-reviewed journals. The methodological quality and measurement properties of studies and assessment tools were appraised using the COnsensus-based Standards for the selection of health Measurement INstruments risk of bias checklist. The feasibility of each assessment was considered using a utility matrix and elements of physical literacy element were recorded using a descriptive checklist. Results The search strategy resulted in a total of 11467 initial results. After full text screening, 11 studies (3 assessments) related to explicit physical literacy assessments. Forty-four studies (32 assessments) were relevant to the affective domain, 31 studies (15 assessments) were relevant to the physical domain and 2 studies (2 assessments) were included within the cognitive domain. Methodological quality and reporting of measurement properties within the included studies were mixed. The Canadian Assessment of Physical Literacy-2 and the Passport For Life had evidence of acceptable measurement properties from studies of very good methodological quality and assessed a wide range of physical literacy elements. Feasibility results indicated that many tools would be suitable for a primary PE setting, though some require a level of expertise to administer and score that would require training. Conclusions This review has identified a number of existing assessments that could be useful in a physical literacy assessment approach within PE and provides further information to empower researchers and practitioners to make informed decisions when selecting the most appropriate assessment for their needs, purpose and context. The review indicates that researchers and tool developers should aim to improve the methodological quality and reporting of measurement properties of assessments to better inform the field. Trial registration PROSPERO: CRD42017062217

show abstract

Section: Resultsmentioning

confidence: 99%

Assessments Related to the Physical, Affective and Cognitive Domains of Physical Literacy Amongst Children Aged 7–11.9 Years: A Systematic Review

et al. 2021

View full text Add to dashboard Cite

show abstract

“…Factors such as the type of activities performed, the expertise of the teacher in remote classes, or the frequency of connection to physical education classes could have helped better understand the results concerning motor competence and how these might have affected the physical activity levels. On the other hand, it is essential to highlight that the data collection instruments have been validated for the Chilean school population [ 33 , 34 ]. The application of these instruments has been the same in both projects, not only in terms of the procedures but also in terms of the group of evaluators who participated in both projects, ensuring identical assessment procedures for the two samples.…”

Section: Discussionmentioning

confidence: 99%

“…The MOBAK 5-6 (Motorische Basiskompetenzen in German) was used, created by Herrmann and Seelig [ 32 ], and validated in Spanish for the Chilean school population [ 33 , 34 ]. This test evaluates the AMC of elementary school students in fifth and sixth grade (10–12 years).…”

Section: Methodsmentioning

confidence: 99%

“…Thus, the score range in each domain goes from a minimum of zero points to a maximum of eight points. The validity of the MOBAK 5-6 for Chilean schoolchildren showed a satisfactory model fit ( χ 2 = 55.48; df = 19; p = 0.001; CFI = 0.926; RMSEA = 0.051) [ 34 ].…”

Section: Methodsmentioning

confidence: 99%

“…The students in the pre-lockdown cohort were evaluated between August 2018 and October 2019 as part of Fondecyt project 11170525, whereas the data collection of the post-lockdown cohort took place between April and June 2022 as part of Fondecyt project 1210616. For both cohorts, the data collection procedure was the same, following the protocols established in the first project [ 34 ]. Most of the assessment group members were trained in the application of the MOBAK test and participated in both projects.…”

Section: Methodsmentioning

confidence: 99%

See 2 more Smart Citations

Actual and Perceived Motor Competence in Chilean Schoolchildren before and after COVID-19 Lockdowns: A Cohort Comparison

Cárcamo-Oyarzún

Salvo-Garrido

Estevan

2023

Behavioral Sciences

View full text Add to dashboard Cite

(1) Background: the measures applied in Chile to reduce COVID-19 infections have been very strict, mainly for children who have experienced lockdowns and school closures for almost two years. Emerging evidence indicates that lockdowns have had several negative effects on children; therefore, the present study seeks to analyze the secular effects of COVID-19 lockdowns on Chilean students’ actual motor competence (AMC) and perceived motor competence (PMC). (2) Methods: using a sequential cohort design, data from 523 fifth-grade students at nine elementary schools (46.8% girls, age M = 11.11, SD = 0.66) were assessed in 2018–19 (pre-lockdown) (n = 265) and 2022 (post-lockdown) (n = 258). (3) Results: in the domain of object control (AMC and PMC), no significant differences were found (AMC p = 0.559; PMC p = 0.682). In the self-movement domain of AMC and PMC, the significant differences found presented a small effect size (AMC p = 0.044, ηp2 = 0.01; PMC p = 0.001, ηp2 = 0.03). (4) Conclusions: although the differences encountered were not drastic, self-movement skills tended to be greatly affected by the lockdowns resulting from the COVID-19 pandemic. These findings broaden information on the negative consequences of the pandemic on students in aspects related to an active and healthy life.

show abstract

(Re)defining Motor Competence: Empirical Exploration Based on a Moderated Mediation Approach

Segura-Berges,

Peñarrubia-Lozano,

Bustamante

2024

Research Quarterly for Exercise and Sport

View full text Add to dashboard Cite

Validez de constructo de la batería MOBAK para la evaluación de las competencias motrices básicas en escolares de educación primaria

Cited by 14 publications

References 18 publications

Assessments Related to the Physical, Affective and Cognitive Domains of Physical Literacy Amongst Children Aged 7–11.9 Years: A Systematic Review

Assessments Related to the Physical, Affective and Cognitive Domains of Physical Literacy Amongst Children Aged 7–11.9 Years: A Systematic Review

Actual and Perceived Motor Competence in Chilean Schoolchildren before and after COVID-19 Lockdowns: A Cohort Comparison

(Re)defining Motor Competence: Empirical Exploration Based on a Moderated Mediation Approach

Contact Info

Product

Resources

About