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Preliminary Validation of the Motor Skills Rating Scale

机译：运动技能评定量表的初步验证

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This study examined psychometric properties of the Motor Skills Rating Scale (MSRS), a questionnaire designed for classroom teachers of children in early elementary school. Items were developed with the guidance of two occupational therapists, and factor structure was examined with an exploratory factor analysis (EFA). The resulting model showed good fit with 19 items that loaded on 3 subscales: Shapes and Letters, Classroom Fine Motor, and Body Awareness. In tests of concurrent criterion validity, each scale was correlated in the expected direction with direct assessments of children's (N = 242) visuospatial processing, sensorimotor functioning, and executive function (EF) obtained using a direct neuropsychological assessment. Children with higher ratings on the Classroom Fine Motor scale of the MSRS also had higher teacher-rated and directly assessed mathematics achievement. Study findings provided preliminary support for the utility and validity of a brief teacher report of elementary children's motor skills.
机译：这项研究调查了运动技能评定量表（MSRS）的心理计量学特性，该调查表是为早期小学儿童的课堂教师设计的。在两名职业治疗师的指导下开发了项目，并通过探索性因素分析（EFA）检查了因素结构。生成的模型与19个项目非常吻合，并在3个子尺度上加载：形状和字母，教室精细运动和身体意识。在同时进行的标准有效性测试中，每个量表都与预期的方向相关联，这些评估是通过直接神经心理学评估直接评估的儿童（N = 242）视觉空间加工，感觉运动功能和执行功能（EF）。 MSRS的“课堂精细运动”量表的评分较高的孩子也具有较高的老师评分和直接评估的数学成绩。研究结果为简短的教师基本儿童运动技能报告的实用性和有效性提供了初步支持。

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