Abstract
The Korperkoordinationstest fur Kinder (KTK) (Kiphard & Schilling, 1974, 2007) is a standardized, norm-referenced measure used by physical therapists and occupational therapists in clinic and school practice settings to evaluate the motor coordination (MC) of 5- to 14-year-old children. To find out for which research purposes the KTK has been used and its reliability and validity, we conducted a systematic review. Searching five databases, we found 46 studies used the KTK over four decades. The KTK was widely used in Europe in children with typical and atypical development. The KTK was used to investigate associations, to test the effects of interventions and treatments, to identify or diagnose different factors, to evaluate MC and it was included in reviews of motor assessments. The KTK was reported to be a reliable measure, although only nine studies examined its validity or reliability in target populations. The KTK was considered a non-sport/skill-specific, easy-to-administer, had a scoring system that enabled cross-study comparisons but was limited to balance and locomotor aspects, had norm values that were outdated, and needed careful standardization. The KTK’s validity for different purposes requires further evaluation.
Highlights
In the 1960s, German child and youth psychiatrists E
The Körperkoordinationstest für Kinder (KTK) has a long history and, in practice, we found that it is referred to quite a lot in the literature related to the study of childhood motor development
Characteristics of studies A total of 192 potential titles were identified through the database searches: MEDLINE (ProQuest) 34, PubMed (Medline) 77, PsycINFO (ProQuest) 18, SPORTDiscus with Full Text (EBSCO) 12, and Web of Science - WoS 51
Summary
In the 1960s, German child and youth psychiatrists E. Schilling were interested in devising, for use in treating psychomotor deficits, a practical test that would indicate an individual’s capacity for sensory-motor integration in order to control and coordinate the body (Kiphard and Schilling, 2007, 7–9). In particular, seemed to have major difficulties in achieving the sensory-motor integration required to coordinate their bodies. If these deficits could be recognized early enough, a child could receive rehabilitation that would reduce negative compensation strategies and enable him or her to become integrated into society. After scrutinizing 150 activity test options and examinations administered to children, Kiphard and his German colleagues created the Hamm-
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