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Related Experiment Videos

Developmental sequences for hopping as assessment instruments: a generalizability analysis

M A Painter1

  • 1Department of Kinesiology, California State University, Northridge.

Research Quarterly for Exercise and Sport
|March 1, 1994
PubMed
Summary

Kinesiology students can reliably assess children's hopping movements after training. Elementary education students require more trials or observers for accurate assessments of arm and total-body actions.

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Area of Science:

  • Motor Development
  • Movement Analysis
  • Pediatric Assessment

Background:

  • Assessing children's motor skills is crucial for developmental monitoring.
  • Standardized developmental sequences provide a framework for evaluating movement patterns.
  • Understanding the generalizability of observational assessments across different student groups is important for practical application.

Purpose of the Study:

  • To evaluate how well undergraduate kinesiology and elementary education students can assess children's hopping performances.
  • To determine the reliability of using pre-validated developmental sequences for arm, leg, and total-body movements.
  • To compare assessment generalizability between student groups and training protocols.

Main Methods:

  • Twenty students were divided into four training groups based on major and assessment sequence (total-body vs. component).

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  • Participants rated five trials of hopping performances from 20 children (3.5–9.0 years old).
  • Inter-rater reliability was calculated for leg, arm, and total-body actions.

    • Main Results:

    • Kinesiology students achieved reliable leg action assessment in one trial and arm action in five trials.
    • Elementary education students needed five trials for leg action and an average of three trials by two observers for arm action.
    • Reliable total-body action assessment required two observers for both student groups, with fewer trials needed for elementary education students.

    Conclusions:

    • Kinesiology students demonstrate higher generalizability in assessing hopping components after training.
    • Assessment reliability varies significantly between student majors and depends on the specific movement component and number of trials/observers.
    • Training and specific protocols impact the ability of educators and movement specialists to reliably evaluate fundamental motor skills.