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 Assessing Gross Motor Skill and Self-Confidence

Data Collection tools

The Bruininks-Oseretsky Test of Motor Proficiency Second Edition (BOT-2) 
“The Bruininks-Oseretsky Test of Motor Proficiency Second Edition (BOT-2) delivers the most precise and comprehensive measure of motor skills, both gross and fine. It contains subtests and challenging game-like tasks and is very easy to administer (Bruininks-Oseretsky test of motor proficiency: Second edition).” 


Bot-2 Testing categories

Bilateral Coordination: 

1. Jumping Jacks
2. Touching nose with the index finger (eyes closed)

Balance: 

1. Standing on one foot (eyes open) 10 steps
2. Walking on a straight line (6 steps)

Running & Agility:

1. Shuttle Run (50ft)
2. Two-Legged side Hop (15sec)

Strength 

1. Knee push-ups
2. Standing long jump

Student 2 test criteria: Due to the unique nature of his disabilities, two standardized tests were used to determine pre and post-data. The areas of focus were as follows:

Bilateral Coordination:

1. Finger pivots (5)
2. Touching Nose with the index finger (eyes closed)

Physical Fitness Test of the Disabled: Project unique

Project Unique was developed “to help determine the status and unique needs, if any, of individuals with sensory or orthopedic impairments, as well as for nonimpaired individuals. (Winnick, Short: 1985)” 



Running and Agility:

1. 50-yard sprint
2. 5 min push for distance

Strength:

1. Softball throw 

IEP Goals

Each participating student in APE has current goals and objectives outlined in their IEP (Individual Education Plan). Students were assessed on their present abilities to create a baseline for the action research. It is challenging to measure gross motor skills in real-time; therefore, it is standard practice to use video to critique performance and review the skills. Goals are typically worded to allow multiple opportunities with a specific success rate. Each APE goal is unique to each student and their needs.  A rubric was used to score the skills outlined in their IEP to determine the level of performance at the beginning of the research. These measurements were collected at the beginning of the action research and again two months later and then compared. After implementation of Heavy work training during the students’ APE sessions, a post-examination of the students’ performance on their IEP goals was conducted to see if a change occurred. 

Self-Confidence Survey 

Self-confidence was measured through general education teacher feedback and a student survey. APE students’ as well as their teachers, completed a survey at the beginning and end of the action research cycle. Surveys were collected, scored, and charted. The results of each survey were charted and graphed to show any change over time. Questions revolved around self-confidence as well as physical activity. See appendix. 


 What is the level of self-confidence?

1. Students took a self-confidence survey at the beginning of the Action Research cycle. The APE teacher implemented this survey to gauge the level of self-confidence both in physical activity and in the classroom. At the conclusion of the first round of action research, the same survey was given to each student. Surveys were analyzed to see if there was a change in self-confidence throughout Action Research. Qualitative data was collected using the personal observation of the students. 

1. Data was collected from the students’ teachers. These teachers are either the students’ homeroom teachers or a teacher they regularly see throughout the week. This survey was used to identify changes in self-confidence as it relates to training techniques in adapted physical education and their impact on self-confidence.  

Gross Motor Assessment 

LESSONS

HOW-TOs

REFERENCES

Student Survey

Teacher Survey