Fundamental Stability Skills: Reliability Analysis Using the Alfamov Assessment Tool
Abstract
:1. Introduction
2. Materials and Methods
2.1. Participants and Study Design
2.2. Raters
2.3. Instruments—Alfamov
- (1)
- Didactic Section: Providing comprehensive information on the FMS, their potential significance, detailed insights into each skill, and a demonstration video illustrating the correct execution of each skill.
- (2)
- FMS Assessment Section: This segment allows for real-time assessments (capturing a child performing the skill) or deferred evaluations (choosing a previously recorded video from the device’s gallery).
2.4. Procedure
2.5. Statistical Analyses
3. Results
3.1. Intrarater Reliability
3.2. Interrater Reliability
3.3. Test–Retest Reliability
4. Discussion
Limitations
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Material Procedure/Instruction | Performance Criteria [Consensus] | Maximum Score [T1 + T2] | |
---|---|---|---|
Static balance 1 | -- Maintaining balance on one leg for as long as possible. | 1. Support leg still, foot flat on the ground. | 10 |
2. Non-support leg bent, not touching the support leg. [If it is touched on one occasion, it is scored 0.] | |||
3. Eyes focused forward. | |||
4. Head and trunk stable and upright. | |||
5. Arms extended without excessive movement. | |||
Line or beam walk 2 | A line of 5 m drawn on the ground. Walk slowly along the line, ensuring both feet remain on it. | 1. Walks fluidly without pauses. | 8 |
2. Keeps both feet on the beam or line with toes facing the front. [The foot must be in line with the line. If the heel touches, but the toe does not, it is 0. If the foot is parallel to the line, but not completely on the line, 1.] | |||
3. Head and trunk stable and facing the front. | |||
4. Uses arms when necessary to maintain balance. [Both arms separate from the trunk. It is not necessary to swing them. If the arms are stuck together, or in the pockets, 0 is scored.] | |||
Forward roll 2 | Two mats Perform a forward roll, making sure rolling over the shoulders. | 1. Squatting position with knees between arms. | 12 |
2. Chin approaches the chest. [The chin need not touch. The back curves to initiate the roll, and the neck flexes to maintain the curvature of the back.] | |||
3. Hands on ground, shoulder width support. [If the alignment is not consistent with the shoulders, assign a score of 0.] | |||
4. Both legs extend equally to push off the ground. | |||
5. Roll onto back of head and shoulders. | |||
6. Returns to initial squatting position. | |||
Backward roll 3 | Two mats From a seated position in the center of the mat with the soles of the feet in contact with the ground, perform a backward roll, rolling over the shoulders. | 1. Able to pass through a seated tuck position; legs should be pulled in tight to chest. | 8 |
2. Roll backwards onto nape of neck and shoulders keeping legs pulled into the body at all times. [Criteria 2 is scored as 0 if the rock is not completed.] | |||
3. Rock back to seated position. [Criteria 3 is scored as 0 if the rock is not completed.] | |||
4. Drives up to standing position without placing hands on the floor at any stage. [Criteria 2 is scored as 0 if the rock is not completed.] | |||
Roll 3 | Two mats Roll to the side with the arms and legs stretched out, slightly elevated from the ground. | 1. Rolls with the body straight along the mat; the child’s path does not deviate to the left or right. | 10 |
2. Arms are extended above the head throughout the roll. [A full extension is not necessary.] | |||
3. Legs are extended throughout the roll with toes pointing. [Legs extended and instep extended. If the ankle is flexed, a score of 0 is given.] | |||
4. Hands and feet do not touch the ground. | |||
5. Able to demonstrate four complete and consecutive rotations. |
Static Balance | Forward Roll a | Backward Roll b | Roll | Beam Walk | Stability | ||
---|---|---|---|---|---|---|---|
Rater A | Assessment 1 | 6.9 (6.4–7.4) | 6.5 (5.8–7.2) | 3.2 (2.6–3.7) | 3.8 (3.4–4.2) | 5.3 (4.8–5.7) | 25.6 (24.2–27.1) |
Assessment 2 | 6.8 (6.4–7.3) | 7.0 (6.3–7.6) | 3.5 (3.0–4.0) | 3.9 (3.6–4.3) | 5.1 (4.7–5.4) | 26.3 (25.0–27.6) | |
ICC c | 0.831 (0.751–0.887) | 0.892 (0.803–0.937) | 0.898 (0.814–0.941) | 0.747 (0.635–0.828) | 0.740 (0.627–0.823) | 0.902 (0.845–0.937) | |
Rater C | Assessment 1 | 6.4 (5.6–7.1) | 5.7 (4.9–6.5) | 3.8 (3.2–4.3) | 4.1 (3.6–4.6) | 5.2 (4.8–5.7) | 25.1 (23.4–26.7) |
Assessment 2 | 6.2 (5.5–6.9) | 6.0 (5.2–6.8) | 4.1 (3.6–4.5) | 4.2 (3.6–4.7) | 5.2 (4.8–5.6) | 25.6 (24.0–27.2) | |
ICC c | 0.957 (0.935–0.972) | 0.927 (0.876–0.956) | 0.880 (0.797–0.929) | 0.846 (0.772–0.898) | 0.802 (0.710–0.867) | 0.949 (0.919–0.967) |
Static Balance | Forward Roll a | Backward Roll b | Roll | Beam Walk | Stability | |
---|---|---|---|---|---|---|
Rater A | 6.9 (6.4–7.4) | 6.5 (5.8–7.2) | 3.2 (2.6–3.7) | 3.8 (3.4–4.2) | 5.3 (4.8–5.7) | 25.6 (24.2–27.1) |
Rater B | 7.2 (6.7–7.8) | 7.8 (7.1–8.5) | 2.9 (2.5–3.3) | 5.0 (4.5–5.5) | 6.9 (6.4–7.3) | 29.7 (28.2–31.3) |
Rater C | 6.4 (5.6–7.1) | 5.7 (4.9–6.5) | 3.8 (3.2–4.3) | 4.1 (3.6–4.6) | 5.2 (4.8–5.7) | 25.1 (23.4–26.7) |
Rater D | 6.4 (5.8–7.1) | 7.5 (6.7–8.2) | 4.9 (4.4–5.5) | 3.2 (2.8–3.6) | 5.1 (4.6–5.6) | 27.1 (25.6–28.6) |
ICC c | 0.881 (0.833–0.918) | 0.923 (0.889–0.948) | 0.883 (0.826–0.925) | 0.865 (0.811–0.907) | 0.880 (0.832–0.917) | 0.933 (0.907–0.954) |
Static Balance | Forward Roll a | Backward Roll b | Roll | Beam Walk | Stability | ||
---|---|---|---|---|---|---|---|
Rater B | Assessment 1 | 7.2 (6.7–7.8) | 7.8 (7.1–8.5) | 2.9 (2.5–3.3) | 5.0 (4.5–5.5) | 6.9 (6.4–7.3) | 29.7 (28.2–31.3) |
Assessment 2 | 8.2 (7.7–8.6) | 8.3 (7.7–9.0) | 3.0 (2.5–3.5) | 5.9 (5.3–6.5) | 7.3 (7.0–7.6) | 32.6 (31.0–34.3) | |
ICC c | 0.443 (0.155–0.635) | 0.841 (0.740–0.902) | 0.799 (0.665–0.879) | 0.585 (0.351–0.733) | 0.362 (0.028–0.583) | 0.809 (0.667–0.885) | |
Rater C | Assessment 1 | 6.4 (5.6–7.1) | 5.7 (4.9–6.5) | 3.8 (3.2–4.3) | 4.1 (3.6–4.6) | 5.2 (4.8–5.7) | 25.1 (23.4–26.7) |
Assessment 2 | 6.6 (5.9–7.4) | 6.7 (6.0–7.5) | 3.7 (3.3–4.1) | 5.6 (5.0–6.1) | 5.8 (5.4–6.2) | 28.4 (26.6–30.3) | |
ICC c | 0.516 (0.252–0.687) | 0.780 (0.630–0.866) | 0.747 (0.576–0.849) | 0.551 (0.208–0.734) | 0.473 (0.197–0.656) | 0.809 (0.629–0.892) |
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Santos-Miranda, E.; Carballo-Fazanes, A.; Rey, E.; Piñeiro-García-Tuñón, I.; Abelairas-Gómez, C. Fundamental Stability Skills: Reliability Analysis Using the Alfamov Assessment Tool. Children 2024, 11, 583. https://doi.org/10.3390/children11050583
Santos-Miranda E, Carballo-Fazanes A, Rey E, Piñeiro-García-Tuñón I, Abelairas-Gómez C. Fundamental Stability Skills: Reliability Analysis Using the Alfamov Assessment Tool. Children. 2024; 11(5):583. https://doi.org/10.3390/children11050583
Chicago/Turabian StyleSantos-Miranda, Eva, Aida Carballo-Fazanes, Ezequiel Rey, Inés Piñeiro-García-Tuñón, and Cristian Abelairas-Gómez. 2024. "Fundamental Stability Skills: Reliability Analysis Using the Alfamov Assessment Tool" Children 11, no. 5: 583. https://doi.org/10.3390/children11050583
APA StyleSantos-Miranda, E., Carballo-Fazanes, A., Rey, E., Piñeiro-García-Tuñón, I., & Abelairas-Gómez, C. (2024). Fundamental Stability Skills: Reliability Analysis Using the Alfamov Assessment Tool. Children, 11(5), 583. https://doi.org/10.3390/children11050583