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Using process- and product-oriented measures to evaluate changes in motor skills across an intervention.

Kara K Palmer1, David F Stodden2, Dale A Ulrich1,3

  • 1School of Kinesiology, University of Michigan, Ann Arbor, MI.

Measurement in Physical Education and Exercise Science
|August 6, 2021
PubMed
Summary

Process- and product-oriented measures assess different aspects of preschoolers' motor skills. These measures do not equally evaluate the effectiveness of motor skill interventions, highlighting distinct developmental insights.

Keywords:
Head Startassessmentmeasurementmovement skillspediatrics

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Area of Science:

  • Child Development
  • Motor Learning
  • Pediatric Physical Therapy

Background:

  • Assessing fundamental motor skills (FMS) in preschoolers is crucial for development.
  • Process-oriented measures focus on movement quality, while product-oriented measures assess outcome accuracy.
  • Understanding how these measures align is vital for evaluating intervention effectiveness.

Purpose of the Study:

  • To compare process- and product-oriented measures in evaluating changes in preschoolers' motor skills post-intervention.
  • To examine the correlation between process- and product-oriented motor skill assessments before and after an intervention.

Main Methods:

  • Sixty-five preschoolers (mean age 4.6 years) participated in a high-autonomy motor skill intervention.
  • Both process- and product-oriented measures were administered for six FMS (run, hop, jump, catch, throw, kick) pre- and post-intervention.
  • Analyses included aggregate (total, locomotor, ball) and individual skill assessments.

Main Results:

  • Children showed significant improvements in process-oriented skills (p<0.01) after the intervention.
  • Improvements were observed in product-oriented hop, throw, and kick skills (p<0.001).
  • Correlations between process and product measures ranged from r_s = 0.28-0.72 at pretest and r_s = 0.39-0.68 at posttest.

Conclusions:

  • Process- and product-oriented measures capture different facets of preschoolers' motor competence.
  • These measures do not yield equivalent evaluations of intervention efficacy in motor skill development.
  • Distinct assessment approaches are necessary for a comprehensive understanding of motor skill changes.