Reference : Motor tests for primary school aged children: A systematic review
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/37930
Motor tests for primary school aged children: A systematic review
English
[de] Motorische Tests für Grundschulkinder: Ein systematischer Überblick
Scheuer, Claude mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Herrmann, Christian mailto [University of Basel > Department of Sport, Movement and Health]
Bund, Andreas mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Jan-2019
Journal of Sports Sciences
Taylor & Francis
Yes (verified by ORBilu)
International
0264-0414
1466-447X
London
United Kingdom
[en] Motor assessment ; Physical education ; Primary school ; Pedagogical diagnosis ; Educational monitoring
[en] Motor testing in education has gained in relevance in light of recent developments in educational
systems (Köller & Baumert, 2012). The purpose of this systematic review was to identify studies using motor tests in primary school children aged 4 to 12 years and to synthetize information about the quality and application of the test instruments used. A systematic review of 910 records identified by a search of nine databases yielded 144 papers reporting motor testing in primary school age children,including 25 articles reporting on the quality of 20 test instruments. In the selected articles, tests grounded on the constructs of “motor abilities” and/or “motor skills” are the most frequent and are mostly used for monitoring purposes or for impact research. Tests based on the construct “motor competencies” have become popular only recently, being relevant for educational motor testing due to their curricular validity. The test instruments have been investigated towards their validity and reliability to different extents. However, for several test instruments factorial validity has not been established and more validation studies are needed to improve their psychometric quality especially if used in educational contexts.
Researchers ; Professionals ; Students ; General public
http://hdl.handle.net/10993/37930
10.1080/02640414.2018.1544535
https://doi.org/10.1080/02640414.2018.1544535

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