European Journal of Pediatrics (2018) 177:715–722 https://doi.org/10.1007/s00431-017-3078-6 ORIGINAL ARTICLE The validity of parental reports on motor skills performance level in preschool children: a comparison with a standardized motor test Annina E. Zysset1 & Tanja H. Kakebeeke1,2 & Nadine Messerli-Bürgy3,4 & Andrea H. Meyer5 & Kerstin Stülb3 & Claudia S. Leeger-Aschmann6 & Einat A. Schmutz6 & Amar Arhab4 & Valentina Ferrazzini1 & Susi Kriemler6 & Simone Munsch3 & Jardena J. Puder4,7 & Oskar G. Jenni1,2 Received: 7 November 2017 /Revised: 18 December 2017 /Accepted: 20 December 2017 /Published online: 9 February 2018 # The Author(s) 2018. This article is an open access publication Abstract Motor skills are interrelated with essential domains of childhood such as cognitive and social development. Thus, the evaluation of motor skills and the identification of atypical or delayed motor development is crucial in pediatric practice (e.g., during well- child visits). Parental reports on motor skills may serve as possible indicators to decide whether further assessment of a child is necessary or not. We compared parental reports on fundamental motor skills performance level (e.g., hopping, throwing), based on questions frequently asked in pediatric practice, with a standardized motor test in 389 children (46.5% girls/53.5% boys, M age = 3.8 years, SD = 0.5, range 3.0–5.0 years) from the Swiss Preschoolers’ Health Study (SPLASHY). Motor skills were examined using the Zurich Neuromotor Assessment 3–5(ZNA3–5), and parents filled in an online questionnaire on fundamental motor skills performance level. The results showed that the answers from the parental report correlated only weakly with the objectively assessed motor skills (r =.225,p <.001). Conclusion: Although a parental screening instrument for motor skills would be desirable, the parent’sreportusedinthisstudy was not a valid indicator for children’s fundamental motor skills. Thus, we may recommend to objectively examine motor skills in clinical practice and not to exclusively rely on parental report. Susi Kriemler, Simone Munsch, Jardena J. Puder, and Oskar G. Jenni shared last authors (consortium) Communicated by Mario Bianchetti * Oskar G. Jenni Einat A. Schmutz [email protected] [email protected] Annina E. Zysset Amar Arhab [email protected] [email protected] Tanja H. Kakebeeke Valentina Ferrazzini [email protected] [email protected] Nadine Messerli-Bürgy Susi Kriemler [email protected] [email protected] Andrea H. Meyer [email protected] Simone Munsch [email protected] Kerstin Stülb [email protected] Jardena J. Puder [email protected] Claudia S. Leeger-Aschmann [email protected] Extended author information available on the last page of the article 716 Eur J Pediatr (2018) 177:715–722 What is Known: • Early assessment of motor skills in preschool children is important because motor skills are essential for the engagement in social activities and the development of cognitive abilities. Atypical or delayed motor development can be an indicator for different developmental needs or disorders. • Pediatricians frequently ask parents about the motor competences of their child during well-child visits. What is New: • The parental report on fundamental motor skills performance level used in this study was not a reliable indicator for describing motor development in the preschool age. • Standardized examinations of motor skills are required to validly assess motor development in preschoolers. Keywords Motor skills . Parent report . Preschoolers . Questionnaire . Splashy Abbreviations discussed that children with DCD might be excluded first from FMS Fundamental motor skills physical and then from social games. Moreover, potential co- FMSQ Fundamental motor skills questionnaire occurring difficulties (e.g., cognitive deficits, language SPLASHY Swiss Preschoolers’ Health Study impairment, etc.) might have an additional influence on ZNA3–5ZurichNeuromotorAssessment3–5 the exclusion. However, actual causality remains open. To avoid this negative spiral, it is important to assess motor performance early enough so that therapeutic inter- Introduction vention and support for the child may be introduced. Thus, the evaluation of FMS performance level in early childhood Motor skills are interrelated with a number of developmental and the identification of atypical or delayed motor develop- domains such as cognition, perception, language, and social and ment is crucial in pediatric practice. In fact, pediatricians physical development [1, 2, 6, 7, 9, 22]. For example, Cameron regularly assess FMS performance level during well-child et al. [5] reported that in 3–4-year-old motor skills correlated visits by asking parents whether their child can already per- positively with performance in a Kindergarten achievement test, form a certain task (e.g., climbing stairs, riding a bicycle, including language skills (e.g., reading, vocabulary, and phono- swimming) [3, 11]. Parental reports are an attractive option logical awareness), and mathematical problems. Michel et al. [19] for receiving information about the development of the found that 5–7-year-old children with impaired motor skills child. They are time and cost effective, and easy to imple- showed lower pre-academic skills and lower performance in in- ment. Parents have knowledge of the unaffected behavior hibition tasks compared to children without motor impairments. and the skills of their children, whereas in clinical practice Furthermore, several studies showed that fundamental motor motivation and cooperation of the child may lead to ambig- skills (FMS) are essential for the engagement in physical activ- uous evaluation. Although evidence exists that parents pro- ities and to discover the environment [2, 24]. FMS include vide valid and reliable reports regarding early motor mile- locomotor (e.g., moving from place to place: walking, running, stones during the first years of life [4, 15, 17], we do not jumping, skipping, hopping, sliding, etc.) and object control know whether FMS performance level reported by parents skills (e.g., throwing, catching, kicking) [8, 24]. Therefore, the during the preschool years ultimately reflect the child’sper- competence in FMS is linked to health-related outcomes such formance in a standardized motor test. To our knowledge, as cardiorespiratory fitness, muscular strength, and body weight there is no study examining parental reports on motor skills [16, 21]. Stodden and co-workers stated that children who per- in typically developing preschool children (which was also ceive their motor competence as low engage less in physical stated in [20]). In pediatric practice, it would be beneficial to activity and, thus, bear a higher risk of becoming unfit and know whether questions on daily motor activities of the obese [24]. Both reduced physical activity and high body child correlate with motor skills measured by a standardized weight further promote low perception of motor competence test. Questions about daily motor activities aim to identify which will eventually result in even lower motor competence indicators for motor skills performance level. So far, it has [24]. As a result, children find themselves in a “negative spiral not been examined whether these questions deliver some of disengagement” [24]. In fact, less engagement in physical additional information on motor development. activities can also affect the social interaction with peers nega- Thus, we constructed a 6-item questionnaire of FMS based tively, especially in the preschool age, and may lead to social on questions frequently asked in pediatric practice [3, 11]and exclusion [1, 23]. Smyth and Anderson [23] found that children compared the answers with objectively measured FMS perfor- with developmental coordination disorder (DCD) spent more mance level using the Zurich Neuromotor Assessment 3–5 time alone or were more watching other children play com- (ZNA3–5), a standardized test instrument with good psychomet- pared to children without motor difficulties. These authors ric properties. Our aim was to evaluate whether a parental report Eur J Pediatr (2018) 177:715–722 717 on FMS performance level observed in everyday activities can jumping: the child was asked to stand beside the cord and to deliver valid data about the level of motor skills development in jump forth and back over the cord sideways while keeping the the preschool age as measured by a standardized test procedure. feet together. A qualitative score was given from 0 to 4 (0 = Perfect performance, very smooth jumping; 1 = Jumping is cor- rect but not very smooth; 2 = Touchdown with two feet at the Materials and method same time, jumping very stiff; 3 = Total body involvement, poor coordination in relation to the line direction; 4 = Participants Jumping about but not in relation to the line) and (4) Running: the child had to run 20 m around the chairs (5 × Our analysis included 389 children between 3 and 5 years of age 4 m). A qualitative score was given form 0 to 4 (0 = Rolling (181 girls/208 boys, M age = 3.8 years, SD = 0.5, range 3.0– motion of feet with adjustment of upper body; 1 = Rolling mo- 5.0 years). The data presented here were collected within the tion of feet, stiff upper body; 2 = Running with partial rolling Swiss Preschoolers’ Health Study (SPLASHY) that investigated motion of feet; 3 = Running without any rolling motion of feet; typically developing preschool children in 84 child care