Abstract
TGMD-2 is a well-known measurement tool for its applicability in the field of Adapted Physical Activity (APA). However, considering that scoring strategy for each item in TGMD-2 depends on subjective views of raters and variability in motor development of children with intellectual disabilities, biases may be inherent in measurement scores. PURPOSE: The purpose of this study was to investigate the magnitude of error variances related to the raters within each of 12 subsets of TGMD-2 when applied to children with intellectual disabilities. Method: A total of 22 children with intellectual disabilities participated in this study. Children's performances of each of 12 subsets of TGMD-2 were recorded via video and scored by three APA specialists who have expertise in TGMD-2. A fully crossed design of Generalizability theory, which included participants (p), raters (r), trials (t), and items (i) facets, was applied to each of 12 subsets individually. The outcomes of interest were variance of universe score (p, true score) and error variances by raters (r: rater, pr: interaction with subjects, ir: interaction with items, and tr: interaction with trials). The effect of the raters on the measurement scores were considered significant if the sum of relative percentage (%) of the 4 rater-related variances was larger than the relative percentage of variance of the universe score. RESULTS: The G-study results indicated that there were significant effects of raters in Kick (p: 7.9%, ir: 25.1%), Catch (p: 8.9%, r: 4.7%, pr: 17.9%, tr: 0.6%, and ir: 4.4%), and Leap (p: 18.9%, r: 14.5%, pr: 3.8%, and ir: 13.4%). The deficient reliability coefficients (phi) were found from Kick (.53), Catch (.37), and Leap (.59) subsets through the D-study; however, the others were fairly acceptable (>.70). CONCLUSION: There were significant discrepancies in agreement among raters in some subsets. Considering large error variances have affected reliability coefficients, efforts should be made to increase agreement among raters.
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