ORCID Profile
0000-0001-8153-0967
Current Organisation
Oregon State University
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Publisher: Center for Open Science
Date: 05-09-2018
Publisher: Elsevier BV
Date: 03-2019
DOI: 10.1016/J.JSAMS.2018.08.007
Abstract: To offer a user's guide to select appropriate measures of motor competence for children and adolescents. Expert consensus among a working group of the International Motor Development Research Consortium (I-MDRC). The guide provides information on objective (motion devices and direct observation) and subjective (self-reports and proxy reports) methods for assessing motor competence among children and adolescents. Key characteristics (age group, s le size, delivery mode, assessment time, data output, data processing) as well as limitations and practical considerations (e.g., cost, sources of error) with regard to each method are included in this paper. We do not recommend specific instruments, rather a guide to assist researchers and practitioners interested in assessing children's motor competence. A decision flow chart was developed to support practitioners and researchers in selecting appropriate methods for measuring motor competence in young people. Real-life scenarios are presented to illustrate the use of different methods in research and practice. Policy makers, practitioners and researchers should consider the strengths and limitations of each method when measuring motor competence in children and adolescents. This will allow them to choose the most appropriate instrument(s) that meets their needs.
Publisher: Springer Science and Business Media LLC
Date: 23-07-2015
DOI: 10.1007/S40279-015-0351-6
Abstract: In 2008, Stodden and colleagues took a unique developmental approach toward addressing the potential role of motor competence in promoting positive or negative trajectories of physical activity, health-related fitness, and weight status. The conceptual model proposed synergistic relationships among physical activity, motor competence, perceived motor competence, health-related physical fitness, and obesity with associations hypothesized to strengthen over time. At the time the model was proposed, limited evidence was available to support or refute the model hypotheses. Over the past 6 years, the number of investigations exploring these relationships has increased significantly. Thus, it is an appropriate time to examine published data that directly or indirectly relate to specific pathways noted in the conceptual model. Evidence indicates that motor competence is positively associated with perceived competence and multiple aspects of health (i.e., physical activity, cardiorespiratory fitness, muscular strength, muscular endurance, and a healthy weight status). However, questions related to the increased strength of associations across time and antecedent/consequent mechanisms remain. An in idual's physical and psychological development is a complex and multifaceted process that synergistically evolves across time. Understanding the most salient factors that influence health and well-being and how relationships among these factors change across time is a critical need for future research in this area. This knowledge could aid in addressing the declining levels of physical activity and fitness along with the increasing rates of obesity across childhood and adolescence.
Publisher: Radiological Society of North America (RSNA)
Date: 10-2023
Publisher: Informa UK Limited
Date: 12-05-2016
DOI: 10.1080/02640414.2016.1183803
Abstract: Process-oriented motor competence (MC) assessments evaluate how a movement is performed. Product-oriented assessments evaluate the outcome of a movement. Determining the concurrent validity of process and product assessments is important to address the predictive utility of motor competence for health. The current study aimed to: (1) compare process and product assessments of the standing long jump, hop and throw across age groups and (2) determine the capacity of process assessments to classify levels of MC. Participants included 170 children classified into three age groups: 4-5, 7-8 and 10-11 years old. Participants' skills were examined concurrently using three process assessments ((Test of Gross Motor Development-2nd edition [TGMD-2]), Get Skilled Get Active, and developmental sequences) and one product measure (throw speed, jump and hop distance). Results indicate moderate to strong correlations between (1) process assessments across skills and age groups (r range = .37-70) and (2) process and product assessments across skills and age groups (r range = .26-.88). In general, sensitivity to detect advanced skill level is lowest for TGMD-2 and highest for developmental sequences for all three skills. The use of process and product assessments is suggested to comprehensively capture levels of MC in human movement.
Publisher: Elsevier BV
Date: 06-2017
DOI: 10.1016/J.JSAMS.2016.11.007
Abstract: Proficiency in fundamental movement skills (FMS) is positively correlated with cardiorespiratory fitness, healthy weight status, and physical activity. Many instruments have been developed to assess FMS in children. It is important to accurately measure FMS competency in adolescent populations, particularly in girls, who are less proficient than boys. Yet these tests have not been validated or tested for reliability among girls in this age group. The current study tested the concurrent validity and reliability of two FMS assessment instruments the newly developed Canadian Agility and Movement Skill Assessment (CAMSA), against the Victorian FMS Assessment from Australia, among a s le of early adolescent girls. In total, 34 Year 7 females (mean age 12.6 years) from Australia were tested and retested on each instrument in a school setting. Test-retest reliability was excellent for the overall CAMSA score (ICC=0.91) and for the isolated time and skill score components (time: ICC=0.80 skill: ICC=0.85). Test-retest reliability of the Victorian FMS Assessment was also good (ICC=0.79). There was no evidence of proportional bias in either assessment. There was evidence of strong concurrent validity (r Both instruments were found to be reliable and valid. However, compared to the Victorian FMS instrument, the CAMSA has the advantage of both process and product assessment, less time needed to administer and higher authenticity, and so may be an attractive alternative to the more traditional forms of FMS assessment, for use with early adolescent girls, in school settings.
No related grants have been discovered for Sam Logan.