title: Relationship between children's performance-based motor skills and child, parent, and teacher perceptions of children's motor abilities using self/informant-report questionnaires.
abstract: BACKGROUND
  Occupational therapists often assess the motor skill performance of children referred to them as part of the assessment process.
  
  
  OBJECTIVE
  This study investigated whether children's, parents' and teachers' perceptions of children's motor skills using valid and reliable self/informant-report questionnaires were associated with and predictive of children's actual motor performance, as measured by a standardised performance-based motor skill assessment.
  
  
  METHODS
  Fifty-five typically developing children (8-12 years of age), their parents and classroom teachers were recruited to participate in the study. The children completed the Physical Self-Description Questionnaire (PSDQ) and the Self-Perception Profile for Children. The parents completed the Developmental Profile III (DP-III) and the Developmental Coordination Disorder Questionnaire, whereas the teachers completed the Developmental Coordination Disorder Questionnaire and the Teacher's Rating Scale of Child's Actual Behavior. Children's motor performance composite scores were determined using the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2). Spearman's rho correlation coefficients were calculated to identify if significant correlations existed and multiple linear regression was used to identify whether self/informant report data were significant predictors of children's motor skill performance.
  
  
  RESULTS
  The child self-report scores had the largest number of significant correlations with the BOT-2 composites. Regression analysis found that the parent report DP-III Physical subscale was a significant predictor of the BOT-2 Manual Coordination composite and the child-report questionnaire PSDQ. Endurance subscale was a significant predictor of the BOT-2 Strength and Agility composite.
  
  
  CONCLUSIONS
  The findings support the use of top-down assessment methods from a variety of sources when evaluating children's motor abilities.
authors.affiliation: Department of Physiotherapy, School of Primary Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University - Peninsula Campus, Frankston, Victoria, Australia.
authors.forename: Aislinn
authors.initials: A
authors.lastname: Lalor
authors.affiliation: Department of Occupational Therapy, School of Primary Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University - Peninsula Campus, Frankston, Victoria, Australia.
authors.forename: Ted
authors.initials: T
authors.lastname: Brown
authors.affiliation: Department of Occupational Therapy, School of Primary Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University - Peninsula Campus, Frankston, Victoria, Australia.
authors.forename: Yuki
authors.initials: Y
authors.lastname: Murdolo
mesh_terms: D002648:Child; D004185:Disability Evaluation; D005260:Female; D006801:Humans; D008297:Male; D009048:Motor Skills; D019957:Motor Skills Disorders / Q000534:rehabilitation*; D009788:Occupational Therapy / Q000592:standards*; D010290:Parents; D010465:Perception; D012044:Regression Analysis; D000070777:School Teachers; D057566:Self Report / Q000592:standards; D011795:Surveys and Questionnaires / Q000592:standards*
keywords: assessment; children; motor skills; occupational therapy; parents; teachers