TEST OF GROSS MOTOR DEVELOPMENT – 2
参数英文Author: Dale A. Ulrich
______________________________________________________________ PURPOSE:
The Test of Gross Motor Development – 2 (TGMD-2) is a standardized test that measures gross motor abilities that develop early in life.
The test is ud to:
a) identify children who are significantly behind their peers in gross motor skill
development,
b) plan an instructional program in gross motor skill development,
c) asss individual progress in gross motor skill development,
d) evaluate the success of the gross motor program, and
e) rve as a measurement instrument in rearch involving gross motor development. POPULATION:
The TGMD-2 is designed to asss the gross motor functioning in children aged 3 through 10 years.
TEST MATERIAL:
The TGMD-2 test kit includes the Examiner’s Manual and a supply of Profile/Examiner Record Forms. The manipulatives ud in the administration of the test need to be supplied by the examiner and consist of materials commonly found in schools and gyms and are available for purcha commercially. The list of equipment needed is as follows:
•8”-10” playground ball
•4” lightweight ball
•basketball
•tennis ball
•soccer ball
•softball
•4’-5’ square beanbag
•tape(plastic electrical)
• 2 traffic cones
•plastic bat
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* All of the above equipment has been put together into a kit on wheels at QACCH
TIME TO ADMINISTER:
The test takes 15-20 minutes to administer per child. Set up and clean-up may take an additional 10 minutes. There is some measuring of distances. To avoid delays and reduce time spent retrieving balls the examiner should gather veral balls to u and move the student through the test items quickly. Usually only one ssion is required to get through the test, but to provide favourable circumstances so that the evaluation is optimal, veral ssions may be needed for certain children.
TEST COMPONENTS:
The TGMD-2 looks at 12 gross motor skills divided into two subtests: 1) Locomotor (run, hop, gallop, leap, horizontal jump, and slide)
2) Object Control (ball skills such as striking a stationary ball, stationary dribble,
catch, kick, overhand throw, and underhand roll).
ADMINISTRATION:
If the examiner does not wish to compare student test scores with normative data then the instructions, procedures and performance criteria can be adapted to meet the unique needs of
the child.
If the results are to be compared to peers in the normative sample then standardized procedures
need to be followed. The following requirements are standard for administering the test most reliably:
1.Prior to testing, fill in the Profile/Examiner Record Form and review all the
performance criteria for each skill.
2.Give an accurate demonstration and verbal description of the skill prior to it being
performed.
3.Provide a practice trial to assure that the child understands what to do.
4.Provide an additional demonstration when the child does not appear to understand the
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5.Administer two test trials and score each performance criterion on each trial.
Space Considerations: In planning the work space for this test, one will need to ensure that there is clear space measuring at least 60feet x 30feet, and one wall at which a ball can be thrown or kicked.
Follow the instructions provided on the record form or u the illustrated instructions from the manual (e Appendix A). The performance criteria provide analysis of the quality and maturity of movement. The examiner needs to be very familiar with the ahead of time and be a keen obrver as the child is given only two trials and usually the action is only performed once.suave
Scoring: The child is given 1 for a pass, 0 for a failed attempt. There are no partial marks. Add the two trials together to get the total Score for each performance criteria. Add the total scores for each criteria to get the Skill Score. At the end of each Subtest (Locomotor and Object Control) add up the 6 skill scores to get the Subtest Raw Score. High scores indicate better performance than low scores.
•Record the Scores in Section II on the front page of the record form.
•Convert the raw scores to standard scores using Appendix B(p.53-56).
•Add the Standard scores for the two subtests.
•Now, refer to Appendix C (p.58) to convert Subtest Standard Totals to the Gross Motor Quotient and Percentile. The Gross Motor Quotient is the most uful value obtained from
the TGMD-2 becau it reflects the basic constructs built into the test, is highly reliable and
is a composite of both subtests. It is the best estimate of an individual’s cu rrent gross motor
development. High scores indicate well developed locomotor and object control skills. Low
scores indicate weak locomotor and object control skills.
•See Appendix D to determine Age Equivalents (the values should be interpreted with caution.
womanizerEvaluation: Descriptive ratings are given for the Subtest Standard Scores and the Gross Motor Quotient (See Table 3.2). The percentiles can be determined by using Table C.1 in Appendix C. Summary:
Descriptive rating GMQ standard score Percentile score
Very Superior >130 99th
Superior 121-130 92-98th
Above Average 111-120 76-91st
Average 90-110 25-75th
Below average 80-89 10-24th
Poor 70-79 2-8th
Very poor <70 <1st
STRENGTHS:
•Test items are familiar activities and easy to explain
•Short time to administer (15-20 min.)
•Materials are commonly available in schools or child development centres and are inexpensive to purcha
•Detailed performance criteria increa reliability when scoring
•Each skill component is analyzed which can pinpoint areas in need of intervention
•Ur friendly illustrated guide for administration found in Appendix A
•Test items are a good composite of gross motor skills
LIMITATIONS:
•Needs a lot of room and a wall
•Test reliability – even at a coefficient of .95 there is still a 15% error built in.
•Need to be cautious about making a judgement solely on the test results as they do not tell the whole story of why a child performed at that level on that particular day in that situation.
There are other factors to consider such as poor motivation, inexperience, developmental
disability etc.
STANDARDIZATION:
The TGMD-2 was normed on a sample of 1,208 persons in 10 states in the U.S. The demographics of the sample were reprentative of the entire school age population of the U.S. (including
age,gender, region, race, rural vs. urban, parental education and disability).
VALIDITY:
The validity of a test refers to the degree to which theory and evidence support the stated aims of the test. The TGMD-2 has proven that it is reliable in three areas:
•Content-Description Validity- Three content experts judged unanimously that the specific gross motor skills lected were reprentative of the gross motor skills domain and are
frequently taught to this age group. Conventional item analysis using the item
discrimination index also determined that the items of the TGMD-2 were “good” in that
they satisfied the item discrimination and item difficulty criteria.
•Criterion-Prediction Validity- This would indicate the effectiveness of a test in predicting and individual’s performance in specific activities. A valid test would also correlate well
with other tests of similar abilities ( eg. gross motor development). The moderate to strong correlation between the TGMD-2 subtests and criterion variable (the Basic Motor
Generalizations subtest of the Comprehensive Scales of Student Abilities (CSSA)) support the criterion-prediction validity of the test.
adapter•Construct-Identification Validity- This relates to the degree to which the underlying traits of a test can be identified and the extent to which the traits reflect the theoretical model on which the test is bad. Five basic constructs thought to underlie the TGMD-2 were
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tested: Age differentiation, Group differentiation, Item validity, Subtest correlations, and
Factor analysis. Test results supported the TGMD-2’s construct-identification validity in
all 5 constructs. (See Chapter 6 for details)
RELIABILITY:
The study of a test’s reliability centres on estimating the amount of error associated with its scores. The error variance is reported in terms of a reliability coefficient which in order to be considered reliable should reach at least .70, preferably .90 or above.
Three sources of error variance were analyzed in relation to the TGMD-2 subtest and quotient scores; the were content sampling, time sampling, and interscorer differences.
•Content Sampling- measures homogeneity of the test items. The more items relate to each other the more reliable they are in testing a particular ability. All but one of the coefficients for the TGMD-2 subtests exceed .80 and the coefficients for the quotients reach or
exceed .87. Thus the TGMD-2 is found to be reliable across all demographic subgroups
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•Time Sampling- This looks at the extent to which a child’s performance is constant over time and is estimated using the test-retest method. The coefficients reach or exceed .88
which shows that the TGMD-2 scores are stable over time.
•Interscorer Differences- The TGMD-2 was found to have a coefficient of .98 for test scorer reliability.
In summary, the TGMD-2 evidences a high degree of reliability, posss little test error and can be ud with confidence.dolly
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