The Test of Gross Motor Development-3rd Edition: Uses, Administration, Scoring,& National and International Norms Dale A. Ulrich, PhD Director, Center for Physical Activity & Health in Pediatric Disabilities School of Kinesiology University of Michigan ulrichd@umich.edu

Test Structure Subtests and Skills-* reflects new skills A. Locomotor Subtest: 1. Run 2. Gallop 3. Hop 4. Skip* 5. H. Jump 6. Slide

B. Object Control Subtest: Two-Hand Strike of a Stationary Ball Forehand Strike of a Ball* One-Hand Stationary Dribble Two-Hand Catch Kick a Stationary Ball Overhand Throw Underhand Throw*

Test Uses Diagnostic evaluation to determine child’s eligibility for adapted physical education. National norms (Goal of 1300) children and International norms for ages 3-10 by gender. About 5% will have a disability. 2. Plan instruction based on the child’s strengths and weaknesses. Identify which skills need work and which criteria in the skill needs improvement. The exact % of norms who have a disability has not yet been determined. #2—see next slide

3. Monitor the child’s progress in acquiring gross motor behaviors. Test Uses 3. Monitor the child’s progress in acquiring gross motor behaviors. Requires reassessment over time Count the number of learned movements for each skill and within each subtest Determine the amount of change in the child’s norm score. Absolute change : child learned 9 new performance criteria. Relative change: 7th %ile to 12th %ile score Schools in the USA are now expecting all teachers to be able to document student achievement. We need to be prepared to do this in the physical education and adapted physical education program.

4. Research- Motor development, physical activity, and intervention studies involving children with and without disabilities. The TGMD-2 is frequently used in research as a measure of your dependent variable of gross motor development.

Test Administration You must learn to observe and analyze the specific performance criteria for all 13 skills. The 6 locomotor skills have 23 performance criteria. The 7 object control skills have 27 performance criteria. Use highly skilled children first and then use children that display movement errors. Establish a clear mental picture of what the performance criterion looks like. We will provide video based training tapes available on You Tube or a web page that you can access that have been scored.

Scoring the Kick Item Rapid continuous approach 2. An elongated stride before ball contact Nonkicking foot placed close 4. Kicks ball with instep on to the ball preferred foot

Test administration 2. Determine the child’s preferred hand and foot. 3.Provide 1 demonstration that includes all of the performance criteria. Who has to give the demonstration? 4. Give the child 1 practice trial to make sure they understand the task.

Scoring the Test Give the child 2 test trials and score all performance criteria on each trial. If the child displays the performance criterion correctly, score a “1” in the column for that trial. If they do not display the performance criterion correctly, score a “0”. Score both trials Calculate the performance criterion score by summing the two trials and place in the column labeled “score”. Do this for all performance criteria.

Scoring the Test 4. Calculate the skill score by summing the performance criteria scores and place in the cell labeled skill score 5. Calculate the locomotor and object control subtest scores by summing the 6 or 7 skill scores within each subtest. Place these scores on the first page of the score sheet under “raw score”.

Using the Norms Information Needed : Child’s age in years & months Gender Locomotor subtest score Object control subtest score Refer to norm tables I hope to have electronic web based scoring.

Converting the TGMD-3 for Use in Other Countries Contact a publishing company in your country who agrees to publish the test. Contact  Matt Newey at mnewey@proedinc.com to arrange for licensing and publishing rights in that country. Collect national norms in your country using your census data

General Scoring Notes *Directions for all items require you to first give the child a good demonstration of the skill which includes the performance criteria, give the child a practice trial, followed by 2 test trials. Score each performance criterion as 1= performs correctly as described or 0= performs incorrectly. ** Performance criteria scores are calculated by summing the score for trial 1 & trial 2 *** Skill scores are calculated by summing down across all of the performance criteria scores for each skill. See your score sheet in the conference proceedings book.

General Scoring Notes **** The total locomotor subtest score is calculated by summing the 6 locomotor skill scores. # The total object control subtest score is calculated by summing the 7 object control skill scores $ The total gross motor test score is calculated by summing the total locomotor and object control subtest scores.

Other Recommendations and Notes When testing any child, if you are unsure of whether the child performed a performance criterion correctly, do not guess. Administer another trial and just look at that performance criterion again and score it. When you have to guess, this is when your biases will occur.

Other Recommendations and Notes 2. It is recommended that when testing young children or children with a disability who appear to be distracted easily, to have them stand on a poly spot or other marker and tell them to stand on the marker to watch your demonstration. It is also helpful to use another poly spot or marker as the child’s starting position for the locomotor skills. Giving these children more structure during testing should be helpful. Show the poly spot.

Other Recommendations and Notes 3. Administer the items in any sequence to maximize the child’s motivation to perform. 4. We will be developing visual supports (pictures, video clips, task cards) for use with children with intellectual disabilities and autism. These will be available on a web site to access. This could be a good research question. Generally, children enjoy the object control skill items more than the locomotor items so use the object control items as a reinforcement for performing the locomotor items.

Reviewing the Skills and the Performance Criteria See score sheets in your conference package.

The Run item Arms move in opposition to legs with elbows bending Brief period where both feet are off the surface Narrow foot placement landing on heel or toes, not flat-footed Nonsupport leg bent about 90 degrees so foot is close to buttocks

The Gallop item Arms are bent and lifted to about waist level at takeoff. A step forward with lead foot followed with the trailing foot landing beside or a little behind the lead foot. Brief period where both feet come off the surface Maintains a rhythmic pattern for 4 consecutive gallops

The Hop item Non-hopping leg swings forward in pendular fashion to produce force. Foot on non-hopping leg remains behind hopping leg (does not cross in front of) Arms flex and swing forward to produce force. Hops 4 consecutive hops on preferred foot before stopping.

The Skip item A step forward followed by a hop on the same foot. Arms are flexed and move in opposition to legs to produce force. Completes 4 continuous rhythmical alternating skips.

The Horizontal Jump item Prior to take off both knees are flexed and arms are extended behind back. Arms extend forcefully forward and upward reaching above the head. Both feet come off the floor together and land together. Both arms are forced downward during landing.

The Slide item Body is turned sideways so shoulders remain aligned with the line on the floor. A step sideways with the lead foot followed by a slide with the trailing foot where both feet come off the surface 4 continuous slides to the preferred side 4 continuous slides to the non-preferred side.

The Two Hand Strike item Child’s preferred hand grips bat above non-preferred hand. Child’s non-preferred hip/shoulder faces in the direction of straight ahead. Hip & Shoulder rotate and de-rotate during swing. Steps toward ball with non-preferred foot. Hits ball straight ahead.

The Forehand Strike of a Ball Child takes a backswing with the paddle when ball is dropped. Steps toward the ball with the non-preferred foot. Strikes ball forward toward wall. Paddle follows through toward non-preferred shoulder.

The One Hand Stationary Dribble item Contacts ball with one hand at about waist level. Pushes ball with fingertips (not slapping at ball). Maintains control of the ball for 4 bounces without moving their feet to retrieve the ball.

The Two Hand Catch item Child’s hands are positioned in front of their body with the elbows flexed. Arms extend reaching for the ball as it arrives. Ball is caught by hands only.

Kick a Stationary Ball item Rapid continuous approach to the ball. Child takes an elongated stride or leap just prior to ball contact. Non-kicking foot placed close to the ball. Kicks ball with instep of preferred foot (not the toes).

The Overhand Throw item Windup is initiated with a downward movement of hand and arm. Rotates hip & shoulder to the point where the non-preferred side faces the wall. Steps with the foot opposite the throwing hand toward the wall. Throwing hand follows through after ball release across body toward the hip on the non-throwing side.

The Underhand Throw item Preferred hand swings down & back reaching behind the trunk. Steps forward with the foot opposite the throwing hand. Ball is tossed forward hitting the wall without a bounce. Hand follows through after ball release to about chest level.

Questions and Comments? in Children (6-12) There is a critical need to develop and test new motor skill/behavior tests for children. Please consider doing this scientific work. Questions and Comments? in Children (6-12) I always get questions from teachers on what is available for older children and children with CP.