{"paper_id":"0cba5d5e-4e98-4eca-8863-604cd61fb508","body_text":"Analysis and Validation of the Polish Fundamental Motor Skills Test (FUS) and Its Reliability and Validity in Chinese Children | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Analysis and Validation of the Polish Fundamental Motor Skills Test (FUS) and Its Reliability and Validity in Chinese Children Ding-you Zhang, Hubert Makaruk, Hu Lou, Peng-wei Li, Xin-yu Zhang, and 10 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6580156/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 9 You are reading this latest preprint version Abstract Objective To analyse and validate the reliability and validity of the Test Fundamentalnych Umiejętności Ruchowych w Sporcie (FUS) in assessing the Fundamental Movement Skills (FMS) of primary school students in China using the Test of Gross Motor Development-Third Edition (TGMD-3) as a reference Methods A total of 250 students from grades 1 to 5, with an average age of 8.98 ± 1.48 years, were selected from Hele Elementary School in Shang-qiu City, Henan Province, China. Both the FUS and TGMD-3 were administered to evaluate the students' FMS. Results The average FUS score for the primary school students was 11.18 ± 4.69. A Construct validity analysis of variance with age as a factor revealed significant mean differences across grades (p < 0.001). The Concurrent validity coefficient between FUS and TGMD-3 was r = 0.903 (p < 0.001). The Intraclass Correlation Coefficients (ICC) for Test-retest reliability ranged from 0.92 to 0.96. The Internal consistency reliability, measured by Cronbach's alpha, was 0.59. The Inter-rater reliability Kappa values were above 0.75, and the Intra-rater reliability ICC values were greater than 0.92. Conclusion The FUS demonstrates good reliability and validity in assessing FMS among Chinese children and can be considered an effective tool for FMS evaluation in Chinese children. FUS Fundamental Motor Skills Assessment System Motor Development DCD Figures Figure 1 Figure 2 Introduction In April 2022, the Ministry of Education issued the Compulsory Education Physical Education and Health Curriculum Standards (2022 Edition), hereinafter referred to as “the New Standards.” the implementation of which is expected to guide advancements in teaching reform, pedagogical approaches, and improvements in educational quality. Fundamental Movement Skills (FMS) were incorporated as a key component of the compulsory education Physical Education and Health curriculum, marking a shift from theoretical discussion to practical implementation of FMS for elementary school students [ 1 ]. FMS are essential patterns of motor learning that do not develop spontaneously. They primarily include locomotor skills (e.g., walking, running), object control skills (e.g., drawing, kicking), and stability skills (e.g., tumbling, rotating). They form the basis for more advanced, specialised motor skills (e.g., basketball, football, and gymnastics in competitive sports) [ 2 ]。Previous studies have shown a strong correlation between the development of FMS and children’s physical activity levels [ 3 , 4 ] 、perceptual-motor abilities [ 5 , 6 ] 、physical fitness [ 7 , 8 ] and cognitive development [ 9 ]. This underscores FMS's important theoretical and practical implications in early and middle childhood development. At present, FMS assessment for children in China has evolved from theoretical discussions in academic circles to practical application in society education [ 10 ], however, challenges persist. As early as 2002, Chinese scholars began preliminary investigations into FMS assessment systems [ 11 ], developing a system with seven indicators. Subsequently, a research team led by Yu Xiu et al. [ 12 ] developed a relatively comprehensive assessment tool and conducted surveys of primary and secondary school students in some Chinese cities. In recent years, Chinese scholars have also analysed and introduced common foreign assessment tools, such as the Test of Gross Motor Development (TGMD) from the United States [ 13 ], the Körperkoordinationtest für Kinder (KTK) from Germany [ 14 ], the Canadian Agility and Movement Skill Assessment (CAMSA) [ 15 ], and the Pictorial Scale of Perceived Competence-Physical Competence (PSPC), designed specifically for preschool children [ 16 ]。Concurrently with the study of foreign assessment tools, Chinese scholars such as Liu Yang also developed an FMS assessment tool tailored to Chinese children based on the perspective of physical literacy assessment[ 17 ], providing a new solution for FMS assessment in China. Compared to localised FMS assessment tools requiring extensive data to establish norms, foreign FMS assessment tools with established reliability and validity are more convenient and faster. However, due to differences in educational systems, population size, and sports and cultural backgrounds, assessment tools developed by scholars in various countries are specifically based on the FMS status of children in their respective countries [ 18 ]. Therefore, foreign FMS assessment tools require localisation and validation of reliability and validity in the Chinese context to address issues arising from cultural differences. The Test Fundamentalnych Umiejętności Ruchowych w Sporcie (FUS), a Polish fundamental movement skill test for children, was developed in 2023 by Professor Hubert Makaruk and his team at the Józef Piłsudski University of Physical Education in Warsaw[ 19 ]. The FUS aims to assess the development of FMS in Polish school-aged children (6–14 years) within the school physical education environment. Compared to internationally recognised FMS assessment tools (such as the TGMD-3([ 10 ]), FUS test items such as the “obstacle run” and “dribbling while moving” align well with the content of Chinese physical education classes, and require only simple equipment such as jump ropes and balls [ 19 ], making it convenient, easy to implement, and suitable for large-scale promotion. The development team also created instructional videos for the test items, providing intuitive and easy-to-learn content. The development team examined the psychometric properties of the FUS based on Polish children, and the results indicate that the FUS has high validity, reliability, and feasibility, making it suitable for application in contexts with large populations where rapid measurement and evaluation are required. Research on the FUS’s reliability and validity is ongoing [ 20 ]. However, its development is primarily based on the movement characteristics of Polish children. Some items (such as the “consecutive forward roll”) require a high level of flexibility or other abilities, which may lead to cultural differences in movement patterns compared to Chinese children. Therefore, this study empirically investigates the applicability of the FUS to Chinese children to mitigate the potential influence of cultural differences. Given the background above, this study first analyses the advantages and disadvantages of the FUS in terms of its development background, assessment system, and psychometric properties using a literature review approach. Subsequently, a testing method was employed to assess the reliability and validity of the FUS among 250 elementary school students (grades 1–5) in Shang qiu City, Henan Province. The primary purpose was to validate the reliability and validity of the FUS for Chinese children, following the procedures of Classical Test Theory (CTT). Methods FUS Assessment System The FUS assessment comprises six sub-tests: Hurdles, Jumping Rope, Forward Roll, Ball Bouncing, Throwing and Catching, and Kicking and Stopping a Ball. For each test, the testers assess the children’s mastery of FMS by evaluating the performance of key technical movements. In this study, the specific FUS test items were translated into Chinese to facilitate the subsequent reliability and validity testing in China. Each test is evaluated based on five criteria, which typically combine outcome-oriented and process-oriented assessment approaches; the specific content of the requirements is shown in S1 . In terms of scoring, participants receive “1” points for meeting each criterion and “0” points; otherwise, a score is awarded only when the criterion is met. The test is administered twice, and the higher score is recorded. In practice, the entire testing process is video-recorded. Testers then analyze the recordings to complete the scoring. Alternatively, on-site scoring can be performed and should be conducted by experienced testers, typically experts in FMS research, frontline physical education teachers, or doctors specializing in child motor development. Before conducting the FUS test, testers are required to complete 8–10 hours of training on using the FUS test. The development team evaluated the content validity, test-retest reliability, inter-rater reliability, intra-rater reliability, and internal consistency reliability of the FUS [ 21 ]. 264 Polish students in grades 1–8 completed the FUS test. The results showed that the Content Validity Index (CVI) for all items was > 0.83, indicating acceptable content validity of the FUS [ 22 ]. The inter-rater reliability demonstrated that the kappa coefficient for each test was greater than 0.75[ 23 ], and the Intraclass Correlation Coefficients (ICC) for all tests were greater than 0.97, with observed agreement percentages ranging from 80.2–89.6%, indicating good inter-rater reliability for the FUS. In terms of intra-rater reliability, the kappa coefficient for each test was greater than 0.70, and the ICC for all subtests were greater than 0.96, with agreement percentages between 84.6% and 93.1% and 78.5–89.2%, respectively, indicating very good intra-rater reliability for the tool [ 23 ]. The ICC for test-retest reliability ranged from 0.95 to 0.97, indicating very good test-retest reliability of the tool. Regarding internal consistency reliability, Cronbach’s alpha value for the FUS was relatively low, at 0.59, indicating poor internal consistency of the FUS test. The likely reason for this is the uneven development of FMS in the study population, where there are “strong” and “weak” skills. Participants 250 students in grades 1–5 (8.98 ± 1.48 years) were selected as participants from X Elementary School in Shangqiu City, Henan Province. 125 of them were female (50%). Before the formal testing, feasibility was assessed after obtaining consent from the guardians. Students with typical motor development disorders were excluded based on feedback from the students' homeroom teachers and physical education teachers. Testing Method FUS Testing The standard procedures of the FUS test were strictly followed. In October 2024, a physical education teacher and three graduate students majoring in physical education completed the test. The physical education teacher was trained before the start of testing. A 10-minute standardized warm-up, including running, jumping, and stretching exercises, was conducted before the test assessment. Before each sub-test, the subjects received a verbal explanation of the testing procedures. TGMD-3 Testing The Test of Gross Motor Development-Third Edition (TGMD-3) was developed by Professor Ulrich at the University of Michigan, USA, and is designed to evaluate the FMS development level of children aged 3–10 years. The TGMD is one of the world's most widely used FMS assessment tools [ 18 ]. The test includes 13 sub-tests, such as running, galloping, and striking a stationary ball with a bat. Currently, the operating procedures of TGMD-3 have been translated. Its reliability and validity have been tested in China [ 10 ], and related studies have shown that TGMD-3 applies to Chinese children. In this study, the same subjects were tested with the TGMD-3 to verify the concurrent validity of the FUS. Translation and Back-Translation To standardize the application of the FUS, this study translated the skills, equipment, and procedures in the FUS into Chinese. Considering specific Chinese cultural factors and linguistic habits, translation tools such as paper dictionaries (e.g., Oxford Advanced Learner’s Dictionary, 9th Edition) and electronic dictionaries (e.g., Google Translate) were used, following the translation path: “Collaborative translation by all authors → Review by professional English translators → Review by motor skill experts → Review by frontline physical education teachers.” The translated FUS test skills, equipment, and procedures are shown in S1 . Data Statistical Analysis According to the methodological procedures for validating the reliability and validity of assessment tools [ 24 , 25 ] and the research results of previous studies on the reliability and validity validation of motor skill assessment tools [ 26 – 29 ], this study selected construct validity and concurrent validity to reflect the validity of the FUS measurement in the psychometric properties of the FUS applied to Chinese children, and selected four indicators, test-retest reliability, internal consistency reliability, inter-rater reliability, and intra-rater reliability, to reflect the reliability of the FUS measurement. According to the requirements of data statistical analysis, the strength thresholds of reliability and validity of statistical analysis evidence are summarised (as shown in Table 1 ). This study strictly follows the statistical requirements for data processing and summary calculation. Table 1 Thresholds for Interpreting the Strength of Reliability and Validity Evidence Statistical Measures Level of Evidence Poor Moderate Good Excellent Intraclass Correlation (ICC) [23, 30] <0.5 (0.5,0.75 ］ (0.75,0.9 ］ >0.9 Pearson Correlation [31] <0.3 (0.3,0.6 ］ (0.6,0.8 ］ >0.8 Cronbach’s alpha [32] <0.6 (0.6,0.7 ］ (0.7,0.9 ］ >0.9 Cohen’s kappa [33] <0.4 (0.4,0.6 ］ (0.6,0.8 ］ >0.8 *For Cronbach’s alpha, “Unacceptable” and “Poor” were merged into “Poor.” Table 1 Data analysis and graph creation were performed using software such as SPSS 27.0, MedCalc, and Excel, with the significance level set at p < 0.05. The concurrent validity of the FUS was assessed using Pearson correlation to examine the relationship between variables, and the r-value was reported. Test-retest reliability was evaluated using a two-way mixed model, absolute agreement, and the ICC with 95% confidence intervals and Cronbach’s alpha coefficient. A Bland-Altman plot was also generated. Good agreement is generally considered present in the Bland-Altman plot if 95% of the measurement difference points fall within the Limits of Agreement (LOA), defined as the mean difference ± 1.96 * SD[ 34 ]. Internal consistency reliability was assessed using Cronbach’s alpha coefficient. Inter-rater and intra-rater reliability were both evaluated by calculating ICC. Cohen’s kappa coefficient was calculated and interpreted according to the classification proposed by Landis and Koch [ 23 ] ). The observed percentage of agreement was also calculated. A Bland-Altman plot was also generated for inter-rater reliability. Results Basic Test Results Table 2 Table 2 Participant FUS and TGMD Raw Scores (n = 250) Overall Situation (n = 250) Gender Grade Male (n = 125) Female (n = 125) First Grade (n = 70) Second Grade (n = 46) Third Grade (n = 62) Fourth Grade (n = 36) Fifth Grade (n = 36) M sd M sd M sd M sd M sd M sd M sd M sd Hurdles 1.42 1.43 1.62 1.59 1.21 1.22 1.29 1.62 1.87 1.47 1.45 1.25 1.89 1.12 0.56 1.18 Jump rope 1.22 1.40 1.01 1.29 1.44 1.48 0.54 1.21 1.70 1.53 1.10 1.31 1.61 1.36 1.78 1.24 Forward roll 1.84 1.39 1.74 1.31 1.94 1.47 1.57 1.16 1.39 1.22 1.71 1.26 2.61 1.44 2.39 1.73 Ball bouncing 1.60 1.36 1.96 1.45 1.25 1.15 0.81 1.04 1.91 1.46 1.19 1.16 2.22 1.15 2.83 0.97 Throwing and catching 2.22 1.33 2.54 1.34 1.90 1.24 1.31 1.02 2.87 1.34 2.10 1.26 3.22 1.24 2.39 0.77 Kicking and stopping a ball 2.87 1.21 3.44 1.03 2.30 1.10 2.60 1.24 3.57 1.11 2.58 0.92 3.39 1.23 2.50 1.18 FUS Total Score 11.18 4.69 12.31 5.03 10.05 4.03 8.13 3.06 13.30 4.73 10.13 3.76 14.94 4.86 12.44 4.29 TGMD-3 Total Score 83.34 7.23 84.76 7.13 81.93 7.08 80.49 7.65 85.61 6.14 80.31 3.92 90.83 5.55 83.75 7.32 As shown in Table 2 , the scores varied among students of different genders and grades. Boys scored higher than girls in all tests, including the total score, except for Jumping Rope and Forward Roll. First-grade students generally had lower scores on all six tests, but their scores improved upon entering second grade. Although scores occasionally decreased with increasing grade level, the overall trend was upward. Both boys and girls scored highest on the Kicking and Stopping a Ball test, with scores of 3.44 and 2.03, respectively. Boys scored lowest on the Jumping Rope, with a score of 1.01. Girls scored lowest on Hurdles, with a score of 1.21. Fifth-grade students scored highest on Ball Bouncing, with a score of 2.83. Students in all other grades scored highest on Kicking and Stopping a Ball, with scores of 2.60, 3.57, 2.58, and 3.39, respectively. The standard deviation ranged from 0.77 to 1.73 across the individual tests. The standard deviation for the FUS total score ranged from 3.06 to 5.03. According to the “pyramid” model (Sequential Progression of Skill Levels in the Achievement of Motor Proficiency) proposed by Seefeldt et al.[ 35 ], children’s FMS gradually improves with increasing age. A study using the TGMD-3 to test FMS in 1118 children in Shanghai, China, found that the TGMD-3 total score gradually increased with age, which supports the pyramid model [ 36 ] A one-way ANOVA, with age as the factor, showed that the FUS total score gradually increased with increasing grade level, and there was a significant difference in the average scores between the grades (p < 0.001), as shown in Table 3 . This result supports the central tenet of the pyramid model, which posits that children's FMS gradually improves with age. Therefore, the FUS is considered to have good construct validity. Table 3 One-way (grade) ANOVA (n = 250) Grade Hurdles Jump rope Forward roll Ball bouncing Throwing and catching Kicking and stopping a ball FUS Total Score TGMD-3 Total Score First Grade M 1.29 0.54 1.57 0.81 1.31 2.60 8.13 80.49 sd 1.62 1.21 1.16 1.04 1.02 1.24 3.06 7.65 Second Grade M 1.87 1.70 1.39 1.91 2.87 3.57 13.30 85.61 sd 1.47 1.53 1.22 1.46 1.34 1.11 4.73 6.14 Third Grade M 1.89 1.61 2.61 2.22 3.22 3.39 14.94 90.83 sd 1.12 1.36 1.44 1.15 1.25 1.23 4.86 5.55 Fourth Grade M 0.56 1.78 2.39 2.83 2.39 2.50 12.44 83.75 sd 1.18 1.25 1.73 0.97 0.77 1.18 4.29 7.32 Fifth Grade M 1.45 1.10 1.71 1.19 2.10 2.58 10.13 80.31 sd 1.25 1.32 1.26 1.16 1.26 0.92 3.76 3.92 η² 0.09 0.12 0.10 0.28 0.26 0.13 0.27 0.26 f 5.98 8.54 6.72 23.43 21.70 9.18 22.99 21.68 p < 0.001 < 0.001 < 0.001 < 0.001 < 0.001 < 0.001 < 0.001 < 0.001 Table 3 Concurrent Validity Concurrent validity refers to the degree of agreement between the chosen test instrument and a known test and is a type of criterion-related validity [ 37 ]. If the correlation coefficient between the two is close to 1, it indicates a high degree of validity for the measurement tool; if the correlation coefficient is close to 0, it indicates a low degree of validity. Previous studies have confirmed the applicability of the TGMD-3 to Chinese children, and the Chinese academic community has completed the translation of the TGMD-3 operational procedures [ 10 ] and the reliability and validity testing [ 36 , 38 ]. Therefore, the TGMD-3 was selected as the criterion to evaluate the feasibility of the FUS in FMS testing for Chinese children. The FUS and TGMD-3 were administered to the same subjects in the actual testing. Correlation analysis was used to verify the correlation between the two tests. The results indicated a very strong correlation between the total scores of the FUS and TGMD-3 (r = 0.903 > 0.8, p < 0.001). The sub-tests also showed a strong correlation with the total score of the TGMD-3 (see Table 4 ). Therefore, the FUS is considered to have very good concurrent validity. Table 4 Correlations Between FUS Test Items and Total Score (n = 250) A B C D E F G H A_ Hurdles 1 B_ Jump rope 0.18** 1 C_ Forward roll 0.13* 0.15* 1 D_ Ball bouncing 0.17** 0.32** 0.22** 1 E_ Throwing and catching 0.22** 0.26** 0.23** 0.49** 1 F_ Kicking and stopping a ball 0.11 0.09 -0.04 0.24** 0.24** 1 G_ FUS Total Score 0.54** 0.58** 0.50** 0.70** 0.70** 0.44** 1 H_ TGMD-3 Total Score 0.50** 0.48** 0.45** 0.62** 0.63** 0.45** 0.90** 1 ** Correlation is significant at the 0.01 level (2-tailed). * Correlation is significant at the 0.05 level (2-tailed). Table 4 Test-Retest Reliability Test-retest reliability, also known as the stability coefficient, refers to the consistency of measurement results when the same measurement tool is used to assess the same subjects. It primarily reflects the stability of the instrument over time[ 37 ]. In this study, 41 students from the same group of subjects were administered the FUS test twice, following the FUS testing procedures, with an interval of no more than 48 hours between the two tests. The test-retest consistency of the four subtests was compared using an agreement analysis [ 39 ], and a Bland-Altman plot was generated (see Fig. 1 ). The results showed that 95.1% (39/41) of the data points fell within the limits of agreement (LOA), defined as the mean difference ± 1.96 * SD, the mean difference was − 0.5, p = 0.015, and the ICC for each subtest ranged from 0.92 to 0.96, with Cronbach’s alpha ranging from 0.96 to 0.98 (see Table 5 ). This indicates that the FUS has very good test-retest reliability. Table 5 Test-Retest Reliability of FUS Test Items (n = 41) Task Cronbach’s alpha ICC (95% CI) Strength of ICC Hurdles 0.98 0.96(0.92–0.98) Excellent Jump rope 0.96 0.93(0.87–0.96) Excellent Forward roll 0.96 0.93(0.87–0.96) Excellent Ball bouncing 0.96 0.92(0.85–0.96) Excellent Throwing and catching 0.97 0.93(0.88–0.96) Excellent Kicking and stopping a ball 0.96 0.92(0.86–0.96) Excellent Figure 1 Table 5 Internal Consistency Reliability Internal consistency reliability, or homogeneity reliability, primarily represents the degree of consistency among all the sub-tests within a measurement tool [ 37 ]. The Cronbach’s α coefficient for the six sub-tests of the FUS was 0.59, indicating poor internal consistency reliability. Related research suggests that physical activity significantly impacts children’s FMS [ 40 ]. Therefore, children with more physical activity may exhibit positive transfer of motor skills similar to those involved in physical activity, resulting in poor internal consistency reliability of the FUS test. Inter-rater Reliability Inter-rater reliability is the consistency between different raters when scoring the same subjects or data [ 41 ]. The Bland-Altman plot (see Fig. 2 ) showed that 96.6% (201/208) of the data points fell within the limits of agreement (LOA), defined as the mean difference ± 1.96 * SD, the mean difference was − 0.1, p = 0.328. The observed percentage of agreement for each subtest ranged from 80.8–89.9%, the ICC ranged from 0.94 to 0.96, and Cohen’s kappa coefficients were greater than 0.75 [ 23 ] (see Table 6 ). Table 6 Inter-Rater Reliability of FUS Test Items (n = 208) Task Percentage of observed agreements % Cohen’s kappa (95% CI) ICC (95% CI) Strength of ICC Hurdles 85.10 0.80 0.95(0.93–0.96) Excellent Jump rope 84.13 0.77 0.94(0.93–0.96) Excellent Forward roll 83.17 0.79 0.96(0.94–0.97) Excellent Ball bouncing 80.78 0.76 0.95(0.94–0.97) Excellent Throwing and catching 89.90 0.87 0.94(0.93–0.96) Excellent Kicking and stopping a ball 85.10 0.81 0.95(0.93–0.96) Excellent Table 7 Intra-Rater Reliability of FUS Test Items (n = 79) Task Percentage of observed agreements %% Cohen’s kappa (95% CI) ICC (95% CI) Strength of ICC Hurdles Rater 1 93.67 0.90 0.97(0.96–0.98) Excellent Rater 2 91.13 0.88 0.97(0.95–0.98) Excellent Jump rope Rater 1 79.74 0.70 0.94(0.91–0.96) Excellent Rater 2 82.28 0.74 0.96(0.94–0.98) Excellent Forward roll Rater 1 93.67 0.92 0.99(0.98–0.99) Excellent Rater 2 86.08 0.83 0.96(0.94–0.98) Excellent Ball bouncing Rater 1 78.48 0.73 0.94(0.91–0.96) Excellent Rater 2 82.28 0.78 0.95(0.93–0.97) Excellent Throwing and catching Rater 1 83.54 0.79 0.93(0.89–0.96) Excellent Rater 2 83.54 0.78 0.92(0.88–0.95) Excellent Kicking and stopping a ball Rater 1 86.08 0.82 0.96(0.94–0.98) Excellent Rater 2 77.22 0.71 0.94(0.90–0.96) Excellent Figure 2 Table 6 Intra-rater Reliability Intra-rater reliability refers to the degree of consistency and stability of measurements taken by the same rater or observer on multiple occasions when assessing the same patients or items[ 42 ]. For intra-rater reliability, the observed percentage of agreement for all subtests ranged from 77.2–93.7%; the ICC values were all greater than 0.92, and Cohen’s kappa values were greater than 0.70 (see Table 7 ). The above data indicate that the FUS has very good intra-rater reliability [ 23 ]. Table 7 Discussion With the implementation of the “New Curriculum Standards,” FMS has been listed as a major component of the physical education and health curriculum in compulsory education [ 43 ]. FMS is the foundation of specialized sports and motor skills [ 44 ] and a key factor in forming lifelong engagement in physical activity [ 45 ]. FMS development is multi-dimensional and complex, with children’s age, gender, physical fitness, parental support, and the home and community physical activity environment all impacting FMS [ 46 ]. A recent study conducted in the UK showed that the FMS abilities of all 219 British elementary school students participating were deficient [ 47 ]. Previous studies have also shown that adolescents (12 to 13 years old) have low overall skill proficiency, with only 11% of participants possessing a high level of FMS proficiency [ 48 ]. A systematic review by Bolger assessing the FMS levels of children globally indicated that children’s FMS levels are between “below average” and “average”[ 49 ], indicating that the FMS level of children internationally is generally low [ 50 ]. The situation in China is also not optimistic, with studies showing that the development level of basic motor skills in children aged 3–10 in developing countries is significantly lower than that in developed countries [ 51 ], the proficiency of basic motor skills in Chinese children is generally below 60%[ 52 ], and only 13.1% of children and adolescents meet the recommended amount of physical activity [ 53 ]. This should raise awareness and prompt corresponding measures to ensure the normal development of FMS in Chinese children. Studies have shown a positive correlation between children’s basic motor skills and age, meaning that as age increases, children’s basic motor skills also increase [ 54 ]. However, if scientific guidance and practice can be provided, the effect of improving children’s FMS will be more significant [ 55 ]. Previous studies have shown that delivering planned FMS interventions for children aged 4–5 years can effectively improve FMS levels [ 56 ] ; providing intervention programs for FMS development in preschool and elementary school can effectively promote the normal development of children’s FMS [ 57 ] ; and comprehensive physical activity programs with multiple movement forms are better at improving the basic motor skills of preschool children than physical activity programs with single items and movement forms [ 58 ] ; physical activity (PA) has a positive impact on children’s gross motor development, including locomotor and object control skills [ 59 ]. Therefore, this study aims to introduce and present the FMS assessment tool FUS, which has good reliability and validity, verify its reliability and validity in Chinese children’s FMS, and provide references and inspiration for subsequent research on Chinese children’s FMS. The results of this study indicate that the FUS is reliable and valid for Chinese elementary school students. Currently, the most commonly used tool for assessing children’s FMS in China is the TGMD. Chinese scholars have been introducing and conducting empirical studies on this most popular assessment tool since 2005[ 10 ]. Previous studies have shown that the TGMD-3 FMS test has good applicability to Chinese children aged 3–12 years [ 13 ]. The results showed a significant difference in the average scores between the grades (p < 0.001) when age was used as a factor in the analysis, indicating that the FUS has good construct validity. The FUS also highly correlated with the TGMD-3 (r = 0.903 > 0.8, p < 0.001), indicating good concurrent validity. The test-retest reliability ICC was between 0.92 and 0.96, the kappa coefficient for each inter-rater reliability test was greater than 0.75, the intraclass correlation coefficient ICC for each subtest was between 0.94 and 0.96, and the percentage of agreement was between 80.8% and 89.9%. In intra-rater reliability, the kappa values for all subtests were greater than 0.70, and the ICC were all greater than 0.92, with the observed percentage of agreement for all tests between 77.2% and 93.7%. The above data indicate that the FUS is reliable and valid for Chinese elementary school students. It should be noted that both the research team and the results of this study showed that the internal consistency reliability score of the FUS was low, only 0.59. This result may be because the FUS assessment targets are mainly primary and secondary school students aged 7–14 years old, and the test items involved cover different motor skills with different body movement areas and force exertion methods [ 60 ]. Moreover, studies have proven that students’ physical fitness and skills vary at this age [ 61 ] .Qin ping Xu et al. also concluded in their study that the development of manipulative skills in Chinese children is significantly delayed, leading to an imbalance in the development of locomotor and manipulative skills [ 52 ]. All of these may be the reasons for the low internal consistency reliability of the FUS. Compared to other tools for measuring FMS, the FUS has certain differences in testing objectives and the selection of subjects, and it also has certain advantages in the required equipment. FMS aims to measure activities commonly seen in children’s various sports. Through these assessments, one can understand children’s motor skills development, providing important indicators and feedback for physical education and child development[ 17 ]. Based on this purpose, tools for assessing FMS have extended into different assessment goals and objectives. For example, the main purpose of the KTK is to evaluate dynamic balance in children’s movements. It is suitable for identifying children aged 5–14 with motor impairments and is also ideal for distinguishing the performance of normally developing children [ 62 ] ; the Maastricht Motoriek Test (MMT) is mainly used to assess static balance in children aged 5–6 years [ 63 ] ; the Peabody Development Motor Scales (PDMS) is mainly used for the evaluation, intervention, and treatment of motor skills in children aged 0–6 years with motor impairments (developmental disabilities)[ 64 ]. Compared to other assessment tools, the purpose of FUS is to comprehensively assess the proficiency of FMS, involving locomotor skills, object control skills, and movement skills. The comprehensiveness of its assessment allows it to be rolled out in most primary and secondary schools in China without having to target only special children’s groups, which makes the FUS broader in terms of assessment purposes. The FUS can also select a wider range of test subjects, and children aged 7–14 can use the FUS to assess their FMS level. In terms of the equipment required, the “backward balancing” in the KTK test requires wooden strips of different heights [ 14 ], and the “one-legged hopping” requires a wooden board that is 60 cm long, 4 cm wide, and 2 cm high to carry out the test [ 65 ]. The “two-handed bat hitting a stationary ball” and “one-handed racquet hitting a rebounding ball” in the TGMD-3 test require custom-made plastic balls and racquets [ 10 ]. The equipment needed for the FUS, such as basketballs, soccer balls, hurdles, jump ropes, etc., are common teaching aids in Chinese school physical education, do not require special customization, and bring great convenience to developing assessment work. Introducing the FUS as a new FMS assessment tool for Chinese children helps to learn advanced assessment systems from other countries and to construct data norms for Chinese children’s FMS. Currently, the main methods used worldwide to assess children’s FMS are all developed by European and American countries based on the basic conditions of their children. Due to cultural, race, and education differences, their data norms may not accurately apply to children in other countries or regions [ 3 , 18 ]. To solve the above problems, Chinese researchers have adopted two solution paths: first, to construct FMS assessment systems specific to Chinese children [ 67 – 69 ], and to establish data norms for Chinese children; second, to introduce and modify advanced FMS assessment tools from other countries [ 10 , 13 , 14 , 69 ], to verify their reliability and validity in Chinese children, and to establish data norms based on assessment tools from other countries. Whether path one or path two is adopted, learning the advanced assessment concepts and advantages of FMS assessment tools from other countries is essential. Path one is a long and arduous journey, given that FMS assessment for Chinese children is still in the initial exploration stage [ 18 ], requiring more data collection and continuous optimization before it can be accepted by the public and internationally. Path two takes the TGMD as an example. As the most widely used FMS assessment tool in the world [ 70 ], countries such as South Korea [ 71 ], China [ 72 ], the United States [ 73 ], Chile [ 74 ], Iran [ 75 ] and Brazil [ 76 ] have conducted validation studies on the reliability and validity of the TGMD in their children. After collecting data from children in various countries, a TGMD norm based on a global child data benchmark can be constructed, allowing for international comparisons [ 18 ]. The FUS can be likened to the TGMD in its early stages. Given that the FUS is not yet widely used to assess FMS in children around the world, this study has verified its good reliability and validity in Chinese children, indicating that the FUS can be widely used in FMS assessment for Chinese children, providing a foundation and reference for future research, to strengthen exchanges with international advanced researchers and achieve international integration. However, we also noted the limitations of this study. The FUS is a test based on process performance and final scoring and requires a certain level of physical motor ability and understanding of the test items during the test. This means that children with severe physical disabilities and understanding impairments cannot be assessed for their FMS using the FUS [ 19 ]. At the same time, the sample size used in this study was small and did not have broad representativeness. Conclusions The FUS requires simple equipment and has reliable construct validity, concurrent validity, test-retest reliability, intra-rater reliability, and inter-rater reliability in assessing FMS in Chinese children. It is simple and easy to implement while ensuring the stability and validity of the measurement results and can meet the needs of practical measurement. The FUS can be used as an effective tool for assessing FMS in Chinese children. Abbreviations FUS Fundamentalnych Umiejętności Ruchowych w Sporcie FMS Fundamental Movement Skills TGMD-3 Test of Gross Motor Development-Third Edition KTK Körperkoordinationtest für Kinder CAMSA Canadian Agility and Movement Skill Assessment PSPC Pictorial Scale of Perceived Competence-Physical Competence CTT Classical Test Theory LOA Limits of Agreement PA physical activity ICC Intraclass Correlation Coefficients MMT Maastricht Motoriek Test PDMS Peabody Development Motor Scales Declarations Acknowledgements We sincerely thank all the staff and students from the participating schools and our co-operators for their assistance in data collection. Author contributions Ding-you Zhang completed the literature review and wrote the main manuscript text. Hubert Makaruk provided conceptualization, Methodology, and Supervision. Xin-yu Zhang prepared all the tables and figures. Peng-wei Li completed the data analysis. Bo Li reviewed the manuscript. Hu Lo, Yang Liu, Ning Zhou, Qi Liu, Sai Zhu, Shan-shan Han, Bo-Chun Lu, Lei Ding, Yang-sheng Zhang, and Jian-gang Sun participated in and completed tasks, including onsite investigations, data organization, and data management, in the survey. Funding 2024 Nantong Education Reform and Development Strategy and Policy Research Project \"Research on the Implementation Strategy and Path of Strengthening the Simultaneous Development of Five Educations with Physical and Mental Health as a Breakthrough Point.\" Data availability The datasets used and/or analysed during the current study available from the corresponding author on reasonable request Ethics approval and consent to participate This study was conducted according to the guidelines laid down in the Declaration of Helsinki and all procedures involving research study participants were approved by the Ethics Committee of Nantong Health Vocational and Technical College [(2024) No. 01]. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {\"props\":{\"pageProps\":{\"initialData\":{\"identity\":\"rs-6580156\",\"acceptedTermsAndConditions\":true,\"allowDirectSubmit\":false,\"archivedVersions\":[],\"articleType\":\"Research Article\",\"associatedPublications\":[],\"authors\":[{\"id\":476357294,\"identity\":\"a339fb70-7aa8-435c-9c32-bc8065aa3396\",\"order_by\":0,\"name\":\"Ding-you Zhang\",\"email\":\"\",\"orcid\":\"\",\"institution\":\"Nantong University\",\"correspondingAuthor\":false,\"prefix\":\"\",\"firstName\":\"Ding-you\",\"middleName\":\"\",\"lastName\":\"Zhang\",\"suffix\":\"\"},{\"id\":476357295,\"identity\":\"bf8db52f-83e0-4fa4-9f24-874135f1f54b\",\"order_by\":1,\"name\":\"Hubert 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University\",\"correspondingAuthor\":false,\"prefix\":\"\",\"firstName\":\"Jian-gang\",\"middleName\":\"\",\"lastName\":\"Sun\",\"suffix\":\"\"},{\"id\":476357308,\"identity\":\"8c2a3417-cbc3-4a51-ab5d-b8eb97b7c64d\",\"order_by\":14,\"name\":\"Bo Li\",\"email\":\"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA0klEQVRIiWNgGAWjYNACAwYZNgkGxgcJFTXEa+EBamE2eHDmGPH28DBIMLBJPmxhJsL842cPv3hTcJiHT7r5WEViAxsDf3t3An4tZ/LSLOcYHOZhkzmWdiNxhwyDxJmzG/BqMTuQY2bMA9IikWN2I/EMG4OBRC4BLeffILQUJLYxE6HlRo7xY5gWBqK02N94Y8Y4xyAd5JdkiYQzx3gI+kWyP8f4w5s/1nLys5sPfvxRUSPH396LXwsQsEnwIPF4cKpDAswfiFI2CkbBKBgFIxcAAKqjRN4C0ovGAAAAAElFTkSuQmCC\",\"orcid\":\"\",\"institution\":\"Nantong University\",\"correspondingAuthor\":true,\"prefix\":\"\",\"firstName\":\"Bo\",\"middleName\":\"\",\"lastName\":\"Li\",\"suffix\":\"\"}],\"badges\":[],\"createdAt\":\"2025-05-02 17:38:15\",\"currentVersionCode\":1,\"declarations\":\"\",\"doi\":\"10.21203/rs.3.rs-6580156/v1\",\"doiUrl\":\"https://doi.org/10.21203/rs.3.rs-6580156/v1\",\"draftVersion\":[],\"editorialEvents\":[],\"editorialNote\":\"\",\"failedWorkflow\":false,\"files\":[{\"id\":85751918,\"identity\":\"ffc7221c-670e-4861-a1c3-95190b74fb1f\",\"added_by\":\"auto\",\"created_at\":\"2025-07-01 10:20:33\",\"extension\":\"png\",\"order_by\":1,\"title\":\"Figure 1\",\"display\":\"\",\"copyAsset\":false,\"role\":\"figure\",\"size\":28596,\"visible\":true,\"origin\":\"\",\"legend\":\"\\u003cp\\u003e\\u003cstrong\\u003eBland-Altman Plot of Test-Retest Reliability for the FUS Test (\\u003c/strong\\u003e\\u003cem\\u003e\\u003cstrong\\u003en\\u003c/strong\\u003e\\u003c/em\\u003e\\u003cstrong\\u003e=41)\\u003c/strong\\u003e\\u003c/p\\u003e\",\"description\":\"\",\"filename\":\"floatimage1.png\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-6580156/v1/5b2d0e8dca0005986a844c32.png\"},{\"id\":85751920,\"identity\":\"29faaeda-18ea-4058-9baa-142332304511\",\"added_by\":\"auto\",\"created_at\":\"2025-07-01 10:20:33\",\"extension\":\"png\",\"order_by\":2,\"title\":\"Figure 2\",\"display\":\"\",\"copyAsset\":false,\"role\":\"figure\",\"size\":32073,\"visible\":true,\"origin\":\"\",\"legend\":\"\\u003cp\\u003e\\u003cstrong\\u003eBland-Altman Plot of Inter-Rater Reliability for the FUS Test (n=208)\\u003c/strong\\u003e\\u003c/p\\u003e\",\"description\":\"\",\"filename\":\"floatimage2.png\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-6580156/v1/71ede6eb2beeba6282de1c4b.png\"},{\"id\":85753928,\"identity\":\"f053b406-e5b4-4c80-bf32-902bdd03fdda\",\"added_by\":\"auto\",\"created_at\":\"2025-07-01 10:36:33\",\"extension\":\"pdf\",\"order_by\":0,\"title\":\"\",\"display\":\"\",\"copyAsset\":false,\"role\":\"manuscript-pdf\",\"size\":1404960,\"visible\":true,\"origin\":\"\",\"legend\":\"\",\"description\":\"\",\"filename\":\"manuscript.pdf\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-6580156/v1/aabf45b9-d119-4e09-ab07-58ee7233c5f4.pdf\"}],\"financialInterests\":\"No competing interests reported.\",\"formattedTitle\":\"Analysis and Validation of the Polish Fundamental Motor Skills Test (FUS) and Its Reliability and Validity in Chinese Children\",\"fulltext\":[{\"header\":\"Introduction\",\"content\":\"\\u003cp\\u003eIn April 2022, the Ministry of Education issued the Compulsory Education Physical Education and Health Curriculum Standards (2022 Edition), hereinafter referred to as \\u0026ldquo;the New Standards.\\u0026rdquo; the implementation of which is expected to guide advancements in teaching reform, pedagogical approaches, and improvements in educational quality. Fundamental Movement Skills (FMS) were incorporated as a key component of the compulsory education Physical Education and Health curriculum, marking a shift from theoretical discussion to practical implementation of FMS for elementary school students [\\u003cspan citationid=\\\"CR1\\\" class=\\\"CitationRef\\\"\\u003e1\\u003c/span\\u003e]. FMS are essential patterns of motor learning that do not develop spontaneously. They primarily include locomotor skills (e.g., walking, running), object control skills (e.g., drawing, kicking), and stability skills (e.g., tumbling, rotating). They form the basis for more advanced, specialised motor skills (e.g., basketball, football, and gymnastics in competitive sports) [\\u003cspan citationid=\\\"CR2\\\" class=\\\"CitationRef\\\"\\u003e2\\u003c/span\\u003e]。Previous studies have shown a strong correlation between the development of FMS and children\\u0026rsquo;s physical activity levels [\\u003cspan citationid=\\\"CR3\\\" class=\\\"CitationRef\\\"\\u003e3\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR4\\\" class=\\\"CitationRef\\\"\\u003e4\\u003c/span\\u003e] 、perceptual-motor abilities [\\u003cspan citationid=\\\"CR5\\\" class=\\\"CitationRef\\\"\\u003e5\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR6\\\" class=\\\"CitationRef\\\"\\u003e6\\u003c/span\\u003e] 、physical fitness [\\u003cspan citationid=\\\"CR7\\\" class=\\\"CitationRef\\\"\\u003e7\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR8\\\" class=\\\"CitationRef\\\"\\u003e8\\u003c/span\\u003e] and cognitive development [\\u003cspan citationid=\\\"CR9\\\" class=\\\"CitationRef\\\"\\u003e9\\u003c/span\\u003e]. This underscores FMS's important theoretical and practical implications in early and middle childhood development.\\u003c/p\\u003e \\u003cp\\u003eAt present, FMS assessment for children in China has evolved from theoretical discussions in academic circles to practical application in society education [\\u003cspan citationid=\\\"CR10\\\" class=\\\"CitationRef\\\"\\u003e10\\u003c/span\\u003e], however, challenges persist. As early as 2002, Chinese scholars began preliminary investigations into FMS assessment systems [\\u003cspan citationid=\\\"CR11\\\" class=\\\"CitationRef\\\"\\u003e11\\u003c/span\\u003e], developing a system with seven indicators. Subsequently, a research team led by Yu Xiu et al. [\\u003cspan citationid=\\\"CR12\\\" class=\\\"CitationRef\\\"\\u003e12\\u003c/span\\u003e] developed a relatively comprehensive assessment tool and conducted surveys of primary and secondary school students in some Chinese cities. In recent years, Chinese scholars have also analysed and introduced common foreign assessment tools, such as the Test of Gross Motor Development (TGMD) from the United States [\\u003cspan citationid=\\\"CR13\\\" class=\\\"CitationRef\\\"\\u003e13\\u003c/span\\u003e], the K\\u0026ouml;rperkoordinationtest f\\u0026uuml;r Kinder (KTK) from Germany [\\u003cspan citationid=\\\"CR14\\\" class=\\\"CitationRef\\\"\\u003e14\\u003c/span\\u003e], the Canadian Agility and Movement Skill Assessment (CAMSA) [\\u003cspan citationid=\\\"CR15\\\" class=\\\"CitationRef\\\"\\u003e15\\u003c/span\\u003e], and the Pictorial Scale of Perceived Competence-Physical Competence (PSPC), designed specifically for preschool children [\\u003cspan citationid=\\\"CR16\\\" class=\\\"CitationRef\\\"\\u003e16\\u003c/span\\u003e]。Concurrently with the study of foreign assessment tools, Chinese scholars such as Liu Yang also developed an FMS assessment tool tailored to Chinese children based on the perspective of physical literacy assessment[\\u003cspan citationid=\\\"CR17\\\" class=\\\"CitationRef\\\"\\u003e17\\u003c/span\\u003e], providing a new solution for FMS assessment in China. Compared to localised FMS assessment tools requiring extensive data to establish norms, foreign FMS assessment tools with established reliability and validity are more convenient and faster. However, due to differences in educational systems, population size, and sports and cultural backgrounds, assessment tools developed by scholars in various countries are specifically based on the FMS status of children in their respective countries [\\u003cspan citationid=\\\"CR18\\\" class=\\\"CitationRef\\\"\\u003e18\\u003c/span\\u003e]. Therefore, foreign FMS assessment tools require localisation and validation of reliability and validity in the Chinese context to address issues arising from cultural differences.\\u003c/p\\u003e \\u003cp\\u003eThe Test Fundamentalnych Umiejętności Ruchowych w Sporcie (FUS), a Polish fundamental movement skill test for children, was developed in 2023 by Professor Hubert Makaruk and his team at the J\\u0026oacute;zef Piłsudski University of Physical Education in Warsaw[\\u003cspan citationid=\\\"CR19\\\" class=\\\"CitationRef\\\"\\u003e19\\u003c/span\\u003e]. The FUS aims to assess the development of FMS in Polish school-aged children (6\\u0026ndash;14 years) within the school physical education environment. Compared to internationally recognised FMS assessment tools (such as the TGMD-3([\\u003cspan citationid=\\\"CR10\\\" class=\\\"CitationRef\\\"\\u003e10\\u003c/span\\u003e]), FUS test items such as the \\u0026ldquo;obstacle run\\u0026rdquo; and \\u0026ldquo;dribbling while moving\\u0026rdquo; align well with the content of Chinese physical education classes, and require only simple equipment such as jump ropes and balls [\\u003cspan citationid=\\\"CR19\\\" class=\\\"CitationRef\\\"\\u003e19\\u003c/span\\u003e], making it convenient, easy to implement, and suitable for large-scale promotion. The development team also created instructional videos for the test items, providing intuitive and easy-to-learn content. The development team examined the psychometric properties of the FUS based on Polish children, and the results indicate that the FUS has high validity, reliability, and feasibility, making it suitable for application in contexts with large populations where rapid measurement and evaluation are required. Research on the FUS\\u0026rsquo;s reliability and validity is ongoing [\\u003cspan citationid=\\\"CR20\\\" class=\\\"CitationRef\\\"\\u003e20\\u003c/span\\u003e]. However, its development is primarily based on the movement characteristics of Polish children. Some items (such as the \\u0026ldquo;consecutive forward roll\\u0026rdquo;) require a high level of flexibility or other abilities, which may lead to cultural differences in movement patterns compared to Chinese children. Therefore, this study empirically investigates the applicability of the FUS to Chinese children to mitigate the potential influence of cultural differences.\\u003c/p\\u003e \\u003cp\\u003eGiven the background above, this study first analyses the advantages and disadvantages of the FUS in terms of its development background, assessment system, and psychometric properties using a literature review approach. Subsequently, a testing method was employed to assess the reliability and validity of the FUS among 250 elementary school students (grades 1\\u0026ndash;5) in Shang qiu City, Henan Province. The primary purpose was to validate the reliability and validity of the FUS for Chinese children, following the procedures of Classical Test Theory (CTT).\\u003c/p\\u003e\"},{\"header\":\"Methods\",\"content\":\"\\u003cdiv id=\\\"Sec3\\\" class=\\\"Section2\\\"\\u003e\\n \\u003ch2\\u003eFUS Assessment System\\u003c/h2\\u003e\\n \\u003cp\\u003eThe FUS assessment comprises six sub-tests: Hurdles, Jumping Rope, Forward Roll, Ball Bouncing, Throwing and Catching, and Kicking and Stopping a Ball. For each test, the testers assess the children\\u0026rsquo;s mastery of FMS by evaluating the performance of key technical movements. In this study, the specific FUS test items were translated into Chinese to facilitate the subsequent reliability and validity testing in China. Each test is evaluated based on five criteria, which typically combine outcome-oriented and process-oriented assessment approaches; the specific content of the requirements is shown in \\u003cstrong\\u003eS1\\u003c/strong\\u003e. In terms of scoring, participants receive \\u0026ldquo;1\\u0026rdquo; points for meeting each criterion and \\u0026ldquo;0\\u0026rdquo; points; otherwise, a score is awarded only when the criterion is met. The test is administered twice, and the higher score is recorded. In practice, the entire testing process is video-recorded. Testers then analyze the recordings to complete the scoring. Alternatively, on-site scoring can be performed and should be conducted by experienced testers, typically experts in FMS research, frontline physical education teachers, or doctors specializing in child motor development. Before conducting the FUS test, testers are required to complete 8\\u0026ndash;10 hours of training on using the FUS test.\\u003c/p\\u003e\\n \\u003cp\\u003eThe development team evaluated the content validity, test-retest reliability, inter-rater reliability, intra-rater reliability, and internal consistency reliability of the FUS [\\u003cspan class=\\\"CitationRef\\\"\\u003e21\\u003c/span\\u003e]. 264 Polish students in grades 1\\u0026ndash;8 completed the FUS test. The results showed that the Content Validity Index (CVI) for all items was \\u0026gt;\\u0026thinsp;0.83, indicating acceptable content validity of the FUS [\\u003cspan class=\\\"CitationRef\\\"\\u003e22\\u003c/span\\u003e]. The inter-rater reliability demonstrated that the kappa coefficient for each test was greater than 0.75[\\u003cspan class=\\\"CitationRef\\\"\\u003e23\\u003c/span\\u003e], and the Intraclass Correlation Coefficients (ICC) for all tests were greater than 0.97, with observed agreement percentages ranging from 80.2\\u0026ndash;89.6%, indicating good inter-rater reliability for the FUS. In terms of intra-rater reliability, the kappa coefficient for each test was greater than 0.70, and the ICC for all subtests were greater than 0.96, with agreement percentages between 84.6% and 93.1% and 78.5\\u0026ndash;89.2%, respectively, indicating very good intra-rater reliability for the tool [\\u003cspan class=\\\"CitationRef\\\"\\u003e23\\u003c/span\\u003e]. The ICC for test-retest reliability ranged from 0.95 to 0.97, indicating very good test-retest reliability of the tool. Regarding internal consistency reliability, Cronbach\\u0026rsquo;s alpha value for the FUS was relatively low, at 0.59, indicating poor internal consistency of the FUS test. The likely reason for this is the uneven development of FMS in the study population, where there are \\u0026ldquo;strong\\u0026rdquo; and \\u0026ldquo;weak\\u0026rdquo; skills.\\u003c/p\\u003e\\n\\u003c/div\\u003e\\n\\u003ch3\\u003eParticipants\\u003c/h3\\u003e\\n\\u003cp\\u003e250 students in grades 1\\u0026ndash;5 (8.98\\u0026thinsp;\\u0026plusmn;\\u0026thinsp;1.48 years) were selected as participants from X Elementary School in Shangqiu City, Henan Province. 125 of them were female (50%). Before the formal testing, feasibility was assessed after obtaining consent from the guardians. Students with typical motor development disorders were excluded based on feedback from the students\\u0026apos; homeroom teachers and physical education teachers.\\u003c/p\\u003e\\n\\u003ch3\\u003eTesting Method\\u003c/h3\\u003e\\n\\u003cdiv id=\\\"Sec6\\\" class=\\\"Section2\\\"\\u003e\\n \\u003ch2\\u003eFUS Testing\\u003c/h2\\u003e\\n \\u003cp\\u003eThe standard procedures of the FUS test were strictly followed. In October 2024, a physical education teacher and three graduate students majoring in physical education completed the test. The physical education teacher was trained before the start of testing. A 10-minute standardized warm-up, including running, jumping, and stretching exercises, was conducted before the test assessment. Before each sub-test, the subjects received a verbal explanation of the testing procedures.\\u003c/p\\u003e\\n\\u003c/div\\u003e\\n\\u003ch3\\u003eTGMD-3 Testing\\u003c/h3\\u003e\\n\\u003cp\\u003eThe Test of Gross Motor Development-Third Edition (TGMD-3) was developed by Professor Ulrich at the University of Michigan, USA, and is designed to evaluate the FMS development level of children aged 3\\u0026ndash;10 years. The TGMD is one of the world\\u0026apos;s most widely used FMS assessment tools [\\u003cspan class=\\\"CitationRef\\\"\\u003e18\\u003c/span\\u003e]. The test includes 13 sub-tests, such as running, galloping, and striking a stationary ball with a bat. Currently, the operating procedures of TGMD-3 have been translated. Its reliability and validity have been tested in China [\\u003cspan class=\\\"CitationRef\\\"\\u003e10\\u003c/span\\u003e], and related studies have shown that TGMD-3 applies to Chinese children. In this study, the same subjects were tested with the TGMD-3 to verify the concurrent validity of the FUS.\\u003c/p\\u003e\\n\\u003cdiv id=\\\"Sec8\\\" class=\\\"Section2\\\"\\u003e\\n \\u003ch2\\u003eTranslation and Back-Translation\\u003c/h2\\u003e\\n \\u003cp\\u003eTo standardize the application of the FUS, this study translated the skills, equipment, and procedures in the FUS into Chinese. Considering specific Chinese cultural factors and linguistic habits, translation tools such as paper dictionaries (e.g., Oxford Advanced Learner\\u0026rsquo;s Dictionary, 9th Edition) and electronic dictionaries (e.g., Google Translate) were used, following the translation path: \\u0026ldquo;Collaborative translation by all authors \\u0026rarr; Review by professional English translators \\u0026rarr; Review by motor skill experts \\u0026rarr; Review by frontline physical education teachers.\\u0026rdquo; The translated FUS test skills, equipment, and procedures are shown in \\u003cstrong\\u003eS1\\u003c/strong\\u003e.\\u003c/p\\u003e\\n\\u003c/div\\u003e\\n\\u003ch3\\u003eData Statistical Analysis\\u003c/h3\\u003e\\n\\u003cp\\u003eAccording to the methodological procedures for validating the reliability and validity of assessment tools [\\u003cspan class=\\\"CitationRef\\\"\\u003e24\\u003c/span\\u003e, \\u003cspan class=\\\"CitationRef\\\"\\u003e25\\u003c/span\\u003e] and the research results of previous studies on the reliability and validity validation of motor skill assessment tools [\\u003cspan class=\\\"CitationRef\\\"\\u003e26\\u003c/span\\u003e\\u0026ndash;\\u003cspan class=\\\"CitationRef\\\"\\u003e29\\u003c/span\\u003e], this study selected construct validity and concurrent validity to reflect the validity of the FUS measurement in the psychometric properties of the FUS applied to Chinese children, and selected four indicators, test-retest reliability, internal consistency reliability, inter-rater reliability, and intra-rater reliability, to reflect the reliability of the FUS measurement. According to the requirements of data statistical analysis, the strength thresholds of reliability and validity of statistical analysis evidence are summarised (as shown in Table \\u003cspan class=\\\"InternalRef\\\"\\u003e1\\u003c/span\\u003e). This study strictly follows the statistical requirements for data processing and summary calculation.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eTable 1\\u003c/strong\\u003e\\u003cstrong\\u003e\\u0026nbsp;Thresholds for Interpreting the Strength of Reliability and Validity Evidence\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cdiv align=\\\"center\\\" style='margin:0cm;text-align:justify;line-height:200%;font-size:14px;font-family:\\\"Times New Roman\\\",serif;'\\u003e\\n \\u003ctable style=\\\"border-collapse: collapse;border: none;width: 909px;\\\"\\u003e\\n \\u003ctbody\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd rowspan=\\\"2\\\" style=\\\"width:327.15pt;border-top:solid windowtext 1.5pt;border-left:none;border-bottom:solid windowtext 1.0pt;border-right:none;padding:0cm 5.4pt 0cm 5.4pt;height:27.0pt;\\\"\\u003e\\n \\u003cp style='margin:0cm;text-align:justify;line-height:200%;font-size:14px;font-family:\\\"Times New Roman\\\",serif;'\\u003e\\u003cspan style='font-size:15px;line-height:200%;font-family:\\\"Times New Roman\\\";'\\u003eStatistical Measures\\u003c/span\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd colspan=\\\"4\\\" style=\\\"width:348.0pt;border-top:solid windowtext 1.5pt;border-left:none;border-bottom:solid windowtext 1.0pt;border-right:none;padding:0cm 5.4pt 0cm 5.4pt;height:27.0pt;\\\"\\u003e\\n \\u003cp style='margin:0cm;text-align:justify;line-height:200%;font-size:14px;font-family:\\\"Times New Roman\\\",serif;'\\u003e\\u003cspan style='font-size:15px;line-height:200%;font-family:\\\"Times New Roman\\\";'\\u003eLevel of Evidence\\u003c/span\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"border:none;border-bottom:solid windowtext 1.0pt;\\\"\\u003e\\n \\u003cp style='margin:0cm;text-align:justify;line-height:200%;font-size:14px;font-family:\\\"Times New Roman\\\",serif;'\\u003e\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd style=\\\"width:58.35pt;border:none;border-bottom:solid windowtext 1.0pt;background:red;padding:0cm 5.4pt 0cm 5.4pt;height:19.7pt;\\\"\\u003e\\n \\u003cp style='margin:0cm;text-align:justify;line-height:200%;font-size:14px;font-family:\\\"Times New Roman\\\",serif;'\\u003e\\u003cspan style='font-size:15px;line-height:200%;font-family:\\\"Times New Roman\\\";color:black;'\\u003ePoor\\u003c/span\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width:105.1pt;border-top:solid windowtext 1.0pt;border-left:none;border-bottom:solid windowtext 1.0pt;border-right:none;background:#FFC000;padding:0cm 5.4pt 0cm 5.4pt;height:19.7pt;\\\"\\u003e\\n \\u003cp style='margin:0cm;text-align:justify;line-height:200%;font-size:14px;font-family:\\\"Times New Roman\\\",serif;'\\u003e\\u003cspan style='font-size:15px;line-height:200%;font-family:\\\"Times New Roman\\\";color:black;'\\u003eModerate\\u003c/span\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width:101.05pt;border-top:solid windowtext 1.0pt;border-left:none;border-bottom:solid windowtext 1.0pt;border-right:none;background:#C5E0B3;padding:0cm 5.4pt 0cm 5.4pt;height:19.7pt;\\\"\\u003e\\n \\u003cp style='margin:0cm;text-align:justify;line-height:200%;font-size:14px;font-family:\\\"Times New Roman\\\",serif;'\\u003e\\u003cspan style='font-size:15px;line-height:200%;font-family:\\\"Times New Roman\\\";color:black;'\\u003eGood\\u003c/span\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd colspan=\\\"2\\\" style=\\\"width:89.7pt;border-top:solid windowtext 1.0pt;border-left:none;border-bottom:solid windowtext 1.0pt;border-right:none;background:#00B050;padding:0cm 5.4pt 0cm 5.4pt;height:19.7pt;\\\"\\u003e\\n \\u003cp style='margin:0cm;text-align:justify;line-height:200%;font-size:14px;font-family:\\\"Times New Roman\\\",serif;'\\u003e\\u003cspan style='font-size:15px;line-height:200%;font-family:\\\"Times New Roman\\\";color:black;'\\u003eExcellent\\u003c/span\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd style=\\\"width:327.15pt;border:none;padding:0cm 5.4pt 0cm 5.4pt;height:80.55pt;\\\"\\u003e\\n \\u003cp style='margin:0cm;text-align:justify;line-height:200%;font-size:14px;font-family:\\\"Times New Roman\\\",serif;'\\u003e\\u003cspan style='font-size:15px;line-height:200%;font-family:\\\"Times New Roman\\\";'\\u003eIntraclass Correlation (ICC)\\u003c/span\\u003e\\u003cspan style='font-size:15px;line-height:200%;font-family: \\\"Times New Roman\\\";'\\u003e[23, 30]\\u003c/span\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width:58.35pt;border:none;padding:0cm 5.4pt 0cm 5.4pt;height:80.55pt;\\\"\\u003e\\n \\u003cp style='margin:0cm;text-align:justify;line-height:200%;font-size:14px;font-family:\\\"Times New Roman\\\",serif;'\\u003e\\u003cspan style='font-size:15px;line-height:200%;font-family:\\\"Times New Roman\\\";'\\u003e\\u0026lt;0.5\\u003c/span\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width:105.1pt;border:none;padding:0cm 5.4pt 0cm 5.4pt;height:80.55pt;\\\"\\u003e\\n \\u003cp style='margin:0cm;text-align:justify;line-height:200%;font-size:14px;font-family:\\\"Times New Roman\\\",serif;'\\u003e\\u003cspan style='font-size:15px;line-height:200%;font-family:\\\"Times New Roman\\\";'\\u003e(0.5,0.75\\u003c/span\\u003e\\u003cspan style=\\\"font-size:15px;line-height:200%;font-family:SimSun;\\\"\\u003e］\\u003c/span\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width:101.05pt;border:none;padding:0cm 5.4pt 0cm 5.4pt;height:80.55pt;\\\"\\u003e\\n \\u003cp style='margin:0cm;text-align:justify;line-height:200%;font-size:14px;font-family:\\\"Times New Roman\\\",serif;'\\u003e\\u003cspan style='font-size:15px;line-height:200%;font-family:\\\"Times New Roman\\\";'\\u003e(0.75,0.9\\u003c/span\\u003e\\u003cspan style=\\\"font-size:15px;line-height:200%;font-family:SimSun;\\\"\\u003e］\\u003c/span\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd colspan=\\\"2\\\" style=\\\"width:89.7pt;border:none;padding:0cm 5.4pt 0cm 5.4pt;height:80.55pt;\\\"\\u003e\\n \\u003cp style='margin:0cm;text-align:justify;line-height:200%;font-size:14px;font-family:\\\"Times New Roman\\\",serif;'\\u003e\\u003cspan style='font-size:15px;line-height:200%;font-family:\\\"Times New Roman\\\";'\\u003e\\u0026gt;0.9\\u003c/span\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd style=\\\"width:327.15pt;border:none;padding:0cm 5.4pt 0cm 5.4pt;height:30.35pt;\\\"\\u003e\\n \\u003cp style='margin:0cm;text-align:justify;line-height:200%;font-size:14px;font-family:\\\"Times New Roman\\\",serif;'\\u003e\\u003cspan style='font-size:15px;line-height:200%;font-family:\\\"Times New Roman\\\";'\\u003ePearson Correlation\\u003c/span\\u003e\\u003cspan style='font-size:15px;line-height:200%;font-family: \\\"Times New Roman\\\";'\\u003e[31]\\u003c/span\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width:58.35pt;border:none;padding:0cm 5.4pt 0cm 5.4pt;height:30.35pt;\\\"\\u003e\\n \\u003cp style='margin:0cm;text-align:justify;line-height:200%;font-size:14px;font-family:\\\"Times New Roman\\\",serif;'\\u003e\\u003cspan style='font-size:15px;line-height:200%;font-family:\\\"Times New Roman\\\";'\\u003e\\u0026lt;0.3\\u003c/span\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width:105.1pt;border:none;padding:0cm 5.4pt 0cm 5.4pt;height:30.35pt;\\\"\\u003e\\n \\u003cp style='margin:0cm;text-align:justify;line-height:200%;font-size:14px;font-family:\\\"Times New Roman\\\",serif;'\\u003e\\u003cspan style='font-size:15px;line-height:200%;font-family:\\\"Times New Roman\\\";'\\u003e(0.3,0.6\\u003c/span\\u003e\\u003cspan style=\\\"font-size:15px;line-height:200%;font-family:SimSun;\\\"\\u003e］\\u003c/span\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width:101.05pt;border:none;padding:0cm 5.4pt 0cm 5.4pt;height:30.35pt;\\\"\\u003e\\n \\u003cp style='margin:0cm;text-align:justify;line-height:200%;font-size:14px;font-family:\\\"Times New Roman\\\",serif;'\\u003e\\u003cspan style='font-size:15px;line-height:200%;font-family:\\\"Times New Roman\\\";'\\u003e(0.6,0.8\\u003c/span\\u003e\\u003cspan style=\\\"font-size:15px;line-height:200%;font-family:SimSun;\\\"\\u003e］\\u003c/span\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd colspan=\\\"2\\\" style=\\\"width:89.7pt;border:none;padding:0cm 5.4pt 0cm 5.4pt;height:30.35pt;\\\"\\u003e\\n \\u003cp style='margin:0cm;text-align:justify;line-height:200%;font-size:14px;font-family:\\\"Times New Roman\\\",serif;'\\u003e\\u003cspan style='font-size:15px;line-height:200%;font-family:\\\"Times New Roman\\\";'\\u003e\\u0026gt;0.8\\u003c/span\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd style=\\\"width:327.15pt;border:none;padding:0cm 5.4pt 0cm 5.4pt;height:30.35pt;\\\"\\u003e\\n \\u003cp style='margin:0cm;text-align:justify;line-height:200%;font-size:14px;font-family:\\\"Times New Roman\\\",serif;'\\u003e\\u003cspan style='font-size:15px;line-height:200%;font-family:\\\"Times New Roman\\\";'\\u003eCronbach\\u0026rsquo;s alpha\\u003c/span\\u003e\\u003cspan style='font-size:15px;line-height:200%;font-family: \\\"Times New Roman\\\";'\\u003e[32]\\u003c/span\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width:58.35pt;border:none;padding:0cm 5.4pt 0cm 5.4pt;height:30.35pt;\\\"\\u003e\\n \\u003cp style='margin:0cm;text-align:justify;line-height:200%;font-size:14px;font-family:\\\"Times New Roman\\\",serif;'\\u003e\\u003cspan style='font-size:15px;line-height:200%;font-family:\\\"Times New Roman\\\";'\\u003e\\u0026lt;0.6\\u003c/span\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width:105.1pt;border:none;padding:0cm 5.4pt 0cm 5.4pt;height:30.35pt;\\\"\\u003e\\n \\u003cp style='margin:0cm;text-align:justify;line-height:200%;font-size:14px;font-family:\\\"Times New Roman\\\",serif;'\\u003e\\u003cspan style='font-size:15px;line-height:200%;font-family:\\\"Times New Roman\\\";'\\u003e(0.6,0.7\\u003c/span\\u003e\\u003cspan style=\\\"font-size:15px;line-height:200%;font-family:SimSun;\\\"\\u003e］\\u003c/span\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width:101.05pt;border:none;padding:0cm 5.4pt 0cm 5.4pt;height:30.35pt;\\\"\\u003e\\n \\u003cp style='margin:0cm;text-align:justify;line-height:200%;font-size:14px;font-family:\\\"Times New Roman\\\",serif;'\\u003e\\u003cspan style='font-size:15px;line-height:200%;font-family:\\\"Times New Roman\\\";'\\u003e(0.7,0.9\\u003c/span\\u003e\\u003cspan style=\\\"font-size:15px;line-height:200%;font-family:SimSun;\\\"\\u003e］\\u003c/span\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd colspan=\\\"2\\\" style=\\\"width:89.7pt;border:none;padding:0cm 5.4pt 0cm 5.4pt;height:30.35pt;\\\"\\u003e\\n \\u003cp style='margin:0cm;text-align:justify;line-height:200%;font-size:14px;font-family:\\\"Times New Roman\\\",serif;'\\u003e\\u003cspan style='font-size:15px;line-height:200%;font-family:\\\"Times New Roman\\\";'\\u003e\\u0026gt;0.9\\u003c/span\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd style=\\\"width:327.15pt;border:none;border-bottom:solid windowtext 1.5pt;padding:0cm 5.4pt 0cm 5.4pt;height:50.15pt;\\\"\\u003e\\n \\u003cp style='margin:0cm;text-align:justify;line-height:200%;font-size:14px;font-family:\\\"Times New Roman\\\",serif;'\\u003e\\u003cspan style='font-size:15px;line-height:200%;font-family:\\\"Times New Roman\\\";'\\u003eCohen\\u0026rsquo;s kappa\\u003c/span\\u003e\\u003cspan style='font-size:15px;line-height:200%;font-family: \\\"Times New Roman\\\";'\\u003e[33]\\u003c/span\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width:58.35pt;border:none;border-bottom:solid windowtext 1.5pt;padding:0cm 5.4pt 0cm 5.4pt;height:50.15pt;\\\"\\u003e\\n \\u003cp style='margin:0cm;text-align:justify;line-height:200%;font-size:14px;font-family:\\\"Times New Roman\\\",serif;'\\u003e\\u003cspan style='font-size:15px;line-height:200%;font-family:\\\"Times New Roman\\\";'\\u003e\\u0026lt;0.4\\u003c/span\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width:105.1pt;border:none;border-bottom:solid windowtext 1.5pt;padding:0cm 5.4pt 0cm 5.4pt;height:50.15pt;\\\"\\u003e\\n \\u003cp style='margin:0cm;text-align:justify;line-height:200%;font-size:14px;font-family:\\\"Times New Roman\\\",serif;'\\u003e\\u003cspan style='font-size:15px;line-height:200%;font-family:\\\"Times New Roman\\\";'\\u003e(0.4,0.6\\u003c/span\\u003e\\u003cspan style=\\\"font-size:15px;line-height:200%;font-family:SimSun;\\\"\\u003e］\\u003c/span\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd style=\\\"width:101.05pt;border:none;border-bottom:solid windowtext 1.5pt;padding:0cm 5.4pt 0cm 5.4pt;height:50.15pt;\\\"\\u003e\\n \\u003cp style='margin:0cm;text-align:justify;line-height:200%;font-size:14px;font-family:\\\"Times New Roman\\\",serif;'\\u003e\\u003cspan style='font-size:15px;line-height:200%;font-family:\\\"Times New Roman\\\";'\\u003e(0.6,0.8\\u003c/span\\u003e\\u003cspan style=\\\"font-size:15px;line-height:200%;font-family:SimSun;\\\"\\u003e］\\u003c/span\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd colspan=\\\"2\\\" style=\\\"width:89.7pt;border:none;border-bottom:solid windowtext 1.5pt;padding:0cm 5.4pt 0cm 5.4pt;height:50.15pt;\\\"\\u003e\\n \\u003cp style='margin:0cm;text-align:justify;line-height:200%;font-size:14px;font-family:\\\"Times New Roman\\\",serif;'\\u003e\\u003cspan style='font-size:15px;line-height:200%;font-family:\\\"Times New Roman\\\";'\\u003e\\u0026gt;0.8\\u003c/span\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003c/tbody\\u003e\\n \\u003c/table\\u003e\\n\\u003c/div\\u003e\\n\\u003cp\\u003e*For Cronbach\\u0026rsquo;s alpha, \\u0026ldquo;Unacceptable\\u0026rdquo; and \\u0026ldquo;Poor\\u0026rdquo; were merged into \\u0026ldquo;Poor.\\u0026rdquo;\\u003c/p\\u003e\\n\\u003cp\\u003eTable \\u003cspan class=\\\"InternalRef\\\"\\u003e1\\u003c/span\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eData analysis and graph creation were performed using software such as SPSS 27.0, MedCalc, and Excel, with the significance level set at p\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.05. The concurrent validity of the FUS was assessed using Pearson correlation to examine the relationship between variables, and the r-value was reported. Test-retest reliability was evaluated using a two-way mixed model, absolute agreement, and the ICC with 95% confidence intervals and Cronbach\\u0026rsquo;s alpha coefficient. A Bland-Altman plot was also generated. Good agreement is generally considered present in the Bland-Altman plot if 95% of the measurement difference points fall within the Limits of Agreement (LOA), defined as the mean difference\\u0026thinsp;\\u0026plusmn;\\u0026thinsp;1.96 * SD[\\u003cspan class=\\\"CitationRef\\\"\\u003e34\\u003c/span\\u003e]. Internal consistency reliability was assessed using Cronbach\\u0026rsquo;s alpha coefficient. Inter-rater and intra-rater reliability were both evaluated by calculating ICC. Cohen\\u0026rsquo;s kappa coefficient was calculated and interpreted according to the classification proposed by Landis and Koch [\\u003cspan class=\\\"CitationRef\\\"\\u003e23\\u003c/span\\u003e] ). The observed percentage of agreement was also calculated. A Bland-Altman plot was also generated for inter-rater reliability.\\u003c/p\\u003e\"},{\"header\":\"Results\",\"content\":\"\\u003cdiv id=\\\"Sec11\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eBasic Test Results\\u003c/h2\\u003e \\u003cp\\u003eTable\\u0026nbsp;\\u003cspan refid=\\\"Tab2\\\" class=\\\"InternalRef\\\"\\u003e2\\u003c/span\\u003e\\u003c/p\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab2\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 2\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003eParticipant FUS and TGMD Raw Scores (n\\u0026thinsp;=\\u0026thinsp;250)\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"18\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c4\\\" colnum=\\\"4\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c5\\\" colnum=\\\"5\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c6\\\" colnum=\\\"6\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c7\\\" colnum=\\\"7\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c8\\\" colnum=\\\"8\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c9\\\" colnum=\\\"9\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c10\\\" colnum=\\\"10\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c11\\\" colnum=\\\"11\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c12\\\" colnum=\\\"12\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c13\\\" colnum=\\\"13\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c14\\\" colnum=\\\"14\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c15\\\" colnum=\\\"15\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c16\\\" colnum=\\\"16\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c17\\\" colnum=\\\"17\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c18\\\" colnum=\\\"18\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u0026nbsp;\\u003c/th\\u003e \\u003cth align=\\\"left\\\" colspan=\\\"2\\\" morerows=\\\"1\\\" nameend=\\\"c3\\\" namest=\\\"c2\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003eOverall Situation\\u003c/p\\u003e \\u003cp\\u003e(n\\u0026thinsp;=\\u0026thinsp;250)\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colspan=\\\"4\\\" nameend=\\\"c7\\\" namest=\\\"c4\\\"\\u003e \\u003cp\\u003eGender\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c8\\\"\\u003e\\u0026nbsp;\\u003c/th\\u003e \\u003cth align=\\\"left\\\" colspan=\\\"10\\\" nameend=\\\"c18\\\" namest=\\\"c9\\\"\\u003e \\u003cp\\u003eGrade\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u0026nbsp;\\u003c/th\\u003e \\u003cth align=\\\"left\\\" colspan=\\\"2\\\" nameend=\\\"c5\\\" namest=\\\"c4\\\"\\u003e \\u003cp\\u003eMale\\u003c/p\\u003e \\u003cp\\u003e(n\\u0026thinsp;=\\u0026thinsp;125)\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colspan=\\\"2\\\" nameend=\\\"c7\\\" namest=\\\"c6\\\"\\u003e \\u003cp\\u003eFemale\\u003c/p\\u003e \\u003cp\\u003e(n\\u0026thinsp;=\\u0026thinsp;125)\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c8\\\"\\u003e\\u0026nbsp;\\u003c/th\\u003e \\u003cth align=\\\"left\\\" colspan=\\\"2\\\" nameend=\\\"c10\\\" namest=\\\"c9\\\"\\u003e \\u003cp\\u003eFirst Grade\\u003c/p\\u003e \\u003cp\\u003e(n\\u0026thinsp;=\\u0026thinsp;70)\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colspan=\\\"2\\\" nameend=\\\"c12\\\" namest=\\\"c11\\\"\\u003e \\u003cp\\u003eSecond Grade\\u003c/p\\u003e \\u003cp\\u003e(n\\u0026thinsp;=\\u0026thinsp;46)\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colspan=\\\"2\\\" nameend=\\\"c14\\\" namest=\\\"c13\\\"\\u003e \\u003cp\\u003eThird Grade\\u003c/p\\u003e \\u003cp\\u003e(n\\u0026thinsp;=\\u0026thinsp;62)\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colspan=\\\"2\\\" nameend=\\\"c16\\\" namest=\\\"c15\\\"\\u003e \\u003cp\\u003eFourth Grade\\u003c/p\\u003e \\u003cp\\u003e(n\\u0026thinsp;=\\u0026thinsp;36)\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colspan=\\\"2\\\" nameend=\\\"c18\\\" namest=\\\"c17\\\"\\u003e \\u003cp\\u003eFifth Grade\\u003c/p\\u003e \\u003cp\\u003e(n\\u0026thinsp;=\\u0026thinsp;36)\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eM\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003esd\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003eM\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003esd\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003eM\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003esd\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003eM\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e \\u003cp\\u003esd\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c11\\\"\\u003e \\u003cp\\u003eM\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c12\\\"\\u003e \\u003cp\\u003esd\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c13\\\"\\u003e \\u003cp\\u003eM\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c14\\\"\\u003e \\u003cp\\u003esd\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c15\\\"\\u003e \\u003cp\\u003eM\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c16\\\"\\u003e \\u003cp\\u003esd\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c17\\\"\\u003e \\u003cp\\u003eM\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c18\\\"\\u003e \\u003cp\\u003esd\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eHurdles\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e1.42\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e1.43\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e1.62\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e1.59\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e1.21\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e1.22\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003e1.29\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e \\u003cp\\u003e1.62\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c11\\\"\\u003e \\u003cp\\u003e1.87\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c12\\\"\\u003e \\u003cp\\u003e1.47\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c13\\\"\\u003e \\u003cp\\u003e1.45\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c14\\\"\\u003e \\u003cp\\u003e1.25\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c15\\\"\\u003e \\u003cp\\u003e1.89\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c16\\\"\\u003e \\u003cp\\u003e1.12\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c17\\\"\\u003e \\u003cp\\u003e0.56\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c18\\\"\\u003e \\u003cp\\u003e1.18\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eJump rope\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e1.22\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e1.40\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e1.01\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e1.29\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e1.44\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e1.48\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003e0.54\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e \\u003cp\\u003e1.21\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c11\\\"\\u003e \\u003cp\\u003e1.70\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c12\\\"\\u003e \\u003cp\\u003e1.53\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c13\\\"\\u003e \\u003cp\\u003e1.10\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c14\\\"\\u003e \\u003cp\\u003e1.31\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c15\\\"\\u003e \\u003cp\\u003e1.61\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c16\\\"\\u003e \\u003cp\\u003e1.36\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c17\\\"\\u003e \\u003cp\\u003e1.78\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c18\\\"\\u003e \\u003cp\\u003e1.24\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eForward roll\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e1.84\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e1.39\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e1.74\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e1.31\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e1.94\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e1.47\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003e1.57\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e \\u003cp\\u003e1.16\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c11\\\"\\u003e \\u003cp\\u003e1.39\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c12\\\"\\u003e \\u003cp\\u003e1.22\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c13\\\"\\u003e \\u003cp\\u003e1.71\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c14\\\"\\u003e \\u003cp\\u003e1.26\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c15\\\"\\u003e \\u003cp\\u003e2.61\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c16\\\"\\u003e \\u003cp\\u003e1.44\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c17\\\"\\u003e \\u003cp\\u003e2.39\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c18\\\"\\u003e \\u003cp\\u003e1.73\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eBall bouncing\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e1.60\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e1.36\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e1.96\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e1.45\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e1.25\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e1.15\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003e0.81\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e \\u003cp\\u003e1.04\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c11\\\"\\u003e \\u003cp\\u003e1.91\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c12\\\"\\u003e \\u003cp\\u003e1.46\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c13\\\"\\u003e \\u003cp\\u003e1.19\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c14\\\"\\u003e \\u003cp\\u003e1.16\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c15\\\"\\u003e \\u003cp\\u003e2.22\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c16\\\"\\u003e \\u003cp\\u003e1.15\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c17\\\"\\u003e \\u003cp\\u003e2.83\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c18\\\"\\u003e \\u003cp\\u003e0.97\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eThrowing and catching\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e2.22\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e1.33\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e2.54\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e1.34\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e1.90\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e1.24\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003e1.31\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e \\u003cp\\u003e1.02\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c11\\\"\\u003e \\u003cp\\u003e2.87\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c12\\\"\\u003e \\u003cp\\u003e1.34\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c13\\\"\\u003e \\u003cp\\u003e2.10\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c14\\\"\\u003e \\u003cp\\u003e1.26\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c15\\\"\\u003e \\u003cp\\u003e3.22\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c16\\\"\\u003e \\u003cp\\u003e1.24\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c17\\\"\\u003e \\u003cp\\u003e2.39\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c18\\\"\\u003e \\u003cp\\u003e0.77\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eKicking and stopping a ball\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e2.87\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e1.21\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e3.44\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e1.03\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e2.30\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e1.10\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003e2.60\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e \\u003cp\\u003e1.24\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c11\\\"\\u003e \\u003cp\\u003e3.57\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c12\\\"\\u003e \\u003cp\\u003e1.11\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c13\\\"\\u003e \\u003cp\\u003e2.58\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c14\\\"\\u003e \\u003cp\\u003e0.92\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c15\\\"\\u003e \\u003cp\\u003e3.39\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c16\\\"\\u003e \\u003cp\\u003e1.23\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c17\\\"\\u003e \\u003cp\\u003e2.50\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c18\\\"\\u003e \\u003cp\\u003e1.18\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eFUS Total Score\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e11.18\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e4.69\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e12.31\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e5.03\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e10.05\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e4.03\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003e8.13\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e \\u003cp\\u003e3.06\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c11\\\"\\u003e \\u003cp\\u003e13.30\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c12\\\"\\u003e \\u003cp\\u003e4.73\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c13\\\"\\u003e \\u003cp\\u003e10.13\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c14\\\"\\u003e \\u003cp\\u003e3.76\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c15\\\"\\u003e \\u003cp\\u003e14.94\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c16\\\"\\u003e \\u003cp\\u003e4.86\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c17\\\"\\u003e \\u003cp\\u003e12.44\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c18\\\"\\u003e \\u003cp\\u003e4.29\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eTGMD-3 Total Score\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e83.34\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e7.23\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e84.76\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e7.13\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e81.93\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e7.08\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003e80.49\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e \\u003cp\\u003e7.65\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c11\\\"\\u003e \\u003cp\\u003e85.61\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c12\\\"\\u003e \\u003cp\\u003e6.14\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c13\\\"\\u003e \\u003cp\\u003e80.31\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c14\\\"\\u003e \\u003cp\\u003e3.92\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c15\\\"\\u003e \\u003cp\\u003e90.83\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c16\\\"\\u003e \\u003cp\\u003e5.55\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c17\\\"\\u003e \\u003cp\\u003e83.75\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c18\\\"\\u003e \\u003cp\\u003e7.32\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003cp\\u003eAs shown in Table\\u0026nbsp;\\u003cspan refid=\\\"Tab2\\\" class=\\\"InternalRef\\\"\\u003e2\\u003c/span\\u003e, the scores varied among students of different genders and grades. Boys scored higher than girls in all tests, including the total score, except for Jumping Rope and Forward Roll. First-grade students generally had lower scores on all six tests, but their scores improved upon entering second grade. Although scores occasionally decreased with increasing grade level, the overall trend was upward. Both boys and girls scored highest on the Kicking and Stopping a Ball test, with scores of 3.44 and 2.03, respectively. Boys scored lowest on the Jumping Rope, with a score of 1.01. Girls scored lowest on Hurdles, with a score of 1.21. Fifth-grade students scored highest on Ball Bouncing, with a score of 2.83. Students in all other grades scored highest on Kicking and Stopping a Ball, with scores of 2.60, 3.57, 2.58, and 3.39, respectively. The standard deviation ranged from 0.77 to 1.73 across the individual tests. The standard deviation for the FUS total score ranged from 3.06 to 5.03.\\u003c/p\\u003e \\u003cp\\u003eAccording to the \\u0026ldquo;pyramid\\u0026rdquo; model (Sequential Progression of Skill Levels in the Achievement of Motor Proficiency) proposed by Seefeldt et al.[\\u003cspan citationid=\\\"CR35\\\" class=\\\"CitationRef\\\"\\u003e35\\u003c/span\\u003e], children\\u0026rsquo;s FMS gradually improves with increasing age. A study using the TGMD-3 to test FMS in 1118 children in Shanghai, China, found that the TGMD-3 total score gradually increased with age, which supports the pyramid model [\\u003cspan citationid=\\\"CR36\\\" class=\\\"CitationRef\\\"\\u003e36\\u003c/span\\u003e] A one-way ANOVA, with age as the factor, showed that the FUS total score gradually increased with increasing grade level, and there was a significant difference in the average scores between the grades (p\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.001), as shown in Table\\u0026nbsp;\\u003cspan refid=\\\"Tab3\\\" class=\\\"InternalRef\\\"\\u003e3\\u003c/span\\u003e. This result supports the central tenet of the pyramid model, which posits that children's FMS gradually improves with age. Therefore, the FUS is considered to have good construct validity.\\u003c/p\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab3\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 3\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003eOne-way (grade) ANOVA (n\\u0026thinsp;=\\u0026thinsp;250)\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"10\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c4\\\" colnum=\\\"4\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c5\\\" colnum=\\\"5\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c6\\\" colnum=\\\"6\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c7\\\" colnum=\\\"7\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c8\\\" colnum=\\\"8\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c9\\\" colnum=\\\"9\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c10\\\" colnum=\\\"10\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eGrade\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u0026nbsp;\\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eHurdles\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003eJump rope\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003eForward roll\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003eBall bouncing\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003eThrowing and catching\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c8\\\"\\u003e \\u003cp\\u003eKicking and stopping a ball\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003eFUS Total Score\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c10\\\"\\u003e \\u003cp\\u003eTGMD-3 Total Score\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003eFirst Grade\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eM\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e1.29\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e0.54\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e1.57\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e0.81\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e1.31\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e \\u003cp\\u003e2.60\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003e8.13\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e \\u003cp\\u003e80.49\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003esd\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e1.62\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e1.21\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e1.16\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e1.04\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e1.02\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e \\u003cp\\u003e1.24\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003e3.06\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e \\u003cp\\u003e7.65\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003eSecond Grade\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eM\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e1.87\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e1.70\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e1.39\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e1.91\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e2.87\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e \\u003cp\\u003e3.57\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003e13.30\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e \\u003cp\\u003e85.61\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003esd\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e1.47\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e1.53\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e1.22\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e1.46\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e1.34\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e \\u003cp\\u003e1.11\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003e4.73\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e \\u003cp\\u003e6.14\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003eThird Grade\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eM\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e1.89\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e1.61\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e2.61\\u003c/p\\u003e 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\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e \\u003cp\\u003e0.26\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003ef\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e5.98\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e8.54\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e6.72\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e23.43\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e21.70\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e \\u003cp\\u003e9.18\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003e22.99\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e \\u003cp\\u003e21.68\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003ep\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e\\u0026lt;\\u0026thinsp;0.001\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e\\u0026lt;\\u0026thinsp;0.001\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e\\u0026lt;\\u0026thinsp;0.001\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e\\u0026lt;\\u0026thinsp;0.001\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e\\u0026lt;\\u0026thinsp;0.001\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e \\u003cp\\u003e\\u0026lt;\\u0026thinsp;0.001\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003e\\u0026lt;\\u0026thinsp;0.001\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e \\u003cp\\u003e\\u0026lt;\\u0026thinsp;0.001\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003cp\\u003eTable\\u0026nbsp;\\u003cspan refid=\\\"Tab3\\\" class=\\\"InternalRef\\\"\\u003e3\\u003c/span\\u003e\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec12\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eConcurrent Validity\\u003c/h2\\u003e \\u003cp\\u003eConcurrent validity refers to the degree of agreement between the chosen test instrument and a known test and is a type of criterion-related validity [\\u003cspan citationid=\\\"CR37\\\" class=\\\"CitationRef\\\"\\u003e37\\u003c/span\\u003e]. If the correlation coefficient between the two is close to 1, it indicates a high degree of validity for the measurement tool; if the correlation coefficient is close to 0, it indicates a low degree of validity. Previous studies have confirmed the applicability of the TGMD-3 to Chinese children, and the Chinese academic community has completed the translation of the TGMD-3 operational procedures [\\u003cspan citationid=\\\"CR10\\\" class=\\\"CitationRef\\\"\\u003e10\\u003c/span\\u003e] and the reliability and validity testing [\\u003cspan citationid=\\\"CR36\\\" class=\\\"CitationRef\\\"\\u003e36\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR38\\\" class=\\\"CitationRef\\\"\\u003e38\\u003c/span\\u003e]. Therefore, the TGMD-3 was selected as the criterion to evaluate the feasibility of the FUS in FMS testing for Chinese children. The FUS and TGMD-3 were administered to the same subjects in the actual testing. Correlation analysis was used to verify the correlation between the two tests. The results indicated a very strong correlation between the total scores of the FUS and TGMD-3 (r\\u0026thinsp;=\\u0026thinsp;0.903\\u0026thinsp;\\u0026gt;\\u0026thinsp;0.8, p\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.001). The sub-tests also showed a strong correlation with the total score of the TGMD-3 (see Table\\u0026nbsp;\\u003cspan refid=\\\"Tab4\\\" class=\\\"InternalRef\\\"\\u003e4\\u003c/span\\u003e). Therefore, the FUS is considered to have very good concurrent validity.\\u003c/p\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab4\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 4\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eCorrelations Between FUS Test Items and Total Score (n\\u0026thinsp;=\\u0026thinsp;250)\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"9\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c4\\\" colnum=\\\"4\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c5\\\" colnum=\\\"5\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c6\\\" colnum=\\\"6\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c7\\\" colnum=\\\"7\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c8\\\" colnum=\\\"8\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c9\\\" colnum=\\\"9\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u0026nbsp;\\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eA\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eB\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003eC\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003eD\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003eE\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003eF\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c8\\\"\\u003e \\u003cp\\u003eG\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003eH\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eA_ Hurdles\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e1\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eB_ Jump rope\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e0.18**\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e1\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eC_ Forward roll\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e0.13*\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e0.15*\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e1\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eD_ Ball bouncing\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e0.17**\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e0.32**\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e0.22**\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e1\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eE_ Throwing and catching\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e0.22**\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e0.26**\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e0.23**\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e0.49**\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e1\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eF_ Kicking and stopping a ball\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e0.11\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e0.09\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e-0.04\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e0.24**\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e0.24**\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e1\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eG_ FUS Total Score\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e0.54**\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e0.58**\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e0.50**\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e0.70**\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e0.70**\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e0.44**\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e \\u003cp\\u003e1\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eH_ TGMD-3 Total Score\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e0.50**\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e0.48**\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e0.45**\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e0.62**\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e0.63**\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e0.45**\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e \\u003cp\\u003e0.90**\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003e1\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003ctfoot\\u003e \\u003ctr\\u003e\\u003ctd colspan=\\\"9\\\"\\u003e** Correlation is significant at the 0.01 level (2-tailed).\\u003c/td\\u003e\\u003c/tr\\u003e \\u003ctr\\u003e\\u003ctd colspan=\\\"9\\\"\\u003e* Correlation is significant at the 0.05 level (2-tailed).\\u003c/td\\u003e\\u003c/tr\\u003e \\u003c/tfoot\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003cp\\u003eTable\\u0026nbsp;\\u003cspan refid=\\\"Tab4\\\" class=\\\"InternalRef\\\"\\u003e4\\u003c/span\\u003e\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec13\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eTest-Retest Reliability\\u003c/h2\\u003e \\u003cp\\u003eTest-retest reliability, also known as the stability coefficient, refers to the consistency of measurement results when the same measurement tool is used to assess the same subjects. It primarily reflects the stability of the instrument over time[\\u003cspan citationid=\\\"CR37\\\" class=\\\"CitationRef\\\"\\u003e37\\u003c/span\\u003e]. In this study, 41 students from the same group of subjects were administered the FUS test twice, following the FUS testing procedures, with an interval of no more than 48 hours between the two tests. The test-retest consistency of the four subtests was compared using an agreement analysis [\\u003cspan citationid=\\\"CR39\\\" class=\\\"CitationRef\\\"\\u003e39\\u003c/span\\u003e], and a Bland-Altman plot was generated (see Fig.\\u0026nbsp;\\u003cspan refid=\\\"Fig1\\\" class=\\\"InternalRef\\\"\\u003e1\\u003c/span\\u003e). The results showed that 95.1% (39/41) of the data points fell within the limits of agreement (LOA), defined as the mean difference\\u0026thinsp;\\u0026plusmn;\\u0026thinsp;1.96 * SD, the mean difference was \\u0026minus;\\u0026thinsp;0.5, p\\u0026thinsp;=\\u0026thinsp;0.015, and the ICC for each subtest ranged from 0.92 to 0.96, with Cronbach\\u0026rsquo;s alpha ranging from 0.96 to 0.98 (see Table\\u0026nbsp;\\u003cspan refid=\\\"Tab5\\\" class=\\\"InternalRef\\\"\\u003e5\\u003c/span\\u003e). This indicates that the FUS has very good test-retest reliability.\\u003c/p\\u003e \\u003cp\\u003e \\u003c/p\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab5\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 5\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003eTest-Retest Reliability of FUS Test Items (n\\u0026thinsp;=\\u0026thinsp;41)\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"4\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c4\\\" colnum=\\\"4\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eTask\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eCronbach\\u0026rsquo;s alpha\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eICC (95% CI)\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003eStrength of ICC\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eHurdles\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e0.98\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e0.96(0.92\\u0026ndash;0.98)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003eExcellent\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eJump rope\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e0.96\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e0.93(0.87\\u0026ndash;0.96)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003eExcellent\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eForward roll\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e0.96\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e0.93(0.87\\u0026ndash;0.96)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003eExcellent\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eBall bouncing\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e0.96\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e0.92(0.85\\u0026ndash;0.96)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003eExcellent\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eThrowing and catching\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e0.97\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e0.93(0.88\\u0026ndash;0.96)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003eExcellent\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eKicking and stopping a ball\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e0.96\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e0.92(0.86\\u0026ndash;0.96)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003eExcellent\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003cp\\u003eFigure \\u003cspan refid=\\\"Fig1\\\" class=\\\"InternalRef\\\"\\u003e1\\u003c/span\\u003e\\u003c/p\\u003e \\u003cp\\u003eTable\\u0026nbsp;\\u003cspan refid=\\\"Tab5\\\" class=\\\"InternalRef\\\"\\u003e5\\u003c/span\\u003e\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec14\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eInternal Consistency Reliability\\u003c/h2\\u003e \\u003cp\\u003eInternal consistency reliability, or homogeneity reliability, primarily represents the degree of consistency among all the sub-tests within a measurement tool [\\u003cspan citationid=\\\"CR37\\\" class=\\\"CitationRef\\\"\\u003e37\\u003c/span\\u003e]. The Cronbach\\u0026rsquo;s α coefficient for the six sub-tests of the FUS was 0.59, indicating poor internal consistency reliability. Related research suggests that physical activity significantly impacts children\\u0026rsquo;s FMS [\\u003cspan citationid=\\\"CR40\\\" class=\\\"CitationRef\\\"\\u003e40\\u003c/span\\u003e]. Therefore, children with more physical activity may exhibit positive transfer of motor skills similar to those involved in physical activity, resulting in poor internal consistency reliability of the FUS test.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec15\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eInter-rater Reliability\\u003c/h2\\u003e \\u003cp\\u003eInter-rater reliability is the consistency between different raters when scoring the same subjects or data [\\u003cspan citationid=\\\"CR41\\\" class=\\\"CitationRef\\\"\\u003e41\\u003c/span\\u003e]. The Bland-Altman plot (see Fig.\\u0026nbsp;\\u003cspan refid=\\\"Fig2\\\" class=\\\"InternalRef\\\"\\u003e2\\u003c/span\\u003e) showed that 96.6% (201/208) of the data points fell within the limits of agreement (LOA), defined as the mean difference\\u0026thinsp;\\u0026plusmn;\\u0026thinsp;1.96 * SD, the mean difference was \\u0026minus;\\u0026thinsp;0.1, p\\u0026thinsp;=\\u0026thinsp;0.328. The observed percentage of agreement for each subtest ranged from 80.8\\u0026ndash;89.9%, the ICC ranged from 0.94 to 0.96, and Cohen\\u0026rsquo;s kappa coefficients were greater than 0.75 [\\u003cspan citationid=\\\"CR23\\\" class=\\\"CitationRef\\\"\\u003e23\\u003c/span\\u003e] (see Table\\u0026nbsp;\\u003cspan refid=\\\"Tab6\\\" class=\\\"InternalRef\\\"\\u003e6\\u003c/span\\u003e).\\u003c/p\\u003e \\u003cp\\u003e \\u003c/p\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab6\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 6\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003eInter-Rater Reliability of FUS Test Items (n\\u0026thinsp;=\\u0026thinsp;208)\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"5\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c4\\\" colnum=\\\"4\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c5\\\" colnum=\\\"5\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eTask\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003ePercentage of observed agreements %\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eCohen\\u0026rsquo;s kappa (95% CI)\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003eICC (95% CI)\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003eStrength of ICC\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eHurdles\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e85.10\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e0.80\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e0.95(0.93\\u0026ndash;0.96)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003eExcellent\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eJump rope\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e84.13\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e0.77\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e0.94(0.93\\u0026ndash;0.96)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003eExcellent\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eForward roll\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e83.17\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e0.79\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e0.96(0.94\\u0026ndash;0.97)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003eExcellent\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eBall bouncing\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e80.78\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e0.76\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e0.95(0.94\\u0026ndash;0.97)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003eExcellent\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eThrowing and catching\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e89.90\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e0.87\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e0.94(0.93\\u0026ndash;0.96)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003eExcellent\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eKicking and stopping a ball\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e85.10\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e0.81\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e0.95(0.93\\u0026ndash;0.96)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003eExcellent\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"No\\\" id=\\\"Taba\\\" border=\\\"1\\\"\\u003e \\u003ccolgroup cols=\\\"7\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c4\\\" colnum=\\\"4\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c5\\\" colnum=\\\"5\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c6\\\" colnum=\\\"6\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c7\\\" colnum=\\\"7\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colspan=\\\"6\\\" nameend=\\\"c6\\\" namest=\\\"c1\\\"\\u003e \\u003cp\\u003eTable\\u0026nbsp;7 Intra-Rater Reliability of FUS Test Items (n\\u0026thinsp;=\\u0026thinsp;79)\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colspan=\\\"1\\\" nameend=\\\"c7\\\" namest=\\\"c7\\\"\\u003e\\u0026nbsp;\\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eTask\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003ePercentage of observed agreements %%\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003eCohen\\u0026rsquo;s kappa (95% CI)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003eICC (95% CI)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"2\\\" nameend=\\\"c7\\\" namest=\\\"c6\\\"\\u003e \\u003cp\\u003eStrength of ICC\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003eHurdles\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eRater 1\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e93.67\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e0.90\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e0.97(0.96\\u0026ndash;0.98)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"2\\\" nameend=\\\"c7\\\" namest=\\\"c6\\\"\\u003e \\u003cp\\u003eExcellent\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eRater 2\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e91.13\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e0.88\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e0.97(0.95\\u0026ndash;0.98)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"2\\\" nameend=\\\"c7\\\" namest=\\\"c6\\\"\\u003e \\u003cp\\u003eExcellent\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003eJump rope\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eRater 1\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e79.74\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e0.70\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e0.94(0.91\\u0026ndash;0.96)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"2\\\" nameend=\\\"c7\\\" namest=\\\"c6\\\"\\u003e \\u003cp\\u003eExcellent\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eRater 2\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e82.28\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e0.74\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e0.96(0.94\\u0026ndash;0.98)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"2\\\" nameend=\\\"c7\\\" namest=\\\"c6\\\"\\u003e \\u003cp\\u003eExcellent\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003eForward roll\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eRater 1\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e93.67\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e0.92\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e0.99(0.98\\u0026ndash;0.99)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"2\\\" nameend=\\\"c7\\\" namest=\\\"c6\\\"\\u003e \\u003cp\\u003eExcellent\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eRater 2\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e86.08\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e0.83\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e0.96(0.94\\u0026ndash;0.98)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"2\\\" nameend=\\\"c7\\\" namest=\\\"c6\\\"\\u003e \\u003cp\\u003eExcellent\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003eBall bouncing\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eRater 1\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e78.48\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e0.73\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e0.94(0.91\\u0026ndash;0.96)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"2\\\" nameend=\\\"c7\\\" namest=\\\"c6\\\"\\u003e \\u003cp\\u003eExcellent\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eRater 2\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e82.28\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e0.78\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e0.95(0.93\\u0026ndash;0.97)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"2\\\" nameend=\\\"c7\\\" namest=\\\"c6\\\"\\u003e \\u003cp\\u003eExcellent\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003eThrowing and catching\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eRater 1\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e83.54\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e0.79\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e0.93(0.89\\u0026ndash;0.96)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"2\\\" nameend=\\\"c7\\\" namest=\\\"c6\\\"\\u003e \\u003cp\\u003eExcellent\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eRater 2\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e83.54\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e0.78\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e0.92(0.88\\u0026ndash;0.95)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"2\\\" nameend=\\\"c7\\\" namest=\\\"c6\\\"\\u003e \\u003cp\\u003eExcellent\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003eKicking and stopping a ball\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eRater 1\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e86.08\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e0.82\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e0.96(0.94\\u0026ndash;0.98)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"2\\\" nameend=\\\"c7\\\" namest=\\\"c6\\\"\\u003e \\u003cp\\u003eExcellent\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eRater 2\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e77.22\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e0.71\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e0.94(0.90\\u0026ndash;0.96)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"2\\\" nameend=\\\"c7\\\" namest=\\\"c6\\\"\\u003e \\u003cp\\u003eExcellent\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003ctfoot\\u003e \\u003c/tfoot\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003cp\\u003eFigure \\u003cspan refid=\\\"Fig2\\\" class=\\\"InternalRef\\\"\\u003e2\\u003c/span\\u003e\\u003c/p\\u003e \\u003cp\\u003eTable\\u0026nbsp;\\u003cspan refid=\\\"Tab6\\\" class=\\\"InternalRef\\\"\\u003e6\\u003c/span\\u003e\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec16\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eIntra-rater Reliability\\u003c/h2\\u003e \\u003cp\\u003eIntra-rater reliability refers to the degree of consistency and stability of measurements taken by the same rater or observer on multiple occasions when assessing the same patients or items[\\u003cspan citationid=\\\"CR42\\\" class=\\\"CitationRef\\\"\\u003e42\\u003c/span\\u003e]. For intra-rater reliability, the observed percentage of agreement for all subtests ranged from 77.2\\u0026ndash;93.7%; the ICC values were all greater than 0.92, and Cohen\\u0026rsquo;s kappa values were greater than 0.70 (see \\u003cb\\u003eTable\\u0026nbsp;7\\u003c/b\\u003e). The above data indicate that the FUS has very good intra-rater reliability [\\u003cspan citationid=\\\"CR23\\\" class=\\\"CitationRef\\\"\\u003e23\\u003c/span\\u003e].\\u003c/p\\u003e \\u003cp\\u003e \\u003cb\\u003eTable\\u0026nbsp;7\\u003c/b\\u003e \\u003c/p\\u003e \\u003c/div\\u003e\"},{\"header\":\"Discussion\",\"content\":\"\\u003cp\\u003eWith the implementation of the \\u0026ldquo;New Curriculum Standards,\\u0026rdquo; FMS has been listed as a major component of the physical education and health curriculum in compulsory education [\\u003cspan citationid=\\\"CR43\\\" class=\\\"CitationRef\\\"\\u003e43\\u003c/span\\u003e]. FMS is the foundation of specialized sports and motor skills [\\u003cspan citationid=\\\"CR44\\\" class=\\\"CitationRef\\\"\\u003e44\\u003c/span\\u003e] and a key factor in forming lifelong engagement in physical activity [\\u003cspan citationid=\\\"CR45\\\" class=\\\"CitationRef\\\"\\u003e45\\u003c/span\\u003e]. FMS development is multi-dimensional and complex, with children\\u0026rsquo;s age, gender, physical fitness, parental support, and the home and community physical activity environment all impacting FMS [\\u003cspan citationid=\\\"CR46\\\" class=\\\"CitationRef\\\"\\u003e46\\u003c/span\\u003e]. A recent study conducted in the UK showed that the FMS abilities of all 219 British elementary school students participating were deficient [\\u003cspan citationid=\\\"CR47\\\" class=\\\"CitationRef\\\"\\u003e47\\u003c/span\\u003e]. Previous studies have also shown that adolescents (12 to 13 years old) have low overall skill proficiency, with only 11% of participants possessing a high level of FMS proficiency [\\u003cspan citationid=\\\"CR48\\\" class=\\\"CitationRef\\\"\\u003e48\\u003c/span\\u003e]. A systematic review by Bolger assessing the FMS levels of children globally indicated that children\\u0026rsquo;s FMS levels are between \\u0026ldquo;below average\\u0026rdquo; and \\u0026ldquo;average\\u0026rdquo;[\\u003cspan citationid=\\\"CR49\\\" class=\\\"CitationRef\\\"\\u003e49\\u003c/span\\u003e], indicating that the FMS level of children internationally is generally low [\\u003cspan citationid=\\\"CR50\\\" class=\\\"CitationRef\\\"\\u003e50\\u003c/span\\u003e]. The situation in China is also not optimistic, with studies showing that the development level of basic motor skills in children aged 3\\u0026ndash;10 in developing countries is significantly lower than that in developed countries [\\u003cspan citationid=\\\"CR51\\\" class=\\\"CitationRef\\\"\\u003e51\\u003c/span\\u003e], the proficiency of basic motor skills in Chinese children is generally below 60%[\\u003cspan citationid=\\\"CR52\\\" class=\\\"CitationRef\\\"\\u003e52\\u003c/span\\u003e], and only 13.1% of children and adolescents meet the recommended amount of physical activity [\\u003cspan citationid=\\\"CR53\\\" class=\\\"CitationRef\\\"\\u003e53\\u003c/span\\u003e]. This should raise awareness and prompt corresponding measures to ensure the normal development of FMS in Chinese children. Studies have shown a positive correlation between children\\u0026rsquo;s basic motor skills and age, meaning that as age increases, children\\u0026rsquo;s basic motor skills also increase [\\u003cspan citationid=\\\"CR54\\\" class=\\\"CitationRef\\\"\\u003e54\\u003c/span\\u003e]. However, if scientific guidance and practice can be provided, the effect of improving children\\u0026rsquo;s FMS will be more significant [\\u003cspan citationid=\\\"CR55\\\" class=\\\"CitationRef\\\"\\u003e55\\u003c/span\\u003e]. Previous studies have shown that delivering planned FMS interventions for children aged 4\\u0026ndash;5 years can effectively improve FMS levels [\\u003cspan citationid=\\\"CR56\\\" class=\\\"CitationRef\\\"\\u003e56\\u003c/span\\u003e] ; providing intervention programs for FMS development in preschool and elementary school can effectively promote the normal development of children\\u0026rsquo;s FMS [\\u003cspan citationid=\\\"CR57\\\" class=\\\"CitationRef\\\"\\u003e57\\u003c/span\\u003e] ; and comprehensive physical activity programs with multiple movement forms are better at improving the basic motor skills of preschool children than physical activity programs with single items and movement forms [\\u003cspan citationid=\\\"CR58\\\" class=\\\"CitationRef\\\"\\u003e58\\u003c/span\\u003e] ; physical activity (PA) has a positive impact on children\\u0026rsquo;s gross motor development, including locomotor and object control skills [\\u003cspan citationid=\\\"CR59\\\" class=\\\"CitationRef\\\"\\u003e59\\u003c/span\\u003e]. Therefore, this study aims to introduce and present the FMS assessment tool FUS, which has good reliability and validity, verify its reliability and validity in Chinese children\\u0026rsquo;s FMS, and provide references and inspiration for subsequent research on Chinese children\\u0026rsquo;s FMS.\\u003c/p\\u003e \\u003cp\\u003e \\u003cb\\u003eThe results of this study indicate that the FUS is reliable and valid for Chinese elementary school students.\\u003c/b\\u003e Currently, the most commonly used tool for assessing children\\u0026rsquo;s FMS in China is the TGMD. Chinese scholars have been introducing and conducting empirical studies on this most popular assessment tool since 2005[\\u003cspan citationid=\\\"CR10\\\" class=\\\"CitationRef\\\"\\u003e10\\u003c/span\\u003e]. Previous studies have shown that the TGMD-3 FMS test has good applicability to Chinese children aged 3\\u0026ndash;12 years [\\u003cspan citationid=\\\"CR13\\\" class=\\\"CitationRef\\\"\\u003e13\\u003c/span\\u003e]. The results showed a significant difference in the average scores between the grades (p\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.001) when age was used as a factor in the analysis, indicating that the FUS has good construct validity. The FUS also highly correlated with the TGMD-3 (r\\u0026thinsp;=\\u0026thinsp;0.903\\u0026thinsp;\\u0026gt;\\u0026thinsp;0.8, p\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.001), indicating good concurrent validity. The test-retest reliability ICC was between 0.92 and 0.96, the kappa coefficient for each inter-rater reliability test was greater than 0.75, the intraclass correlation coefficient ICC for each subtest was between 0.94 and 0.96, and the percentage of agreement was between 80.8% and 89.9%. In intra-rater reliability, the kappa values for all subtests were greater than 0.70, and the ICC were all greater than 0.92, with the observed percentage of agreement for all tests between 77.2% and 93.7%. The above data indicate that the FUS is reliable and valid for Chinese elementary school students. It should be noted that both the research team and the results of this study showed that the internal consistency reliability score of the FUS was low, only 0.59. This result may be because the FUS assessment targets are mainly primary and secondary school students aged 7\\u0026ndash;14 years old, and the test items involved cover different motor skills with different body movement areas and force exertion methods [\\u003cspan citationid=\\\"CR60\\\" class=\\\"CitationRef\\\"\\u003e60\\u003c/span\\u003e]. Moreover, studies have proven that students\\u0026rsquo; physical fitness and skills vary at this age [\\u003cspan citationid=\\\"CR61\\\" class=\\\"CitationRef\\\"\\u003e61\\u003c/span\\u003e] .Qin ping Xu et al. also concluded in their study that the development of manipulative skills in Chinese children is significantly delayed, leading to an imbalance in the development of locomotor and manipulative skills [\\u003cspan citationid=\\\"CR52\\\" class=\\\"CitationRef\\\"\\u003e52\\u003c/span\\u003e]. All of these may be the reasons for the low internal consistency reliability of the FUS.\\u003c/p\\u003e \\u003cp\\u003eCompared to other tools for measuring FMS, the FUS has certain differences in testing objectives and the selection of subjects, and it also has certain advantages in the required equipment. FMS aims to measure activities commonly seen in children\\u0026rsquo;s various sports. Through these assessments, one can understand children\\u0026rsquo;s motor skills development, providing important indicators and feedback for physical education and child development[\\u003cspan citationid=\\\"CR17\\\" class=\\\"CitationRef\\\"\\u003e17\\u003c/span\\u003e]. Based on this purpose, tools for assessing FMS have extended into different assessment goals and objectives. For example, the main purpose of the KTK is to evaluate dynamic balance in children\\u0026rsquo;s movements. It is suitable for identifying children aged 5\\u0026ndash;14 with motor impairments and is also ideal for distinguishing the performance of normally developing children [\\u003cspan citationid=\\\"CR62\\\" class=\\\"CitationRef\\\"\\u003e62\\u003c/span\\u003e] ; the Maastricht Motoriek Test (MMT) is mainly used to assess static balance in children aged 5\\u0026ndash;6 years [\\u003cspan citationid=\\\"CR63\\\" class=\\\"CitationRef\\\"\\u003e63\\u003c/span\\u003e] ; the Peabody Development Motor Scales (PDMS) is mainly used for the evaluation, intervention, and treatment of motor skills in children aged 0\\u0026ndash;6 years with motor impairments (developmental disabilities)[\\u003cspan citationid=\\\"CR64\\\" class=\\\"CitationRef\\\"\\u003e64\\u003c/span\\u003e]. Compared to other assessment tools, the purpose of FUS is to comprehensively assess the proficiency of FMS, involving locomotor skills, object control skills, and movement skills. The comprehensiveness of its assessment allows it to be rolled out in most primary and secondary schools in China without having to target only special children\\u0026rsquo;s groups, which makes the FUS broader in terms of assessment purposes. The FUS can also select a wider range of test subjects, and children aged 7\\u0026ndash;14 can use the FUS to assess their FMS level. In terms of the equipment required, the \\u0026ldquo;backward balancing\\u0026rdquo; in the KTK test requires wooden strips of different heights [\\u003cspan citationid=\\\"CR14\\\" class=\\\"CitationRef\\\"\\u003e14\\u003c/span\\u003e], and the \\u0026ldquo;one-legged hopping\\u0026rdquo; requires a wooden board that is 60 cm long, 4 cm wide, and 2 cm high to carry out the test [\\u003cspan citationid=\\\"CR65\\\" class=\\\"CitationRef\\\"\\u003e65\\u003c/span\\u003e]. The \\u0026ldquo;two-handed bat hitting a stationary ball\\u0026rdquo; and \\u0026ldquo;one-handed racquet hitting a rebounding ball\\u0026rdquo; in the TGMD-3 test require custom-made plastic balls and racquets [\\u003cspan citationid=\\\"CR10\\\" class=\\\"CitationRef\\\"\\u003e10\\u003c/span\\u003e]. The equipment needed for the FUS, such as basketballs, soccer balls, hurdles, jump ropes, etc., are common teaching aids in Chinese school physical education, do not require special customization, and bring great convenience to developing assessment work.\\u003c/p\\u003e \\u003cp\\u003eIntroducing the FUS as a new FMS assessment tool for Chinese children helps to learn advanced assessment systems from other countries and to construct data norms for Chinese children\\u0026rsquo;s FMS. Currently, the main methods used worldwide to assess children\\u0026rsquo;s FMS are all developed by European and American countries based on the basic conditions of their children. Due to cultural, race, and education differences, their data norms may not accurately apply to children in other countries or regions [\\u003cspan citationid=\\\"CR3\\\" class=\\\"CitationRef\\\"\\u003e3\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR18\\\" class=\\\"CitationRef\\\"\\u003e18\\u003c/span\\u003e]. To solve the above problems, Chinese researchers have adopted two solution paths: first, to construct FMS assessment systems specific to Chinese children [\\u003cspan additionalcitationids=\\\"CR68\\\" citationid=\\\"CR67\\\" class=\\\"CitationRef\\\"\\u003e67\\u003c/span\\u003e\\u0026ndash;\\u003cspan citationid=\\\"CR69\\\" class=\\\"CitationRef\\\"\\u003e69\\u003c/span\\u003e], and to establish data norms for Chinese children; second, to introduce and modify advanced FMS assessment tools from other countries [\\u003cspan citationid=\\\"CR10\\\" class=\\\"CitationRef\\\"\\u003e10\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR13\\\" class=\\\"CitationRef\\\"\\u003e13\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR14\\\" class=\\\"CitationRef\\\"\\u003e14\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR69\\\" class=\\\"CitationRef\\\"\\u003e69\\u003c/span\\u003e], to verify their reliability and validity in Chinese children, and to establish data norms based on assessment tools from other countries. Whether path one or path two is adopted, learning the advanced assessment concepts and advantages of FMS assessment tools from other countries is essential. Path one is a long and arduous journey, given that FMS assessment for Chinese children is still in the initial exploration stage [\\u003cspan citationid=\\\"CR18\\\" class=\\\"CitationRef\\\"\\u003e18\\u003c/span\\u003e], requiring more data collection and continuous optimization before it can be accepted by the public and internationally. Path two takes the TGMD as an example. As the most widely used FMS assessment tool in the world [\\u003cspan citationid=\\\"CR70\\\" class=\\\"CitationRef\\\"\\u003e70\\u003c/span\\u003e], countries such as South Korea [\\u003cspan citationid=\\\"CR71\\\" class=\\\"CitationRef\\\"\\u003e71\\u003c/span\\u003e], China [\\u003cspan citationid=\\\"CR72\\\" class=\\\"CitationRef\\\"\\u003e72\\u003c/span\\u003e], the United States [\\u003cspan citationid=\\\"CR73\\\" class=\\\"CitationRef\\\"\\u003e73\\u003c/span\\u003e], Chile [\\u003cspan citationid=\\\"CR74\\\" class=\\\"CitationRef\\\"\\u003e74\\u003c/span\\u003e], Iran [\\u003cspan citationid=\\\"CR75\\\" class=\\\"CitationRef\\\"\\u003e75\\u003c/span\\u003e] and Brazil [\\u003cspan citationid=\\\"CR76\\\" class=\\\"CitationRef\\\"\\u003e76\\u003c/span\\u003e] have conducted validation studies on the reliability and validity of the TGMD in their children. After collecting data from children in various countries, a TGMD norm based on a global child data benchmark can be constructed, allowing for international comparisons [\\u003cspan citationid=\\\"CR18\\\" class=\\\"CitationRef\\\"\\u003e18\\u003c/span\\u003e]. The FUS can be likened to the TGMD in its early stages. Given that the FUS is not yet widely used to assess FMS in children around the world, this study has verified its good reliability and validity in Chinese children, indicating that the FUS can be widely used in FMS assessment for Chinese children, providing a foundation and reference for future research, to strengthen exchanges with international advanced researchers and achieve international integration. However, we also noted the limitations of this study. The FUS is a test based on process performance and final scoring and requires a certain level of physical motor ability and understanding of the test items during the test. This means that children with severe physical disabilities and understanding impairments cannot be assessed for their FMS using the FUS [\\u003cspan citationid=\\\"CR19\\\" class=\\\"CitationRef\\\"\\u003e19\\u003c/span\\u003e]. At the same time, the sample size used in this study was small and did not have broad representativeness.\\u003c/p\\u003e\"},{\"header\":\"Conclusions\",\"content\":\"\\u003cp\\u003eThe FUS requires simple equipment and has reliable construct validity, concurrent validity, test-retest reliability, intra-rater reliability, and inter-rater reliability in assessing FMS in Chinese children. It is simple and easy to implement while ensuring the stability and validity of the measurement results and can meet the needs of practical measurement. The FUS can be used as an effective tool for assessing FMS in Chinese children.\\u003c/p\\u003e \"},{\"header\":\"Abbreviations\",\"content\":\"\\u003ctable border=\\\"0\\\" cellspacing=\\\"0\\\" cellpadding=\\\"0\\\" width=\\\"629\\\"\\u003e\\n \\u003ctbody\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 174px;\\\"\\u003e\\n \\u003cp\\u003eFUS\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 455px;\\\"\\u003e\\n \\u003cp\\u003eFundamentalnych Umiejętności Ruchowych w Sporcie\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 174px;\\\"\\u003e\\n \\u003cp\\u003eFMS\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 455px;\\\"\\u003e\\n \\u003cp\\u003eFundamental Movement Skills\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 174px;\\\"\\u003e\\n \\u003cp\\u003eTGMD-3\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 455px;\\\"\\u003e\\n \\u003cp\\u003eTest of Gross Motor Development-Third Edition\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 174px;\\\"\\u003e\\n \\u003cp\\u003eKTK\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 455px;\\\"\\u003e\\n \\u003cp\\u003eK\\u0026ouml;rperkoordinationtest f\\u0026uuml;r Kinder\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 174px;\\\"\\u003e\\n \\u003cp\\u003eCAMSA\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 455px;\\\"\\u003e\\n \\u003cp\\u003eCanadian Agility and Movement Skill Assessment\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 174px;\\\"\\u003e\\n \\u003cp\\u003ePSPC\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 455px;\\\"\\u003e\\n \\u003cp\\u003ePictorial Scale of Perceived Competence-Physical Competence\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 174px;\\\"\\u003e\\n \\u003cp\\u003eCTT\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 455px;\\\"\\u003e\\n \\u003cp\\u003eClassical Test Theory\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 174px;\\\"\\u003e\\n \\u003cp\\u003eLOA\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 455px;\\\"\\u003e\\n \\u003cp\\u003eLimits of Agreement\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 174px;\\\"\\u003e\\n \\u003cp\\u003ePA\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 455px;\\\"\\u003e\\n \\u003cp\\u003ephysical activity\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 174px;\\\"\\u003e\\n \\u003cp\\u003eICC\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 455px;\\\"\\u003e\\n \\u003cp\\u003eIntraclass Correlation Coefficients\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 174px;\\\"\\u003e\\n \\u003cp\\u003eMMT\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 455px;\\\"\\u003e\\n \\u003cp\\u003eMaastricht Motoriek Test\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003ctr\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 174px;\\\"\\u003e\\n \\u003cp\\u003ePDMS\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003ctd valign=\\\"top\\\" style=\\\"width: 455px;\\\"\\u003e\\n \\u003cp\\u003ePeabody Development Motor Scales\\u003c/p\\u003e\\n \\u003c/td\\u003e\\n \\u003c/tr\\u003e\\n \\u003c/tbody\\u003e\\n\\u003c/table\\u003e\"},{\"header\":\"Declarations\",\"content\":\"\\u003cp\\u003e\\u003cstrong\\u003eAcknowledgements\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eWe sincerely thank all the staff and students from the participating schools and our co-operators for their assistance in data collection.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eAuthor contributions\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eDing-you Zhang completed the literature review and wrote the main manuscript text. Hubert Makaruk provided conceptualization, Methodology, and Supervision. Xin-yu Zhang prepared all the tables and figures. Peng-wei Li completed the data analysis. Bo Li reviewed the manuscript. Hu Lo, Yang Liu, Ning Zhou, Qi Liu, Sai Zhu, Shan-shan Han, Bo-Chun Lu, Lei Ding, Yang-sheng Zhang, and Jian-gang Sun participated in and completed tasks, including onsite investigations, data organization, and data management, in the survey.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eFunding\\u0026nbsp;\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003e2024 Nantong Education Reform and Development Strategy and Policy Research Project \\u0026quot;Research on the Implementation Strategy and Path of Strengthening the Simultaneous Development of Five Educations with Physical and Mental Health as a Breakthrough Point.\\u0026quot;\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eData availability\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eThe datasets used and/or analysed during the current study available from the corresponding author on reasonable request\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eEthics approval and consent to participate\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eThis study was conducted according to the guidelines laid down in the Declaration of Helsinki and all procedures involving research study participants were approved by the Ethics Committee of Nantong Health Vocational and Technical College\\u0026nbsp;[(2024) No. 01]. We confirmed that informed consent was obtained from all participants\\u0026rsquo; legal guardians.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eConsent for publication\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eNot applicable.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eDeclaration of interest statement\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eThe authors declare that there are no conflicts of interest regarding this research.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eClinical trial number\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eNot applicable.\\u003cstrong\\u003e\\u0026nbsp;\\u003c/strong\\u003e\\u003c/p\\u003e\"},{\"header\":\"References\",\"content\":\"\\u003col\\u003e\\u003cli\\u003e\\u003cspan\\u003eJi L. Interpretation of China's Compulsory Education Physical Education and Health Curriculum Standards (2022 Edition). 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J Mot Behav. 2012;44(4):275\\u0026ndash;80. \\u003cspan class=\\\"ExternalRef\\\"\\u003e\\u003cspan class=\\\"RefSource\\\"\\u003ehttps://doi.org/10.1080/00222895.2012.700967\\u003c/span\\u003e\\u003cspan address=\\\"10.1080/00222895.2012.700967\\\" targettype=\\\"DOI\\\" class=\\\"RefTarget\\\"\\u003e\\u003c/span\\u003e\\u003c/span\\u003e.\\u003c/span\\u003e\\u003c/li\\u003e\\u003c/ol\\u003e\"}],\"fulltextSource\":\"\",\"fullText\":\"\",\"funders\":[],\"hasAdminPriorityOnWorkflow\":false,\"hasManuscriptDocX\":true,\"hasOptedInToPreprint\":true,\"hasPassedJournalQc\":\"\",\"hasAnyPriority\":false,\"hideJournal\":false,\"highlight\":\"\",\"institution\":\"\",\"isAcceptedByJournal\":false,\"isAuthorSuppliedPdf\":false,\"isDeskRejected\":\"\",\"isHiddenFromSearch\":false,\"isInQc\":false,\"isInWorkflow\":false,\"isPdf\":false,\"isPdfUpToDate\":true,\"isWithdrawnOrRetracted\":false,\"journal\":{\"display\":true,\"email\":\"info@researchsquare.com\",\"identity\":\"bmc-pediatrics\",\"isNatureJournal\":false,\"hasQc\":true,\"allowDirectSubmit\":false,\"externalIdentity\":\"bped\",\"sideBox\":\"Learn more about [BMC Pediatrics](http://bmcpediatr.biomedcentral.com/)\",\"snPcode\":\"\",\"submissionUrl\":\"https://www.editorialmanager.com/bped/default.aspx\",\"title\":\"BMC Pediatrics\",\"twitterHandle\":\"BMC_series\",\"acdcEnabled\":true,\"dfaEnabled\":false,\"editorialSystem\":\"em\",\"reportingPortfolio\":\"BMC Series\",\"inReviewEnabled\":true,\"inReviewRevisionsEnabled\":true},\"keywords\":\"FUS, Fundamental Motor Skills, Assessment System, Motor Development, DCD\",\"lastPublishedDoi\":\"10.21203/rs.3.rs-6580156/v1\",\"lastPublishedDoiUrl\":\"https://doi.org/10.21203/rs.3.rs-6580156/v1\",\"license\":{\"name\":\"CC BY 4.0\",\"url\":\"https://creativecommons.org/licenses/by/4.0/\"},\"manuscriptAbstract\":\"\\u003cp\\u003e\\u003cstrong\\u003eObjective\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eTo analyse and validate the reliability and validity of the Test Fundamentalnych Umiejętności Ruchowych w Sporcie (FUS) in assessing the Fundamental Movement Skills (FMS) of primary school students in China using the Test of Gross Motor Development-Third Edition (TGMD-3) as a reference\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eMethods\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eA total of 250 students from grades 1 to 5, with an average age of 8.98 ± 1.48 years, were selected from Hele Elementary School in Shang-qiu City, Henan Province, China. Both the FUS and TGMD-3 were administered to evaluate the students' FMS.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eResults\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eThe average FUS score for the primary school students was 11.18 ± 4.69. A Construct validity analysis of variance with age as a factor revealed significant mean differences across grades (p \\u0026lt; 0.001). The Concurrent validity coefficient between FUS and TGMD-3 was r = 0.903 (p \\u0026lt; 0.001). The Intraclass Correlation Coefficients (ICC) for Test-retest reliability ranged from 0.92 to 0.96. The Internal consistency reliability, measured by Cronbach's alpha, was 0.59. The Inter-rater reliability Kappa values were above 0.75, and the Intra-rater reliability ICC values were greater than 0.92.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eConclusion\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eThe FUS demonstrates good reliability and validity in assessing FMS among Chinese children and can be considered an effective tool for FMS evaluation in Chinese children.\\u003c/p\\u003e\",\"manuscriptTitle\":\"Analysis and Validation of the Polish Fundamental Motor Skills Test (FUS) and Its Reliability and Validity in Chinese Children\",\"msid\":\"\",\"msnumber\":\"\",\"nonDraftVersions\":[{\"code\":1,\"date\":\"2025-07-01 10:20:28\",\"doi\":\"10.21203/rs.3.rs-6580156/v1\",\"editorialEvents\":[{\"type\":\"communityComments\",\"content\":0},{\"type\":\"reviewerAgreed\",\"content\":\"230408325669628688034603361227547002464\",\"date\":\"2025-07-07T11:34:52+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewerAgreed\",\"content\":\"219361202441377019338737412402325171915\",\"date\":\"2025-06-30T18:14:31+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"editorInvitedReview\",\"content\":\"\",\"date\":\"2025-06-30T09:46:09+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewerAgreed\",\"content\":\"78317164720998293212311545017512070512\",\"date\":\"2025-06-24T15:17:15+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewersInvited\",\"content\":\"\",\"date\":\"2025-06-24T13:30:59+00:00\",\"index\":\"\",\"fulltext\":\"\"},{\"type\":\"editorInvited\",\"content\":\"\",\"date\":\"2025-05-28T14:48:38+00:00\",\"index\":\"\",\"fulltext\":\"\"},{\"type\":\"editorAssigned\",\"content\":\"\",\"date\":\"2025-05-08T07:27:55+00:00\",\"index\":\"\",\"fulltext\":\"\"},{\"type\":\"checksComplete\",\"content\":\"\",\"date\":\"2025-05-08T07:21:52+00:00\",\"index\":\"\",\"fulltext\":\"\"},{\"type\":\"submitted\",\"content\":\"BMC Pediatrics\",\"date\":\"2025-05-02T17:28:18+00:00\",\"index\":\"\",\"fulltext\":\"\"}],\"status\":\"published\",\"journal\":{\"display\":true,\"email\":\"info@researchsquare.com\",\"identity\":\"bmc-pediatrics\",\"isNatureJournal\":false,\"hasQc\":true,\"allowDirectSubmit\":false,\"externalIdentity\":\"bped\",\"sideBox\":\"Learn more about [BMC Pediatrics](http://bmcpediatr.biomedcentral.com/)\",\"snPcode\":\"\",\"submissionUrl\":\"https://www.editorialmanager.com/bped/default.aspx\",\"title\":\"BMC Pediatrics\",\"twitterHandle\":\"BMC_series\",\"acdcEnabled\":true,\"dfaEnabled\":false,\"editorialSystem\":\"em\",\"reportingPortfolio\":\"BMC Series\",\"inReviewEnabled\":true,\"inReviewRevisionsEnabled\":true}}],\"origin\":\"\",\"ownerIdentity\":\"22f002ae-6ff2-4774-a3f3-57e90f4ccb60\",\"owner\":[],\"postedDate\":\"July 1st, 2025\",\"published\":true,\"recentEditorialEvents\":[],\"rejectedJournal\":[],\"revision\":\"\",\"amendment\":\"\",\"status\":\"under-review\",\"subjectAreas\":[],\"tags\":[],\"updatedAt\":\"2025-07-01T10:20:28+00:00\",\"versionOfRecord\":[],\"versionCreatedAt\":\"2025-07-01 10:20:28\",\"video\":\"\",\"vorDoi\":\"\",\"vorDoiUrl\":\"\",\"workflowStages\":[]},\"version\":\"v1\",\"identity\":\"rs-6580156\",\"journalConfig\":\"researchsquare\"},\"__N_SSP\":true},\"page\":\"/article/[identity]/[[...version]]\",\"query\":{\"redirect\":\"/article/rs-6580156\",\"identity\":\"rs-6580156\",\"version\":[\"v1\"]},\"buildId\":\"8U1c8b4HqxoKbykW_rLl7\",\"isFallback\":false,\"isExperimentalCompile\":false,\"dynamicIds\":[84888],\"gssp\":true,\"scriptLoader\":[]}","source_license":"CC-BY-4.0","license_restricted":false}