Abstract
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. To develop and validate the psychometric properties of a FMS assessment tool designed specifically to meet the demands of universal screening in schools. 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. 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. 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.
Highlights
Fundamental Movement Skills (FMS) include locomotor, object manipulation and stability skills [1]
It is likely that the ongoing COVID-19 pandemic will have resulted in fewer opportunities for children to develop FMS [24], as they have been restricted to their home environment for a period of months, possibly with limited access to outdoor space and with no physical education lessons, or scheduled active breaks
FUNMOVES was developed to require two members of staff for testing for a number of reasons: (i) to ensure speed of assessment (ii) to help mitigate behavioural issues and (iii) due to research suggesting that most teachers (~78%) believed that they would be able to find an additional staff member to assist with school-based FMS assessments [35]
Summary
Fundamental Movement Skills (FMS) include locomotor (e.g. running), object manipulation (e.g. throwing) and stability (e.g. static balance) skills [1]. Competency of FMS has been found to be positively associated with children’s socioemotional development [2,3,4], and educational outcomes [5,6,7,8,9,10]. It is alarming that research consistently finds low levels of FMS proficiency [20,21,22,23] and physical activity [18] among school-aged children. It is likely that the ongoing COVID-19 pandemic will have resulted in fewer opportunities for children to develop FMS [24], as they have been restricted to their home environment for a period of months, possibly with limited access to outdoor space and with no physical education lessons, or scheduled active breaks (e.g. recess). There is great potential for universal screening of FMS in schools, but research has established that current assessment tools are not fit for purpose
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