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A Dynamic Assessment of Children's Physical Competence: The Dragon Challenge.

ABSTRACT: PURPOSE:The first aim was to develop a dynamic measure of physical competence that requires a participant to demonstrate fundamental, combined and complex movement skills, and assessors to score both processes and products (Dragon Challenge [DC]). The second aim was to assess the psychometric properties of the DC in 10- to 14-yr-old children. METHODS:The first phase involved the development of the DC, including the review process that established face and content validity. The second phase used DC surveillance data (n = 4355; 10-12 yr) to investigate construct validity. In the final phase, a convenience sample (n = 50; 10-14 yr) performed the DC twice (1-wk interval), the Test of Gross Motor Development-2 (TGMD-2), and the Stability Skills Assessment (SSA). These data were used to investigate concurrent validity, and test-retest, interrater and intrarater reliabilities. RESULTS:In support of construct validity, boys (P < 0.001) and secondary school children (P < 0.001) obtained higher DC total scores than girls and primary school children, respectively. A principal component analysis revealed a nine-component solution, with the three criteria scores for each individual DC task loading onto their own distinct component. This nine-factor structure was confirmed using a confirmatory factor analysis. Results for concurrent validity showed that there was a high positive correlation between DC total score and TGMD-2 and SSA overall score (r(43) = 0.86, P < 0.001). DC total score showed good test-retest reliability (intraclass correlation coefficient = 0.80; 95% confidence interval, 0.63, 0.90; P < 0.001). Interrater and intrarater reliabilities on all comparison levels was good (all intraclass correlation coefficients > 0.85). CONCLUSION:The DC is a valid and reliable tool to measure elements of physical competence in children age 10 to 14 yr.

SUBMITTER: Tyler R

PROVIDER: S-EPMC6282672 | biostudies-other | 2018 Dec

REPOSITORIES: biostudies-other

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A Dynamic Assessment of Children's Physical Competence: The Dragon Challenge.

Tyler Richard R Foweather Lawrence L Mackintosh Kelly A KA Stratton Gareth G

Medicine and science in sports and exercise 20181201 12

<h4>Purpose</h4>The first aim was to develop a dynamic measure of physical competence that requires a participant to demonstrate fundamental, combined and complex movement skills, and assessors to score both processes and products (Dragon Challenge [DC]). The second aim was to assess the psychometric properties of the DC in 10- to 14-yr-old children.<h4>Methods</h4>The first phase involved the development of the DC, including the review process that established face and content validity. The sec ...[more]

PMID: 30067588

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Project description:BackgroundRegular participation in physical activity (PA) benefits children's health and well-being and protects against the development of unhealthy body weight. A key factor in children's PA participation is their motor competence (MC). The comprehensive school physical activity program (CSPAP) framework offers a way to classify existing PA interventions that have included children's MC development and understand the potential avenues for supporting children's MC. However, there have been no systematic reviews or meta-analyses of PA interventions and their effects on the MC of elementary school children (aged 5-12 years) from a CSPAP perspective.MethodsThis study was conducted in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement. We searched seven electronic databases (PubMed/Medline, Embase, ERIC, SPORTDiscus, CINAHL, Web of Science, and PsycINFO) for articles on 29 November 2021. The CSPAP framework was used to categorize the different intervention approaches. This review was registered with PROSPERO (CRD42020179866).ResultsTwenty-seven studies were included in the review, and twenty-six studies were included in the meta-analysis. A wide range of PA intervention approaches (e.g., single component or multicomponent) within the context of the CSPAP framework appear to be promising pathways in enhancing children's MC. The results of the aggregate meta-analysis presented that effect sizes for the development of MC from pre-and post- intervention ranged from moderate to large (Hedges' g = 0.41-0.79). The analysis revealed that the predicted moderators, including study length, delivery agent, and study design, did not result in statistically significant moderate variations in MC outcomes. There was, however, considerable heterogeneity in study design, instruments, and study context, and studies were implemented in over 11 countries across diverse settings.ConclusionsThis study uniquely contributes to the literature through its primary focus on the effectiveness of PA interventions on elementary children's MC. This review emphasizes the importance of customizing CSPAP to fit the specific characteristics of each school setting, including its environmental, demographic, and resource attributes. The effectiveness of CSPAP, particularly its physical education (PE) component, is significantly enhanced when these programs are adapted to address the unique needs of each school. This adaptation can be effectively achieved through targeted professional teacher training, ensuring that PE programs are not only contextually relevant but also optimized for maximum impact in diverse educational environments. Researchers and practitioners should pursue how to effectively translate the evidence into practice to better conceptualize CSPAPs designed for children's MC development.

Project description:BackgroundAge grouping by the imposition of a cut-off date, common in sports and education, promotes a relative age difference that is associated with developmental advantages for children who are born on the "early side" of the cut-off date and disadvantages to those born later in the same year, which is known as the relative age effect (RAE) bias. Acquiring an adequate level of physical literacy is important for children to remain active for life. The Canadian Assessment of Physical Literacy (CAPL) is an assessment protocol that encompasses measures in the domains of children's Daily Behaviours, Physical Competence, Motivation and Confidence, and Knowledge and Understanding. The purpose of this study was to ascertain whether the CAPL scores were susceptible to the RAE, which could affect our interpretation of the CAPL findings.MethodsThis cross-sectional study examined if scores obtained in the CAPL (i.e., the four domains individually and the total CAPL score) were susceptible to the RAE in children aged 8 to 12 years and, if so, which physical competence assessments (movement skills, cardiorespiratory, strength, muscular endurance, flexibility, and body composition measurements) were more susceptible. Participants (n = 8233, 49.8% boys) from the Royal Bank of Canada-CAPL Learn to Play project from 11 sites in seven Canadian provinces were tested using the CAPL protocol.ResultsAmong boys and girls, the RAE was significantly associated with two and three of the four domain scores, respectively, after controlling for covariates. However, effect sizes were negligible for the comparisons between quarters of the year and physical literacy domains and overall scores. For the main effect of the relative age, boys and girls born in the first three months of the year were taller (F(3, 4074) = 57.0, p < 0.001, ƒ2 = 0.04 and F(3, 4107) = 58.4, p < 0.001, ƒ2 = 0.04, respectively) and demonstrated greater muscular strength (F(3, 4037) = 29.2, p < 0.001, ƒ2 = 0.02 and F(3, 4077) = 25.1, p < 0.001, ƒ2 = 0.02, respectively) compared with those born later in the same year.ConclusionsCollectively, our results suggest that the RAE bias is mainly negligible with regard to the domain scores and overall CAPL scores in this large sample of children.

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A Dynamic Assessment of Children's Physical Competence: The Dragon Challenge.

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A Dynamic Assessment of Children's Physical Competence: The Dragon Challenge.

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