Publication:

兒童動作評量測驗工具與第二版粗動作發展測驗之信度研究

研究目的：本研究針對Movement Assessment Battery for Children test（Movement ABC test）及Test of Gross Motor Development-Second Edition（TGMD-2）兩工具進行信度之分析。方法：本研究對象為128名7-10歲之兒童，隨機分成A、B兩組，同時分開接受Movement ABC test及TGMD-2測驗，連續三次測驗間隔七天。所得資料第一、二次測驗間的資料分析為施測者內信度及兩工具相關聯性測驗，以ICC（2,1）及皮爾森積差相關進行統計分析；所得資料第二、三次測驗間的資料分析為施測者間信度測驗，以ICC（3,1）進行統計分析。結果：在使用Movement ABC test工具方面，物理治療師與體育教師在9-10歲年齡層具較高的一致性（ICCs=0.70），7-8歲兒童則為低評分者間信度（ICCs=0.22）。在評分者內信度方面，物理治療師在9-10歲年齡層具高度信度（ICCs=0.84），7-8歲年齡層具中度信度（ICCs=0.67）；體育教師在9-10歲年齡層具中度信度（ICCs=0.50），7-8歲年齡層具高度信度（ICCs=0.79）。在使用TGMD-2工具方面，物理治療師與體育教師具較高的一致性（ICCs=0.71），在評分者內信度方面，物理治療師與體育教師皆具中度信度（ICCs=0.67~0.71）。Movement ABC test及TGMD-2兩工具間之結果呈顯著負相關（P<0.01）。結論：整體而言，欲將Movement ABC test及TGMD-2兩工具使用於我國兒童動作能力之篩檢，在評分者方面的訓練首當重視，在常模方面仍需稍作調整或建立我國兒童的常模，如此測驗之結果才具正確的評量意義。

Abstract

Purpose：The purpose of this study was to examine the inter- and intra-rater reliability between a therapist and a physical education teacher scoring in the Movement Assessment Battery for Children test（Movement ABC test）and the Test of Gross Motor Development-Second Edition（TGMD-2）. Method：Participants were 128 children who were randomly divided into two groups, aged 7-10. Two evaluators（a therapist and physical education teacher）used the Movement ABC test and TGMD-2 individually. The intra-class correlation coefficients（ICCs） was used to determine the intra- and inter-rater reliability. The Pearson’s correlation coefficient was used to determine the relationship between the Movement ABC test and the TGMD-2. Results：The inter-rater reliability was poor to moderate（ICCs=0.22~0.70）and the intra-rater reliability in scorers was moderate to good（ICCs=0.50~0.84） in the Movement ABC test. The inter-rater reliability（ICCs=0.71）and the intra-rater reliability（ICCs=0.67~0.71） were moderate in TGMD-2. Significant correlations（P<0.01）between Movement ABC and TGMD-2 tests were found. Conclusions：Proper braining of evaluation to use the Movement ABC test and TGMD-2 is very important so that the results of those tests may be adequate interpretation as children’s motor abilities. Reasonable consistency between therapists and physical education teachers in the use of the Movement ABC test and TGMD-2