1. TGMD-2 DATA ANALYSIS PEP 310 JAYNA ROWLAND, TAYLOR FRY, THOMAS TREADWAY

2. GOAL AND PURPOSE OF TGMD-2 To assess kindergarten student’s locomotor and object control skills Identify children who are significantly behind their peers Assess individual progress Evaluate successes in development Serve as an instrument in research

3. RATIONALE OF TGMD-2 TGMD-2: The Test of Gross Motor Development Specialized test that focuses on using standards to assess motor abilities in youth The TGMD-2 provides beneficial information regarding instructional planning, tracking individual student progress, evaluating the prosperity of the curriculum, and using it as an informative tool for research purposes. The test implements 12 gross motor skills divided into two subtests, locomotor and object control. Strengths: Test items are familiar and easy to explain, only need a short time to administer, materials are commonly available, and test items are a good composite of gross motor skills. Weaknesses: A large amount of space, test reliability, and judgment. Teachers need to be conscious that there is a 15% error even at a coefficient. Also, to avoid making judgments about students solely based on test results.

4. INSTRUCTION OF ASSESSMENT The TGMD-2 is a very detailed-specific assessment that requires attention, particular setup, time, and equipment. All of the tests have their own requirements such as equipment, space, and trials. The set-up process was very precise and took a good amount of time and organization. Each station consists of one of the twelve object control and locomotor tests. The class consisted of 20 kindergarten students. Students were paired up with a partner so that we, the assessors, had enough time to assess the whole class. Each station took roughly around 3-5 minutes to complete, and each set of partners rotated to the next station after their station was concluded. The whole assessment process lasted roughly about an hour. For each criteria within the skill, the child will either receive a “1” for demonstrating the appropriate cue or a “0” if they do not demonstrate the cue at all. Each individual skill score, within either locomotor or object control, is added up to find the total overall score for either subtest. A student’s biological age can then be compared to their developmental age regarding either locomotor or object control.

5. FINDINGS AND RESULTS CLASS AVERAGE FOR LOCOMOTOR SKILLS: Galloping: 6.9 Leaping: 4.05 Running: 6.5 Sliding: 6.4 Hopping: 5.25 Horizontal Jump: 6.2 Age Equivalent Group 1 vs. Group 2 Group 1: 5.48 years Group 2: 6.83 years CLASS AVERAGE FOR OBJECT CONTROL SKILLS: Kicking: 6.35 Underhand Roll: 2.95 Catching:3.75 Striking: 5.1 Overhand throw: 5.1 Dribbling: 6.1 Age Equivalent Group 1 vs. Group 2 Group 1: 4.98 years Group 2: 6.11 years

6. FINDINGS AND RESULTS CONTINUED Correlation between locomotor and object control skill scores: Weak : 0.01 Locomotor skills and object control skills are independent of one another, and therefore should be taught independently. Correlation between age equivalents of locomotor and object control: Weak : 0.04 The correlation is not significant, as the two separate age equivalents do not influence one another. The P(T<=t) two-tail score for object control skills was 0.03 97% probability. A two sample t-Test of locomotor skills resulted in a P(T<=t) two-tail score of 0.08 92% probability

8. CONCLUSION The students seemed to excel in activities such as overhand throw, dribbling, kicking, and striking. We would suggest incorporating games and activities that use a healthy mixture of both mastered skills and skills the students need to increase. This method may provide students with the gratitude of success while enhancing their weaker skill set. TGMD-2 results show that of the students tested, ability levels differ greatly between two particular groups. group 1 tested at a lower ability level for both locomotor and object control skills when compared to students identified as group 2 members. This shows that every student may have a lower ability for object control skills and a higher ability for locomotor skills. Not only does the TGMD-2 provide data to parents and teachers, but also is used as a guideline to show how they can better teach, guide, and influence their students and children to become better developed individuals.