Psychometric Properties of the Test of Gross Motor Development-3 for Children With Visual Impairments

被引：30

作者：

Brian, Ali ^{[1
]}

Taunton, Sally ^{[1
]}

Lieberman, Lauren J. ^{[2
]}

Haibach-Beach, Pamela ^{[3
]}

Foley, John ^{[4
]}

Santarossa, Sara ^{[5
]}

机构：

[1] Univ South Carolina, Dept Phys Educ, Columbia, SC 29208 USA

[2] SUNY Coll Brockport, Dept Kinesiol Sport Studies & Phys Educ, Brockport, NY 14420 USA

[3] SUNY Coll Brockport, Dept Phys Educ, Brockport, NY 14420 USA

[4] SUNY Coll Cortland, Dept Phys Educ, Cortland, NY USA

[5] Univ Windsor, Dept Kinesiol, Windsor, ON, Canada

来源：

ADAPTED PHYSICAL ACTIVITY QUARTERLY | 2018年 / 35卷 / 02期

关键词：

assessment; blindness; disability; fundamental motor skills; SCHOOL-AGE-CHILDREN; SKILL PERFORMANCE; PHYSICAL-ACTIVITY; INDIVIDUALS; PROFICIENCY; ADOLESCENTS; COMPETENCE; MOVEMENT; ALPHA;

D O I：

10.1123/apaq.2017-0061

中图分类号：

R49 [康复医学];

学科分类号：

100215 ;

摘要：

Results of the Test of Gross Motor Development-2 (TGMD-2) consistently show acceptable validity and reliability for children/adolescents who are sighted and those who have visual impairments. Results of the Test of Gross Motor Development-3 (TGMD-3) are often valid and reliable for children who are sighted, but its psychometric properties are unknown for children with visual impairments. Participants (N = 66; M-age = 12.93, SD = 2.40) with visual impairments completed the TGMD-2 and TGMD-3. The TGMD-3 results from this sample revealed high internal consistency (omega =.89-.5), strong interrater reliability (ICC =.91-.92), convergence with the TGMD-2 (r =.96), and good model fit, chi(2)(63) = 80.10, p =.072, chi(2)/df ratio = 1.27, RMSEA = .06, CFI =.97. Researchers and practitioners can use the TGMD-3 to assess the motor skill performance for children/adolescents with visual impairments and most likely produce results that are valid and reliable.

引用

页码：145 / 158

页数：14

共 37 条

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American Educational Research Association (AERA) American Psychological Association (APA) National Council on Measurement in Education (NCME), 2014, Standards for educational and psychological testing, DOI DOI 10.1037/14855-004

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