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Using Process- and Product-oriented Measures to Evaluate Changes in Motor Skills across an Intervention

Palmer, Kara K. ; Stodden, David F. ; Ulrich, Dale A. ; Robinson, Leah E.

Measurement in physical education and exercise science, 2021, Vol.25 (3), p.273-282 [Periódico revisado por pares]

Philadelphia: Routledge

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  • Título:
    Using Process- and Product-oriented Measures to Evaluate Changes in Motor Skills across an Intervention
  • Autor: Palmer, Kara K. ; Stodden, David F. ; Ulrich, Dale A. ; Robinson, Leah E.
  • Assuntos: assessment ; Change ; Formative Evaluation ; head Start ; Intervention ; Measurement ; Measures (Individuals) ; Motor ability ; movement skills ; pediatrics ; Preschool Children ; Pretests Posttests ; Psychomotor Skills ; Skills ; Summative Evaluation
  • É parte de: Measurement in physical education and exercise science, 2021, Vol.25 (3), p.273-282
  • Notas: ObjectType-Article-1
    SourceType-Scholarly Journals-1
    ObjectType-Feature-2
    content type line 23
  • Descrição: The purpose of this study was to: (1) determine if process- and product-oriented measures similarly evaluate changes in motor skills across an intervention and (2) examine the relationship between preschoolers' motor skills when assessed using process-oriented and product-oriented measures before (pretest) and after (posttest) the intervention. Preschoolers (n = 65, M age  = 4.6 ± 0.42 years) completed both process- and product-oriented measures of six FMS - run, hop, jump, catch, throw, and kick, before and after a high-autonomy motor skill intervention. Aggregate total, locomotor, and ball skills, as well as each individual skill, were examined. Children demonstrated improvements in process-oriented (p < .01) skills, but only improved on the product hop, throw, and kick (p < .001) after the intervention. Children's ranks on process- and product-oriented measures were correlated at pretest (r s  = 0.28-0.72) and posttest (r s  = 0.39-0.68). Therefore, process- and product-oriented measures assess different aspects of motor competence and do not equally evaluate intervention efficacy.
  • Editor: Philadelphia: Routledge
  • Idioma: Inglês
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