The University of Western Australia.
Res Q Exerc Sport. 2020 Mar;91(1):64-72. doi: 10.1080/02701367.2019.1646852. Epub 2019 Sep 3.
: Fundamental movement skill (FMS) assessors in education environments rely upon real-time FMS assessment; however, the recognition of individual proficiency criteria during real-time process-oriented FMS assessment may be problematic. Few studies consider the accuracy of identifying individual proficiency criteria in process-oriented FMS assessment, even though criteria are relied upon for intervention planning. This study aimed to further understand assessors' ability to recognize proficiency criteria during real-time FMS assessment and the impact of assessor experience on assessment accuracy. : 10 primary teachers, and 7 pediatric professionals assessed 10 performances of four FMSs (Jump, Hop, Kick, Throw) presented in videos and point-light displays using the Test of Gross Motor Development-2. : Accuracy in identifying proficiency criteria was moderate for both pediatric professionals (74.73%) and primary teachers (69.58%), with no differences between groups. In contrast, reliability of overall proficiency scores was good to excellent (ICC>0.8) in both groups. Some individual criteria may be more difficult to assess, evidenced by large average accuracy ranges within skills (e.g., 46% difference between Throw criteria 1 (34%) and 2 (80%)). : The study reinforces the difficulty of observing proficiency criteria during real-time FMS assessment regardless of assessor experience. Results suggest that assessors can accurately score overall FMS proficiency, whilst accurate identification of proficiency criteria is problematic. Accurate criterion identification is crucial to understand skill deficiencies and inform subsequent intervention. Attentional demands during real-time assessment may be too great to allow accurate criterion identification, even by experienced assessors, which presents an important consideration for test administrators and developers.
基本运动技能（FMS）评估者在教育环境中依赖于实时 FMS 评估；然而，在实时面向过程的 FMS 评估中识别个体熟练标准可能存在问题。很少有研究考虑在面向过程的 FMS 评估中识别个体熟练标准的准确性，尽管标准是干预计划的依据。本研究旨在进一步了解评估者在实时 FMS 评估中识别熟练标准的能力，以及评估者经验对评估准确性的影响。 10 名小学教师和 7 名儿科专业人员使用《儿童运动发育测试-2》（Test of Gross Motor Development-2）对视频和点光显示中的 4 项 FMS（跳、单足跳、踢、投）的 10 次表现进行评估。 儿科专业人员（74.73%）和小学教师（69.58%）识别熟练标准的准确性为中等，两组之间没有差异。相比之下，两组的整体熟练分数的可靠性均为良好至优秀（ICC>0.8）。一些个别标准可能更难评估，这表现在技能内的平均准确性范围较大（例如，投球标准 1（34%）和 2（80%）之间的差异为 46%）。 本研究强化了无论评估者经验如何，在实时 FMS 评估中观察熟练标准的难度。结果表明，评估者可以准确地对整体 FMS 熟练程度进行评分，而熟练标准的准确识别存在问题。准确的标准识别对于了解技能缺陷和为后续干预提供信息至关重要。在实时评估期间，注意力的需求可能太大，以至于即使是经验丰富的评估者也无法准确识别标准，这对测试管理员和开发者来说是一个重要的考虑因素。
