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Motor competence assessment in young children: convergent validity

between the KTK and MOT 4-6 test batteries

Poster in Science & Sports · October 2014

DOI: 10.1016/j.scispo.2014.08.038

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[2] Spengler, et al. A cluster-analytic approach towards multidimen-
sional health-related behaviors in adolescents: the MoMo-Study.
BMC Public Health 2012;12.
http://dx.doi.org/10.1016/j.scispo.2014.08.035
P15
Gender stereotypes as a determinant
of participation in sports in childhood
C. Tuero 1,∗ , R. González-Boto 2 , J. Espartero 1 , B. Zapico 1
1 Faculty Physical Activity Sciences and Sport. University of León,
Spain
2 León City Council, Spain
∗ Corresponding author.
Introduction Even today, negative stereotypes and patterns of
inequality still exist that determine women’s participation in sports.
In the case of girls, adherence to the principle of equality in sports
during schooling gradually declines from preadolescence onwards.
The objective of this study was to analyse children’s participation
in municipal sports schools and determine whether it reflected the
gender stereotypes reported in the specialist literature [1—3].
Methods Using a qualitative approach, the specialist literature
was reviewed to identify traits associated with male sports activ-
ities (strength, stamina, more active, aggressive, risk) and female
sports activities (rhythm, expression, elasticity, flexibility, coordi-
nation). The sample consisted of children (n = 3506) participating in
the various sports activities offered by the Municipal Sports Schools
in the 2012/2013 season and aimed at children of both sexes aged
7—11 years. A descriptive statistical analysis was performed.
Results Overall participation in sports was higher among boys
(51.5%) than girls (48.5%). The highest rates of participation were
observed in activities associated with male traits (handball 72.6%,
futsal 91.3%, hockey 88.9%, Leon wrestling 57.9%, rugby 66.7%),
compared with those in which the female traits described in the
literature predominated (rhythmic and artistic gymnastics 98.8%
— 81.8%, volleyball 94.6%). However, the data also revealed that
female participation was higher in activities such as athletics and
basketball.
Conclusions From infancy, gender role socialisation and social
and cultural pressures inculcate socially acceptable gender prac-
tices. Coeducation and the involvement of various social agents
would enhance adherence to sport, especially among girls.
Keywords Sport in childhood; Participation; Gender stereotypes
Disclosure of interest The authors have not supplied their decla-
ration of conflict of interest.
References
[1] Blández, et al. Estereotipos de género, actividad física y escuela:
la perspectiva del alumnado. Profesorado. Revista de curriculum
y formación del profesorado 2007;11:2.
[2] Gil-Madrona, et al. Las niñas también quieren jugar: la par-
ticipación conjunta de niños y niñas en actividades físicas no
organizadas. Movimento 2014;20:1.
[3] Lleixá, González. Proyecto marco nacional de la actividad física y
el deporte en edad escolar. Presidencia del Gobierno. Ministerio
de Educación. Consejo Superior de Deportes; 2010.
http://dx.doi.org/10.1016/j.scispo.2014.08.036
P16
The socialisation process and gender
inequality in school sports
B. Zapico 1,∗ , C. Tuero 1 , J. Espartero 1 , R. González-Boto 2
1 Belgium
Faculty Physical Activity Sciences and Sport, University of León,
Spain
2 León City Council, Spain
∗ Corresponding author.
Poster sessions
Introduction Among the factors influencing school sports today,
one of the most important is the socialisation process, which
involves various social agents such as the family, school, peers,
etc., and continues to transmit a considerable number of stereo-
typed behaviours and attitudes that impede participant equality
and models of best practice with children [1,2].
Experience This analysis was based on a review of various theo-
retical and empirical perspectives reported in the literature, which
indicated that the process of socialisation in sports exerts a strong
influence on behavioral differences and the development of iden-
tity at this age (between 12 and 13 years). Moreover, in girls, this
process often leads to a conflict of roles between femininity and
participation in sport. Thus, sport seems to the maintenance of
inequality and gender stereotypes from the beginning of sports par-
ticipation. In fact, the cultural traits that are transmitted continue
to steer boys and girls towards sports that are associated more with
masculinity or femininity, respectively.
Critical analysis Sport is also a social agent that can be used as a
force for change in gender relations, if multisport activities are pro-
moted in which skills and abilities are developed according to the
person rather than to his or her sex. Action is also needed in the
immediate environment, so that socialisation in terms of role learn-
ing does not entail a disadvantage when choosing and participating
in sports.
Conclusions Multisports activities can propose the development
of several skills and abilities focusing on the person needs rather
than to his/her sex. If such activities are promoted, sports can
become a social agent that can be used as an agent for change in
gender relationships. To carry out a more equality peer socialization
is very important to act in the family and educational contexts.
Keywords Socialisation process; School sport; Gender inequality
Disclosure of interest The authors have not supplied their decla-
ration of conflict of interest.
References
[1] Ervilla R. Agentes socializadores, educación y deporte en edad
escolar. Granada: Ada Book; 2009.
[2] Molina G. Sociología del fenómeno deportivo. Claves para
prácticas responsables sociales y educativas. Madrid: Librerías-
Deportivas Esteban Sanz; 2013.
http://dx.doi.org/10.1016/j.scispo.2014.08.037
Posters — Children’s motor development and
assessment/Posters — Évaluation motrice et
développement moteur chez l’enfant
P17
Motor competence assessment in
young children: Convergent validity
between the KTK and MOT 4-6 test
batteries
F. Bardid 1,∗ , F. Huyben 2 , F. Deconinck 1 , J. Seghers 3 ,
K. De Martelaer 2 , M. Lenoir 1
1 Department of Movement and Sports Sciences, Ghent University,
Belgium
2 Department of Movement and Sports Training, Free University
Brussels, Belgium
3 Department of Kinesiology, Catholic University of Leuven,
∗ Corresponding author.
Introduction The development of motor competence in early
childhood substantially contributes to successful engagement in
 Poster sessions
sports and other physical activities. In view of the decreasing lev-
els of physical activity and motor skills in children over the past
decades, an appropriate assessment and monitoring of motor com-
petence in early childhood is invaluable, for both research and
practice [1]. The purpose of this study was to investigate the con-
vergent validity between two motor competence assessment tools:
the KörperkoordiantionsTest für Kinder (KTK) and the Motoriktest
fûr Vier- bis Sechsjährige Kinder (MOT 4-6).
Methods Five hundred and thirty 5- and 6-year-old children (277
♂ and 253 ♀; mean age = 5.95; SD = 0.57) were tested by practiced
assessors on the KTK and MOT 4-6 during the same day. From the
raw scores, a Motor Quotient was calculated based on normative
data of the KTK and MOT 4-6.
Results A Pearson correlation demonstrated a moderately strong
positive association between KTK Motor Quotient and MOT 4-6 Motor
Quotient (r = 0.605). Crosstabs showed a fair level of agreement
between the two tests (K = 0.313; P < 0.001).
Conclusion These findings provide some but limited evidence of
convergent validity between KTK and MOT 4-6. The explanation for
the lack of stronger associations probably lies in the different con-
cepts that are evaluated in each test battery. The implication of
this moderate level of agreement between KTK and MOT 4-6, is that
practitioners and/or clinicians should be aware of possible categori-
sation errors when using the KTK or MOT 4-6 test to detect motor
impairments.
Keywords Motor competence; Test battery; Validity
Disclosure of interest The authors have not supplied their decla-
ration of conflict of interest.
Reference
[1] Fransen, et al. Convergent and discriminant validity between
the KTK and BOT-2 short form testing batteries for motor com-
petence. Res Develop Disab 2014;35:1375—83.
http://dx.doi.org/10.1016/j.scispo.2014.08.038
P18
« Apprenti-moteur » : un programme
québécois de littératie physique de
niveau parascolaire
J. Beaulieu
A+ ACTION, Consultant en motricité et en pédagogie sportive,
Canada
Introduction Au Québec, les enfants d’âge préscolaire (mater-
nelle 5 ans) ont en moyenne 30 minutes d’éducation physique et à
la santé (ÉPS) par cycle. La balance du temps de stimulation motrice
est sous la responsabilité de la titulaire de classe et du service de
garde scolaire. Toutefois, la motricité globale est souvent délaissée
chez les intervenantes du préscolaire pour plusieurs raisons (forma-
tion, surprotection, environnement, culture de la motricité fine, jeu
libre, etc.). À notre connaissance, il n’existerait pas, actuellement
dans les écoles du Québec, de programme de littératie physique de
niveau parascolaire adapté pour les tout-petits.
Structure mise en place Pour pallier à ce manquement, la
firme A+ Action a développé le programme « Apprenti-moteur ».
Ce programme parascolaire développe la littératie physique par les
habiletés motrices fondamentales (courir, sauter, gambader, rouler,
botter, lancer, attraper, etc.). « Apprenti-moteur » est basé sur une
approche ludique qui cible 23 habiletés motrices fondamentales.
Ces habiletés sont réparties à travers 22 séances pour une moyenne
de 13 habiletés stimulées par séance. Le programme est divisé
en trois sessions pendant l’année scolaire à raison d’une séance
par semaine d’une durée de 50 minutes. Chaque séance est liée à
une thématique symbolique (pirates, cirque, conte classique, jeux
View publication stats
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olympiques, cow-boys, etc.). Toutes les activités font référence à
la thématique et comporte un défi motivant.
Analyse critique L’expérimentation a été réalisée auprès d’une
centaine d’enfants d’une même école. L’intérêt des parents
(inscriptions) et l’évolution motrice des enfants semblent confir-
mer l’efficacité du programme « Apprenti-moteur ». La direction de
l’école l’a même inscrit dans son plan de réussite scolaire. Cepen-
dant, la formation des animateurs est essentielle pour s’assurer du
succès d’un tel programme.
Conclusions Actuellement, des perspectives de développement
sont en cours pour implanter ce programme dans les écoles franco-
phones ayant des classes de préscolaire.
Mots clés Habiletés motrices fondamentales ; Programme
parascolaire
Déclaration d’intérêts L’auteur n’a pas transmis de déclarations
de conflits d’intérêts.
http://dx.doi.org/10.1016/j.scispo.2014.08.039
P19
Studies using the
körperkoordinationstest für (ktk): A
review
S. Iivonen ∗ , A. Sääkslahti , A. Laukkanen
University of Jyväskylä, Department of Sport Sciences, Finland
∗ Corresponding author.
Introduction When encouraging children to active lifestyle, a
suitable test for the gross motor coordination, specifically mas-
tering of fundamental motor skills, is of great use. To evaluate
and choose a suitable test for different purposes it is important
to know its usage in different settings. The Körperkoordinationstest
für Kinder (KTK) [1] is a test, which mainly focuses on gross motor
coordination of both normal and impaired children. The KTK is quite
simple and quick to administer, the same items cover all age groups
(5—15 years). This study aims to introduce the KTK’s usage on a basis
of literature review. Specifically, the aim is to extract information
on KTK’s pros, cons and suggestions to help evaluate its suitability
to different purposes.
Methods To gather articles reporting on the KTK we made a
systematic search from MEDLINE (ProQuest), PsycINFO (ProQuest),
SPORTDiscus with Full Text (EBSCO), PubMed (Medline) and Web of
Science - WoS. Inclusion criteria were:
— a search term existed in the title or abstract;
— the ‘‘KTK’’ did not refer something else than Körperkoordinations
test;
— published in English/German peer reviewed journal.
Results We identified 192 potential titles. After duplicates
removal 42 articles (13 German) satisfied the criteria. The articles,
published 1975—2013, reported 8 different designs taking place in
11 countries with 17—7175 participants (age range 5—26 years). The
articles fell into 6 categories according to purposes for which the
KTK was used in normal or special populations. The KTK’s use in
different settings, pros, cons, and suitability based on the authors’
judgments will be presented.
Conclusions Results will be scrutinized and some key points will
be formulated to generate critical discussion.
Keywords Motor coordination; Test; Review
Disclosure of interest The authors have not supplied their decla-
ration of conflict of interest.
Reference
[1] Kiphard EJ, Schilling F. Körperkoordinationstest für Kinder KTK.
Weinheim: Beltz; 1974.
http://dx.doi.org/10.1016/j.scispo.2014.08.040