The Test of Gross Motor Development (TGMD-2) is a widely accepted means of measuring gross motor functioning in children 3-10 years of age. Currently, researchers are exploring techniques for administering the TGMD-2 in a more consistent and practical manner. The purpose of this study was to examine the perceptions of two highly trained experts administering the TGMD-2 using traditional and multimedia methods of delivery. A secondary purpose of this study was to determine if administration time varies when incorporating traditional and multimedia methods of delivery.
Method:
The participants were two highly trained individuals with advanced degrees and more than 25 years combined experience administering the TGMD-2. The participant’s degrees, training, and research agendas focus on the design and implementation of movement programs and assessment of motor performance in preschool and school-age children. The two experts administered the TGMD-2 to 45 children ages 5-10 years (M=7.56, SD=1.73) using traditional (live) and multimedia (video) methods of delivery. All children completed the TGMD-2 using both methods of delivery. Following the 3-week administration period, in-depth individual interviews were conducted with both experts by the primary author. Length of administration time was noted for each assessment given to determine potential differences in administration time.
Analysis/Results:
Interview data were transcribed and coded using constant comparison and standard qualitative methods to produce emerging themes (Patton, 1990). Administrative time was recorded for each child and averaged according to traditional or multimedia delivery. Results from interviews generated the following themes: (1) Physical demands; (2) Demonstration quality, (3) Knowledge of results, (4) Social interactions, and (5) Administrative implications. Administration time was 8.07 ± 2.32 min (traditional) and 9.02 ± 4.33 min (multimedia).
Conclusions:
Overall the two experts preferred using multimedia as opposed to live delivery of the TGMD-2. However, some concerns were addressed regarding potential implications on motor performance of the children being assessed. Administration time was slightly longer for multimedia delivery than traditional delivery. Future research should explore children’s TGMD-2 delivery preferences, as well as performance results when using various methods of delivery.