Using Rasch measurement to investigate the construct of motor competence in preschool children

Till Utesch, Farid Bardid, Floris Huyben, Bernd Strauss, Maike Tietjens, Kristine De Martelaer, Jan Seghers, Matthieu Lenoir

Research output: Contribution to journalConference Contribution

Abstract

Introduction: One of the most sensitive developmental periods is preschool age, where motor assessments help to describe motor development. The purpose of this study was to investigate the construct of motor competence, which is defined as the ability that underlies the performance of a wide variety of motor skills (Haga, Pedersen, & Sigmundsson, 2008). In motor tests, a composite score, built out of different motor skills (Burton & Rodgerson, 2001), often indicates this construct.
Methods: Using the MOT 4-6 (Zimmer & Volkamer, 1987), data were collected in 1467 children (aged 3-6 years) in Flanders, Belgium. The MOT 4-6 is a frequently used test assessment in preschool and consists of 17 items (3-level categories).
Results: Detailed analyses using the Partial Credit Model and mixed Rasch model revealed a one-dimensional structure (CR = 1.964, pCR = .06; P-χ² = -.227, pP-χ² = .24). Due to unordered threshold parameters, 5 items were excluded. These items have the same scoring system counting zero, one or more successful trials, which deviates from the other items. The remaining items attain the requirements of objective measurement provided by Rasch measurement and therefore can be accumulated to one composite score.
Conclusion: The study shows item and person homogeneity within a validated composite score for the MOT 4-6, using 12 instead of 17 MOT 4-6 items. Thus, it provides evidence in terms of a single latent construct (i. e. motor competence), that underlies the performance of motor skills in preschool children. Furthermore, it shows that some scoring systems are less suitable in motor competence assessment.

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Motor Skills
Preschool Children
Mental Competency
Aptitude
Belgium

Keywords

  • motor development
  • preschool children
  • motor competence
  • motor skills

Cite this

Utesch, Till ; Bardid, Farid ; Huyben, Floris ; Strauss, Bernd ; Tietjens, Maike ; De Martelaer, Kristine ; Seghers, Jan ; Lenoir, Matthieu. / Using Rasch measurement to investigate the construct of motor competence in preschool children. In: Journal of Sport and Exercise Psychology. 2015 ; Vol. 37, No. suppl. pp. S23-S23.
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abstract = "Introduction: One of the most sensitive developmental periods is preschool age, where motor assessments help to describe motor development. The purpose of this study was to investigate the construct of motor competence, which is defined as the ability that underlies the performance of a wide variety of motor skills (Haga, Pedersen, & Sigmundsson, 2008). In motor tests, a composite score, built out of different motor skills (Burton & Rodgerson, 2001), often indicates this construct. Methods: Using the MOT 4-6 (Zimmer & Volkamer, 1987), data were collected in 1467 children (aged 3-6 years) in Flanders, Belgium. The MOT 4-6 is a frequently used test assessment in preschool and consists of 17 items (3-level categories). Results: Detailed analyses using the Partial Credit Model and mixed Rasch model revealed a one-dimensional structure (CR = 1.964, pCR = .06; P-χ² = -.227, pP-χ² = .24). Due to unordered threshold parameters, 5 items were excluded. These items have the same scoring system counting zero, one or more successful trials, which deviates from the other items. The remaining items attain the requirements of objective measurement provided by Rasch measurement and therefore can be accumulated to one composite score. Conclusion: The study shows item and person homogeneity within a validated composite score for the MOT 4-6, using 12 instead of 17 MOT 4-6 items. Thus, it provides evidence in terms of a single latent construct (i. e. motor competence), that underlies the performance of motor skills in preschool children. Furthermore, it shows that some scoring systems are less suitable in motor competence assessment.",
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author = "Till Utesch and Farid Bardid and Floris Huyben and Bernd Strauss and Maike Tietjens and {De Martelaer}, Kristine and Jan Seghers and Matthieu Lenoir",
note = "This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Sport and Exercise Psychology, June 2015, available online: https://doi.org/10.1123/jsep.37.3.S1.S1",
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Utesch, T, Bardid, F, Huyben, F, Strauss, B, Tietjens, M, De Martelaer, K, Seghers, J & Lenoir, M 2015, 'Using Rasch measurement to investigate the construct of motor competence in preschool children' Journal of Sport and Exercise Psychology, vol. 37, no. suppl., pp. S23-S23. https://doi.org/10.1123/jsep.37.3.S1.S1

Using Rasch measurement to investigate the construct of motor competence in preschool children. / Utesch, Till; Bardid, Farid; Huyben, Floris; Strauss, Bernd; Tietjens, Maike; De Martelaer, Kristine; Seghers, Jan; Lenoir, Matthieu.

In: Journal of Sport and Exercise Psychology, Vol. 37, No. suppl., 30.06.2015, p. S23-S23.

Research output: Contribution to journalConference Contribution

TY - JOUR

T1 - Using Rasch measurement to investigate the construct of motor competence in preschool children

AU - Utesch, Till

AU - Bardid, Farid

AU - Huyben, Floris

AU - Strauss, Bernd

AU - Tietjens, Maike

AU - De Martelaer, Kristine

AU - Seghers, Jan

AU - Lenoir, Matthieu

N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Sport and Exercise Psychology, June 2015, available online: https://doi.org/10.1123/jsep.37.3.S1.S1

PY - 2015/6/30

Y1 - 2015/6/30

N2 - Introduction: One of the most sensitive developmental periods is preschool age, where motor assessments help to describe motor development. The purpose of this study was to investigate the construct of motor competence, which is defined as the ability that underlies the performance of a wide variety of motor skills (Haga, Pedersen, & Sigmundsson, 2008). In motor tests, a composite score, built out of different motor skills (Burton & Rodgerson, 2001), often indicates this construct. Methods: Using the MOT 4-6 (Zimmer & Volkamer, 1987), data were collected in 1467 children (aged 3-6 years) in Flanders, Belgium. The MOT 4-6 is a frequently used test assessment in preschool and consists of 17 items (3-level categories). Results: Detailed analyses using the Partial Credit Model and mixed Rasch model revealed a one-dimensional structure (CR = 1.964, pCR = .06; P-χ² = -.227, pP-χ² = .24). Due to unordered threshold parameters, 5 items were excluded. These items have the same scoring system counting zero, one or more successful trials, which deviates from the other items. The remaining items attain the requirements of objective measurement provided by Rasch measurement and therefore can be accumulated to one composite score. Conclusion: The study shows item and person homogeneity within a validated composite score for the MOT 4-6, using 12 instead of 17 MOT 4-6 items. Thus, it provides evidence in terms of a single latent construct (i. e. motor competence), that underlies the performance of motor skills in preschool children. Furthermore, it shows that some scoring systems are less suitable in motor competence assessment.

AB - Introduction: One of the most sensitive developmental periods is preschool age, where motor assessments help to describe motor development. The purpose of this study was to investigate the construct of motor competence, which is defined as the ability that underlies the performance of a wide variety of motor skills (Haga, Pedersen, & Sigmundsson, 2008). In motor tests, a composite score, built out of different motor skills (Burton & Rodgerson, 2001), often indicates this construct. Methods: Using the MOT 4-6 (Zimmer & Volkamer, 1987), data were collected in 1467 children (aged 3-6 years) in Flanders, Belgium. The MOT 4-6 is a frequently used test assessment in preschool and consists of 17 items (3-level categories). Results: Detailed analyses using the Partial Credit Model and mixed Rasch model revealed a one-dimensional structure (CR = 1.964, pCR = .06; P-χ² = -.227, pP-χ² = .24). Due to unordered threshold parameters, 5 items were excluded. These items have the same scoring system counting zero, one or more successful trials, which deviates from the other items. The remaining items attain the requirements of objective measurement provided by Rasch measurement and therefore can be accumulated to one composite score. Conclusion: The study shows item and person homogeneity within a validated composite score for the MOT 4-6, using 12 instead of 17 MOT 4-6 items. Thus, it provides evidence in terms of a single latent construct (i. e. motor competence), that underlies the performance of motor skills in preschool children. Furthermore, it shows that some scoring systems are less suitable in motor competence assessment.

KW - motor development

KW - preschool children

KW - motor competence

KW - motor skills

U2 - 10.1123/jsep.37.3.S1.S1

DO - 10.1123/jsep.37.3.S1.S1

M3 - Conference Contribution

VL - 37

SP - S23-S23

JO - Journal of Sport and Exercise Psychology

T2 - Journal of Sport and Exercise Psychology

JF - Journal of Sport and Exercise Psychology

SN - 0895-2779

IS - suppl.

ER -