Tests & Measures: A Resource for Pediatric Physical Therapy Practitioners

Test of Gross Motor Development – 2 (TGMD-2)

All information from the previous post is current except for development of the 3^rd edition of the test (TGMD-3). The information provided below is in reference to the 3^rd edition of the test.

Descriptive Information

1. Title, Edition, Dates of Publication and Revision
   • The TGMD-2 has been revised recently and is currently finalizing the normative data. Publication of the TGMD-3 is expected to occur soon.
   • Development is occurring at the University of Michigan.
     Address: 1402 Washington Heights Ann Arbor, MI, 48109.
2. Author (s)
   • Dale Ulrich with assistance from Dr. Kip Webster.
3. Purpose
   • The TGMD-3 uses direct observation to assess 13 different fundamental motor skills of children ages 3-10. These motor skills can be divided into 2 basic groups: locomotor and ball skills.
4. Type of Test (eg, screening, evaluative; interview, observation, checklist or inventory)
   • The TGMD-3 is a screening tool that uses direct observation to assess motor skills.
5. Target Population and Ages
   • Children ages 3-10.9 years old.
6. Time Requirements – Administration and Scoring
   • No time requirements specified for the 3^rd
   • TGMD-2 takes 15-20 minutes.

Test Administration

1. Administration
   • No new information provided since the 2^nd edition post.
2. Scoring
   • The child completes 1 practice round and 2 formal trials where scoring is only administered from the 2 formal trials.
   • Each skill is rated as a 0 or a 1.
   • 0 = the criterion was not performed, and 1 = the criterion was performed.
   • Each skill is evaluated based on 3-5 different performance criteria.
3. Type of information, resulting from testing (e.g. standard scores, percentile ranks)
   • TGMD-3 is currently undergoing research for normative data.
4. Environment for Testing
   • No new information provided since the 2^nd edition post.
5. Equipment and Materials Needed
   • The TGMD-3 provides a list of recommended equipment to use, but states that most facilities can find pre-existing equipment to use for the skill assessment.
   • Recommended equipment includes: 8 1/2” ball, ball paddles, wiffle ball, rubber batting tee, rubber basketball, tennis ball, soccer ball, cones, and a plastic bat.
   • Optional equipment includes: Bead bags and 9” spot markers.
6. Examiner Qualifications
   • No new information provided since the 2^nd edition post.
7. Psychometric Characteristics
   • 3^rd edition still undergoing testing for normative data.

Summary Comments

1. Strengths
   • Equipment required is easily available in most school or clinical settings.
   • Specifics tasks assessed are familiar.
   • Multiple performance criteria are used to assess performance.
2. Weaknesses
   • Space requirement is large.
   • Limited research on latest edition. Normative testing still underway.
   • Scores do not identify the reason the child cannot perform specific skill. (Motivation level, inexperience with task, etc.)
3. Clinical Applications
   • No new information provided since the 2^nd edition post.

References

1. https://sites.google.com/a/umich.edu/tgmd-3/home
2. http://webcache.googleusercontent.com/search?q=cache:HbgBzbHjiYkJ:www.therapybc.ca/eLibrary/docs/Resources/TGMD-2%2520Assessment%2520Review.doc+&cd=3&hl=en&ct=clnk&gl=us
3. http://www.cdc.gov/nchs/data/nnyfs/TGMD.pdf

Article Summary

Barnett LM, Minto C, Lander N, Hardy LL. Interrater reliability assessment using the Test of Gross Motor Development-2. J Sci Med Sport. 2014;17(6):667-70.

The purpose of this article was to identify the interrater reliability of 6 different individual object control skills on the Test of Gross Motor Development-2 (TGMD-2). For the study a total of 37 children ages 4-8 were assessed separately by 2 raters who were experienced in the assessment of movement skills. Before each skill the child was provided a demonstration of correct technique and then asked to perform the skill twice. No specific feedback was provided to the child based on the skill performance. For each trail the child was scored as a 1 for correctly performing the criterion or a 0 for not performing correctly. The interrater reliability was determined based on the rater’s ability to agree on 3 things: 1. the raw total for each skill, 2. each skill performance, and 3. the 24 skill components of the 6 tasks.

For the each overall object control subset an intraclass correlation (ICC) was used to assess repeatability. Overall the ICC was excellent for all skills with an average of total object control at an ICC of 0.93. The catch demonstrated with lowest score with good reliability at an ICC of 0.71. When examining the single performance criteria for each skill a kappa statistic was used to determine agreement, with a score >0.6 meaning substantial agreement.  While a majority of the individual performance criterion were scored with substantial agreement, 5 of the 24 performance criteria had at least one trial rated as fair agreement, and another 6 were rated as moderate agreement. While excellent overall interrater reliability exists for the TGMD-2 it is important to note that some object control skills are more difficult to assess, and caution should be used when providing children feedback for specific component corrections.

*Article chosen references the 2^nd edition of the test since research for normative values on the 3^rd edition are still being conducted.