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Volume 16
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Article

Convergent Validity Between Two Fundamental Movement Skills Assessment Tools: The Test of Gross Motor Development-3 and the Canadian Agility and Movement Skill Assessment

by
Xiaojin Mao
1,†,‡,
Conor Philpott
2,†,
Han Xie
3,
Yunjiao Yang
1 and
Lixia Fan
1,*
1
School of Physical Education, Shandong Normal University, Jinan 250358, China
2
Physical Education, Sports Studies, and Arts Programme, School of Education, University College Cork, T12 K8AF Cork, Ireland
3
Administrative Offices, Tsinghua University, Beijing 100084, China
*
Author to whom correspondence should be addressed.
†
These authors contributed equally to this work.
‡
Current address: Department of Physical Education, Suzhou High School-SIP of Jiangsu Province, Suzhou 215127, China
Educ. Sci. 2026, 16(4), 578; https://doi.org/10.3390/educsci16040578
Submission received: 7 February 2026 / Revised: 30 March 2026 / Accepted: 1 April 2026 / Published: 4 April 2026
(This article belongs to the Special Issue Novel and Innovative Approaches to Physical Education Pedagogy and Practice)
Versions Notes

Abstract

Background: In response to China’s recent educational policies mandating a focus on fundamental movement skills (FMS) in school physical education, this study investigated the convergent validity between two widely used FMS assessment tools: the Test of Gross Motor Development-3 (TGMD-3) and the Canadian Agility and Movement Skill Assessment (CAMSA). Methods: A random sample of 134 9–10-year-old children were tested with both the CAMSA and the TGMD-3. Results: The outcomes from both the TGMD-3 and the CAMSA revealed a superiority in object-control skills among boys compared to girls, with a significant correlation between the two (r = 0.265–0.482, p < 0.01). Additionally, the Kappa correlation coefficient between the CAMSA and the TGMD-3 was 0.395, while the Kappa correlation coefficient between the CAMSA total skill and the TGMD-3 was 0.654. Conclusions: Both assessment tools effectively identified gender disparities in FMS, demonstrating correlation and consistency within acceptable ranges. Considering the slight variations in scoring methods, it is recommended to employ a variety of assessment tools in future evaluations of children’s FMS to enhance the overall comprehensiveness of the assessment.
Keywords: convergent validity; TGMD-3; CAMSA; fundamental movement skills; assessment tools convergent validity; TGMD-3; CAMSA; fundamental movement skills; assessment tools

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MDPI and ACS Style

Mao, X.; Philpott, C.; Xie, H.; Yang, Y.; Fan, L. Convergent Validity Between Two Fundamental Movement Skills Assessment Tools: The Test of Gross Motor Development-3 and the Canadian Agility and Movement Skill Assessment. Educ. Sci. 2026, 16, 578. https://doi.org/10.3390/educsci16040578

AMA Style

Mao X, Philpott C, Xie H, Yang Y, Fan L. Convergent Validity Between Two Fundamental Movement Skills Assessment Tools: The Test of Gross Motor Development-3 and the Canadian Agility and Movement Skill Assessment. Education Sciences. 2026; 16(4):578. https://doi.org/10.3390/educsci16040578

Chicago/Turabian Style

Mao, Xiaojin, Conor Philpott, Han Xie, Yunjiao Yang, and Lixia Fan. 2026. "Convergent Validity Between Two Fundamental Movement Skills Assessment Tools: The Test of Gross Motor Development-3 and the Canadian Agility and Movement Skill Assessment" Education Sciences 16, no. 4: 578. https://doi.org/10.3390/educsci16040578

APA Style

Mao, X., Philpott, C., Xie, H., Yang, Y., & Fan, L. (2026). Convergent Validity Between Two Fundamental Movement Skills Assessment Tools: The Test of Gross Motor Development-3 and the Canadian Agility and Movement Skill Assessment. Education Sciences, 16(4), 578. https://doi.org/10.3390/educsci16040578

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