MOBAK-KG: Basic motor competencies in kindergarten

T E S T M A N U A L

M O B A K - K GBasic motor competencies in kindergarten

Christian HerrmannIlaria FerrariMarina Wälti

Sarah Wacker Jürgen Kühnis

Imprint

Authors:

Prof. Dr. Christian HerrmannProf. Dr. Ilaria Ferrari EhrensbergerMarina WältiSarah WackerProf. Dr. Dr. Jürgen Kühnis

Layout:

Kathrin BretzMarina Wälti

Photo credit:

Céline Scheidegger

Logo MOBAK-KG:

created by Kümmel, www.kuemmel-cartoon.de

Edition:

3rd edition: Mai 2020DOI: 10.5281/zenodo.3774438

Proposed Citation:

Herrmann, C., Ferrari, I., Wälti, M., Wacker, S. & Kühnis, J. (2020). MOBAK-KG: Basic motor competencies in kindergarden. Test manual (3rd ed.). doi: 10.5281/zenodo.3774438.

https://creativecommons.org/licenses/by-nd/4.0/

https://doi.org/10.5281/zenodo.3774438

https://doi.org/10.5281/zenodo.3774438

M O B A K - K GBasic motor competencies in kindergarten

T E S T M A N U A L

Content

Initial situation ............................................................................................. 3

Test setup and content ................................................................................. 3

Test implementation .................................................................................... 3

Test assessment ......................................................................................... 4

Test evaluation ............................................................................................ 4

Test quality criteria ...................................................................................... 4

Application areas ........................................................................................ 5

Summary .................................................................................................... 5

Evaluation table .......................................................................................... 6

Overview of the test items .......................................................................... 8

Description of the test items ....................................................................... 10

5

Initial Situation

In the course of systematic quality assurance, increasingly the question to which extent learning outcomes are achieved by children in sports and physical education arises. The central learning objectives of physical education in kindergarden and primary school are the curriculum-based basic motor competencies that enable children to play an active part in the culture of sports and exercise.

Targeted diagnostics are an indispensable prerequisite for the systematic promotion of basic motor competencies. By describing the children’s level of motor competencies, information is gained that helps teachers to adapt their methodical and didactic behaviour to the children’s requirements. In order to assess and measure basic motor com-petencies, valid and practicable survey tools are needed.

Test setup and content

MOBAK-KG is designed for 4- to 6-year-old children. Thus, questions about the status and development of basic motor competencies in early childhood can be dealt with.

The basic motor competencies of self-movement are covered with four tasks (balancing, rolling, jumping, running) and object movement with four tasks (throwing, catching, bouncing, dribbling). The difficulty and complexity of the requirements set in the MOBAK items are adapted to the children’s age.

Objectmovement

BalancingThrowing Bouncing Dribbling Rolling

Self-movementBasic motor

competencies(MOBAK)

Catching Jumping Running

Test implementation

The MOBAK-KG enables a standardized and economical assessment of basic motor competencies for scientific tes-ting as well as sports teaching practice testing. The implementation of the curriculum-based MOBAK items is quickly and easily achieved in a sports hall. Each test task is explained and demonstrated once by the test leader.

For scientific testing, a supervised operation is recommended, in which a test leader completes each of the eight tasks with three or four children one after another. The full testing cycle takes about 35 minutes and can comfortably be done within a 45-minute physical education lesson.

Executive Summary MOBAK-KG

6

For tests concerning sports teaching practice, it is recommended for items to be divided into several sports lessons and evaluated individually. This approach renders the use of the MOBAK-KG feasible for individual teachers.

Test assessment

The assessment of the MOBAK items is easily feasible due to dichotomous coding (pass vs. fail) and clear standar-dization criteria.

• MOBAK test items „throwing“ and „catching“: The children have six attempts each (no trial), with the number of hits or failed attempts being noted. Afterwards 0-2 hits or passed attempts are to be rated with 0 points, 3-4 hits or passed attempts with 1 point and 5-6 hits or passed attempts with 2 points.

• MOBAK test items „bouncing“, „dribbling“, „balancing“, „rolling“, „jumping“ and „running“: the children have two attempts to complete the test items (no trial). These items are dichotomously scaled (0 = failed, 1 = passed), with the number of successful attempts noted (never passed = 0 points, once passed = 1 point, passed twice = 2 points).

The criteria of passing / failing can be found in the descriptions of the test items.

Test evaluation

Through the formation of totals, the evaluation of the individual MOBAK test items and the two MOBAK competence areas object movement and self-movement can easily be done.

• Based on the scores 0 to 2, the MOBAK test items provide specific information on which child passed which test item and in which area there is need for support. This allows the content of lessons to be adapted to the current level of the children’s performance.

• The MOBAK competence areas object movement and self-movement are calculated by the addition of the four MOBAK test items, respectively. A maximum of 8 points (4 test items x 2 points) can be achieved for each area:object movement = „throwing“ + „catching“ + „bouncing“ + „dribbling“ self-movement = „balancing“ + „rolling“ + „jumping“ + „running“

The MOBAK competence areas provide information on a broader range of tasks than the MOBAK test items. Through the scoring system (0 to 8 points), the determination of the level of the basic motor competencies is made possible.

Test quality criteria

To ensure content validity, the design and selection of MOBAK-KG items were closely linked to the objectives in the German curricula. In a validation study (N = 403 children, 53% male, M = 5.69 years, SD = 0.56, range: 4.58-6.58 years) the construct validity of the MOBAK-KG was confirmed by confirmatory factor analyses. Reliability testing was also carried out with the help of confirmatory factor analyses, which enable assessment of reliability on construct measurement. The associated factor reliabilities (self-movement: FR = .67; object movement: FR = .71) are con-sistently satisfactory.

Application areas

MOBAK-KG allows for the assessment of the following questions on the status and the development of basic motor competencies:

• Screening: What is the current status of basic motor competencies?• Monitoring: Are basic motor competencies achieved by children in physical education and how can physical

education be optimized in this area?• Characterization of subpopulations: What are differences between groups (e.g., gender, age) regarding basic

motor competencies?• Diagnostics of special needs: Which basic motor competencies should be specifically promoted (for the weaker

ones)?• Description of the course of development: How do basic motor competencies change in the course of children’s

development?• Intervention evaluation: Do basic motor competencies change after a targeted intervention?

Summary

The MOBAK-KG enables a standardized and economic assessment of basic motor competencies in 4-6-year-old children. The implementation of the curriculum-based MOBAK items is quickly and easily achieved in a sports hall. Due to the dichotomous coding (passed vs. failed) and clear standardization criteria, the assessment of the items is easily and comprehensibly carried out. The evaluation is significantly facilitated by the formation of total values.

8

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Eval

uatio

n ta

ble

MO

BA

K-K

G te

st in

stru

men

t

Are

a:O

bjec

t mov

emen

tSe

lf-m

ovem

ent

Item

:(1

)Th

row

ing

(2)

Cat

chin

g(3

)B

ounc

ing

(4)

Drib

blin

g(5

)B

alan

cing

(6)

Rol

ling

(7)

Jum

ping

(8)

Run

ning

Tria

ls:

66

22

22

22

Valu

atio

n:

0-2

hits

/ pa

ssed

atte

mpt

s =

0 pt

s.

3-4

hits

/ pa

ssed

atte

mpt

s =

1 pt

.

5-6

hits

/ pa

ssed

atte

mpt

s =

2 pt

s.

0 pa

ssed

atte

mpt

s =

0 pt

s.

1 pa

ssed

atte

mpt

s =

1 pt

.

2 pa

ssed

atte

mpt

s =

2 pt

s.

0 pa

ssed

atte

mpt

s =

0 pt

s.

1 pa

ssed

atte

mpt

= 1

pt.

2 pa

ssed

atte

mpt

s =

2 pt

s.

No.

Nam

ef/m

(Hits

)Pt

s.(p

asse

d at

t-em

pts)

Pts.

Poin

tsPo

ints

Tota

l po

ints

Poin

tsPo

ints

Poin

tsPo

ints

Tota

l po

ints

Item

ave

rage

:

Cla

ss a

vera

ge:

Obj

ect m

ovem

ent:

Self-

mov

emen

t:

3mdasfasdf

9

3mdasfasdf 3mdasfasdf

Eval

uatio

n ta

ble

MO

BA

K-K

G te

st in

stru

men

t

Are

a:O

bjec

t mov

emen

tSe

lf-m

ovem

ent

Item

:(1

)Th

row

ing

(2)

Cat

chin

g(3

)B

ounc

ing

(4)

Drib

blin

g(5

)B

alan

cing

(6)

Rol

ling

(7)

Jum

ping

(8)

Run

ning

Tria

ls:

66

22

22

22

Valu

atio

n:

0-2

hits

/ pa

ssed

atte

mpt

s =

0 pt

s.

3-4

hits

/ pa

ssed

atte

mpt

s =

1 pt

.

5-6

hits

/ pa

ssed

atte

mpt

s =

2 pt

s.

0 pa

ssed

atte

mpt

s =

0 pt

s.

1 pa

ssed

atte

mpt

s =

1 pt

.

2 pa

ssed

atte

mpt

s =

2 pt

s.

0 pa

ssed

atte

mpt

s =

0 pt

s.

1 pa

ssed

atte

mpt

= 1

pt.

2 pa

ssed

atte

mpt

s =

2 pt

s.

No.

Nam

ef/m

(Hits

)Pt

s.(p

asse

d at

t-em

pts)

Pts.

Poin

tsPo

ints

Tota

l po

ints

Poin

tsPo

ints

Poin

tsPo

ints

Tota

l po

ints

Item

ave

rage

:

Cla

ss a

vera

ge:

Obj

ect m

ovem

ent:

Self-

mov

emen

t:

10

O

bjec

t mov

emen

t

Thro

win

g (1

)C

atch

ing

(2)

Bou

ncin

g (3

)D

ribbl

ing

(4)

Qualificatio

nC

an h

it a

targ

et w

ith a

bal

l.C

an c

atch

a b

all.

Can

bou

nce

and

catc

h a

ball.

Can

drib

ble

a ba

ll w

ithou

t los

ing

con-

trol.

Test

set

-up

The

targ

et is

pla

ced

at 1

.1 m

(low

er

edge

) hei

ght o

n a

wal

l. 1.

5 m

in fr

ont

of th

e ta

rget

a s

crat

ch li

ne is

mar

ked.

Two

lines

are

mar

ked

with

tape

at a

1.

5 m

dis

tanc

e fro

m e

ach

othe

r. The

se

lines

are

con

nect

ed b

y a

verti

cal l

ine

and

mar

ked

in th

e m

iddl

e at

0.7

5 m

.

A ba

ll is

rea

dy o

n an

ope

n ar

ea. A

cr

oss

of ta

pe is

mar

ked

on th

e flo

or.

A co

rrido

r is

mar

ked

with

tape

(2.8

x

9.0

m in

tern

al d

imen

sion

s) w

ith c

o-ne

s pl

aced

in a

ll co

rner

s. A

fter 3

.0 m

an

d af

ter

6.0

m, a

mid

dle

sect

ion

of

a va

ultin

g bo

x is

pla

ced

trans

vers

ely

into

the

corri

dor.

Test

item

The

child

thro

ws

six

roun

ders

from

a

scra

tch

line

at a

targ

et.

The

test

lead

er th

row

s th

e ba

sket

ball

with

obl

ique

ly o

utst

retc

hed

arm

s on

to

the

mid

dle

grou

nd m

arki

ng,

so t

hat

the

ball

jum

ps a

bout

1.1

m u

p. T

he

child

catc

hes t

he b

all a

fter t

he b

ounc

e.

The

child

con

tinuo

usly

bou

nces

the

ba

ll to

the

floor

with

bot

h ha

nds

and

catc

hes

it ag

ain

with

out

losi

ng t

he

ball.

The

child

drib

bles

the

bal

l w

ith i

ts

feet

aro

und

the

vaul

ting

box

parts

th

roug

h th

e co

rrido

r.

Crit

eria

The

child

sta

nds

behi

nd th

e va

ultin

g bo

x m

iddl

e se

ctio

n. H

ittin

g th

e ta

rget

co

unts

as

a po

int.

The

ball

mus

t be

cau

ght

with

the

pa

lms

of th

e ha

nds.

The

bal

l mus

t not

be

cau

ght i

n th

e „b

aske

t“ or

pre

ssed

ag

ains

t the

che

st to

hol

d it.

The

ball

mus

t be

boun

ced

at le

ast 5

tim

es in

a ro

w w

ithou

t erro

r fro

m th

e be

ginn

ing.

The

bal

l mus

t not

be

lost

. Th

ere

mus

t be

an a

ctiv

e ac

cele

rati-

on o

f the

bal

l by

a fo

rear

m p

ush

(no

drop

ping

). Th

e ba

ll m

ust

be c

augh

t w

ith th

e pa

lms

of th

e ha

nds.

The

child

ha

s to

m

ove

forw

ard

smoo

thly

and

con

tinuo

usly.

The

bal

l m

ay n

ot b

e to

uche

d w

ith th

e ha

nds.

Th

e si

des

of th

e co

rrido

r may

not

be

left

neith

er b

y th

e ch

ild n

or th

e ba

ll.

The

side

mar

king

s an

d th

e va

ultin

g bo

x se

ctio

ns m

ay n

ot b

e to

uche

d.Va

luat

ion

6 at

tem

pts,

the

amou

nt o

f suc

cess

ful

atte

mpt

s is

reco

rded

.6

atte

mpt

s, th

e am

ount

of s

ucce

ssfu

l at

tem

pts

is re

cord

ed.

2 at

tem

pts,

the

amou

nt o

f suc

cess

ful

atte

mpt

s is

reco

rded

.2

atte

mpt

s, th

e am

ount

of s

ucce

ssfu

l at

tem

pts

is re

cord

ed.

Mat

eria

ls• 6

roun

ders

(

diam

eter

: 65

mm

; wei

ght:

80 g

)• 1

roun

d ta

rget

(dia

met

er: 4

0 cm

)• M

iddl

e pa

rt of

vau

lting

box

• T

ape

(app

rox.

30

mm

wid

e)

• 1 s

mal

l bas

ketb

all

(si

ze 3

; dia

met

er: 1

7 cm

)• 1

pol

e• T

ape

(app

rox.

30

mm

wid

e)

• 1 v

olle

ybal

l (si

ze 5

)• T

ape

(app

rox.

30

mm

wid

e)• 1

futs

al (s

ize

4, w

eigh

t: 35

0 g)

• 4 c

ones

• 2 v

aulti

ng b

ox m

iddl

e se

ctio

ns

(L:

1.5

m)

• Tap

e (a

ppro

x. 3

0 m

m w

ide)

11

Self-

mov

emen

t

Bal

anci

ng (5

)R

ollin

g (6

)Ju

mpi

ng (7

)R

unni

ng (8

)

Qualificatio

nC

an b

alan

ce a

cros

s a

turn

ed-o

ver

long

ben

ch.

Can

roll

forw

ards

.C

an

jum

p fo

rwar

ds

cont

inuo

usly

(o

ne-le

gged

).C

an ru

n fo

rwar

ds a

nd b

ackw

ards

.

Test

set

-up

A lo

ng b

ench

is p

lace

d up

side

-dow

n on

the

floo

r. O

n th

e m

iddl

e of

the

be

nch,

a d

ista

nce

of 3

.0 m

is m

arke

d w

ith ta

pe.

Two

mat

s ar

e la

id o

ne a

fter

ano-

ther

on

a sp

ringb

oard

. In

front

of t

he

sprin

gboa

rd,

a up

per

sect

ion

of a

va

ultin

g bo

x is

pla

ced.

2 lin

es a

t a

dist

ance

of

3.0

m a

re

mar

ked

with

tape

and

con

es.

A co

rrido

r of

0.6

x 4

.0 m

is m

arke

d pe

rpen

dicu

lar

to t

he w

all

with

tap

e an

d co

nes.

The

sta

rt lin

e (s

hort

side

of

the

corri

dor)

is m

arke

d w

ith ta

pe.

Test

item

From

the

first

mar

king

, the

chi

ld b

a-la

nces

for

war

d ov

er t

he r

ever

sed

long

ben

ch t

o th

e se

cond

mar

king

, to

uche

s it

and

then

bal

ance

s ba

ck-

war

ds b

ack

to th

e fir

st m

arki

ng.

The

child

per

form

s a

forw

ard

roll

on

the

dow

nwar

dly

incl

ined

pla

ne a

nd

com

es t

o a

stan

dstil

l on

its

fee

t in

on

e flo

w.

The

child

st

arts

in

a

two-

legg

ed

stan

d be

hind

th

e st

artin

g lin

e.

It co

ntin

uous

ly ju

mps

on

one

leg

until

it

cros

ses

the

end

line.

Afte

rwar

ds

it tu

rns

and

jum

ps o

n th

e ot

her

leg

back

to th

e st

artin

g lin

e.

The

child

sta

rts b

ehin

d th

e st

artin

g lin

e, r

uns

forw

ards

to

the

wal

l an

d to

uche

s it

with

his

han

d. T

hen

it ru

ns b

ackw

ards

unt

il it

touc

hes

the

star

t lin

e an

d re

peat

s th

e w

hole

se-

quen

ce. R

unni

ng b

ack

and

forth

twi-

ce in

a ro

w is

cons

ider

ed o

ne a

ttem

pt.

Crit

eria

The

child

bal

ance

s w

ithou

t sto

ppin

g.

Flue

nt fo

rwar

d an

d ba

ckw

ard

mov

e-m

ent h

as to

be

visi

ble.

The

mar

king

s m

ust

be t

ouch

ed.

The

benc

h m

ay

not b

e le

ft. T

he h

ip o

f the

chi

ld m

ust

be p

erpe

ndic

ular

to th

e lo

ng b

ench

. St

ep-to

-ste

p te

chni

que

is n

ot a

llow

ed.

The

mov

emen

t ex

ecut

ion

is

fluid

w

ithou

t in

terru

ptio

n. T

he r

ollin

g m

o-ve

men

t is

stra

ight

with

a ro

und

back

an

d ta

kes

plac

e ov

er th

e ne

ck a

nd if

ne

cess

ary

over

the

back

of t

he h

ead.

N

o ro

lling

off

the

side

s/ov

er

the

shou

lder

s. T

he c

hild

may

not

sta

nd

up w

ith c

ross

ed le

gs.

The

child

jum

ps c

ontin

uous

ly w

ithou

t st

oppi

ng f

or m

ore

than

1 s

econ

d.

The

one-

legg

ed ju

mp

mus

t be

mai

n-ta

ined

ove

r the

ent

ire d

ista

nce.

The

child

mak

es c

ontin

uous

ste

ps

and

runs

bac

k an

d fo

rth tw

ice

with

out

inte

rrupt

ion.

Con

es a

nd s

ide

lines

m

ust n

ot b

e to

uche

d. T

he w

all a

nd th

e st

art

line

mus

t be

tou

ched

. The

hip

(b

ody

trans

vers

e ax

is)

rem

ains

per

-pe

ndic

ular

to

the

runn

ing

dire

ctio

n.

Valu

atio

n2

atte

mpt

s, th

e am

ount

of s

ucce

ssfu

l at

tem

pts

is re

cord

ed.

2 at

tem

pts,

the

amou

nt o

f suc

cess

ful

atte

mpt

s is

reco

rded

.2

atte

mpt

s, th

e am

ount

of s

ucce

ssfu

l at

tem

pts

is re

cord

ed.

2 at

tem

pts,

the

amou

nt o

f suc

cess

ful

atte

mpt

s is

reco

rded

.M

ater

ials

• 1 lo

ng b

ench

(38

cm h

igh,

at t

he

bot

tom

at l

east

3.2

m x

10

cm)

• Tap

e (a

ppro

x. 3

0 m

m w

ide)

• 2 g

ymna

stic

mat

s

(ap

prox

. 7 c

m th

ick)

• Spr

ingb

oard

• Upp

er s

ectio

n of

a v

aulti

ng b

ox

• 4 c

ones

• Tap

e (a

ppro

x. 3

0 m

m w

ide)

• 6 c

ones

• Tap

e (a

ppro

x. 3

0 m

m w

ide)

12

Throwing (1)

Test battery MOBAK-KG

Area Object movement

Qualification Can hit a target with a ball.

Test set-up The target is placed at 1.1 m (lower edge) height on a wall. 1.5 m in front of the target a scratch line is marked. The long side of the middle section of a vaulting box is applied to the scratch line.

Test item The child throws six rounders from a scratch line at a target.

Criteria • The child stands behind the vaulting box middle section.• Hitting the target counts as a point.

Valuation 6 attempts, amount of hits is recorded.

Materials • 6 rounders (diameter: 65 mm; weight: 80 g)• 1 round target (diameter: 40 cm)• Middle section of a vaulting box • Tape (approx. 30 mm wide)

Instruction/Demonstration

„Stand behind the vaulting box and throw the balls at the target. You have six attempts in total. Have a look, I’ll show it once.“ (demonstration)

Information for the test leader

• The type of throwing is selected freely (pushing the ball is allowed).• Demonstration of an impact throw.

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Qualification Can catch a ball.

Test set-up Two lines are marked with tape at a 1.5 m distance from each other. These lines are con-nected by a vertical line and marked in the middle at 0.75 m with tape. For orientation, a pole is marked at a height of 1.1 m and placed next to the line.

Test item The test leader and the child stand behind the lines 1.5 meters apart. The test leader th-rows the basketball with obliquely outstretched arms onto the middle ground marking, so that the ball jumps about 1.1 m up. The child catches the ball after the bounce.

Criteria • The ball is caught after the bounce.• The ball must be caught with the palms of the hands.• The ball must not be caught in the „basket“ or pressed against the chest to hold it.

Valuation 6 attempts, the amount of successful attempts is recorded.

Materials • 1 small basketball (size 3; diameter: 17 cm)• 1 pole• Tape (approx. 30 mm wide)


„Position yourself behind the line. I will drop the ball on the floor once so it bounces back. Try to catch the ball after the bounce. Catch the ball with your hands so it does not touch your chest.“ (demonstration)


• Demonstration: Test leader positions himself in front of the child and holds up the ball in front of his head.

• The ball may be caught with both hands.• The test leader should practice the throwing of the ball to make sure the ball bounces

up 1.1 m.• Beware of scattering balls.• The ball may be caught directly after the bounce or after passing the reversal point.

Catching (2)

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Bouncing (3)



Qualification Can bounce and catch a ball.

Test set-up A ball is ready on an open area. A cross of tape is marked on the floor.

Test item The child continuously bounces the ball to the floor with both hands and catches it again without losing the ball.

Criteria • The ball must be bounced at least 5 times in a row without error from the beginning.• The ball must not be lost.• There must be an active acceleration of the ball by a forearm push (no dropping).• The ball must be bounced rhythmically on the floor.• A maximum of 1 sec may pass between the bounces.• The ball must be caught at approx. drop height.• The ball must be caught with the palms of the hands.


Materials • 1 volleyball (size 5)• Tape (approx. 30 mm wide)


„Stand with the ball in your hands and your legs slightly straddled. Bounce the ball on the ground and catch it again. Do it as often as you can. I’ll tell you when to stop. Have a look, I’ll show it once.“ (demonstration)


• Demonstration with slightly straddled legs.• One-handed bouncing is allowed.• Allow the child to bounce up to ten times per trial, then ask to stop.• As soon as an error occurs, the attempt is considered terminated.

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Dribbling (4)



Qualification Can dribble a ball without losing control.

Test set-up A corridor is marked with tape (2.8 x 9.0 m internal dimensions) with cones placed in all cor-ners. After 3.0 m and after 6.0 m, a middle section of a vaulting box is placed transversely into the corridor. The starting point in the middle of the short side of the corridor is marked with a cross of tape.

Test item The child dribbles the ball with its feet around the vaulting box parts through the corridor.

Criteria • The child has to move forward smoothly and continuously.• The ball may not be touched with the hands.• The sides of the corridor may not be left neither by the child nor the ball.• The side markings may not be touched.• The vaulting box parts may not be touched.


Materials • 1 futsal (size 4, weight: 350 g)• 4 cones• 2 vaulting box middle sections• Tape (approx. 30 mm wide)


„Stand behind the start line with the ball on your foot. Dribble the ball between the vaulting box sections through the corridor to the finish line. Stay in the field between the two lines and try not to touch the vaulting box parts.Have a look, I’ll show it once.“ (demonstration) “Re-member that speed doesn’t matter. What matters is that the task is completed without error.“


• The ball may be dribbled with both feet.• The child may not stop for more than 1 second.• Contests between the children, which lead to improper execution of the task, should

be stopped early.

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Balancing (5)


Area Self-movement

Qualification Can balance across a turned-over long bench.

Test set-up A long bench is placed upside-down on the floor with one end facing the wall. On the middle of the bench, a distance of 3.0 m is marked with tape.

Test item From the first marking, the child balances forward over the reversed long bench to the se-cond marking, touches it and then balances backwards back to the first marking.

Criteria • The child balances without stopping.• Fluent forward and backward movement has to be visible.• The marking must be touched.• The bench may not be left.• Balancing sideways is not allowed.• The hip of the child must be perpendicular to the long bench.• Step-to-step technique is not allowed.


Materials • 1 long bench (38 cm high, at the bottom 10 cm wide and at least 3.2 m long)• Tape (approx. 30 mm wide)


„Step onto the bench and try to balance across. First you balance forward to the marking and then backwards to the first marking. Have a look, I’ll show it once.“ (demonstration)


• The child may not stop for more than 1 sec.• Corrections to keep the balance are allowed.• The test leader announces the reaching of the end mark when going backwards.

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Rolling (6)


Area Self-movement

Qualification Can roll forwards.

Test set-up Two mats are laid one after another on a springboard, forming a downwardly inclined pla-ne. In front of the springboard, an upper section of a vaulting box is placed.

Test item The child performs a roll forward on the downwardly inclined plane and comes to a stand-still on its feet in one flow.

Criteria • The movement execution is fluid without interruption.• The rolling movement is straight with a round back and takes place over the neck and

if necessary over the back of the head.• No rolling off the sides/over the shoulders.• The child may not stand up with crossed legs.


Materials • 2 gymnastic mats (approx. 7 cm thick)• Springboard (or see-saw block)• Upper section of a vaulting box


„Stand on top of the vaulting box section. Squat down and place your hands in front of you. Place your chin onto your chest and roll forward on the mat into a stand. You may lean on your hands when getting up. Have a look, I’ll show it once.“ (demonstration without support of hands when getting up)


• Start from a squatted position. The chin is on the chest.• The hands may assist in getting up.• The test leader provides an example of a safe position. If intervening is necessary, the

attempt counts as failed.

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Jumping (7)


Area Self-movement

Qualification Can jump forwards continuously (one-legged).

Test set-up 2 lines at a distance of 3.0 m are marked with tape and cones.

Test item The child starts in a two-legged stand behind the starting line. It continuously jumps on one leg until it crosses the end line. Afterwards it turns and jumps on the other leg back to the starting line.

Criteria • The child jumps continuously without stopping for more than 1 second.• The one-legged jump must be maintained over the entire distance.


Materials • 4 cones• Tape (approx. 30 mm wide)


„Stand behind the starting line with both legs. Jump on one leg over to the end line. After that, turn around and jump over to the start line on the other leg. Have a look, I’ll show it once.“ (demonstration)


• The child decides freely with which leg it starts.• For the direction change the child may stand with both feet for a short moment.• After the completion of the first jumping distance, the test leader gives an indication

that the jumping leg must be changed.

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Running (8)


Area Self-movement

Qualification Can run forwards and backwards.

Test set-up A corridor of 0.6 x 4.0 m is marked perpendicular to the wall with tape and cones. The start line (short side of the corridor) is marked with tape.

Test item The child starts behind the starting line, runs forward to the wall in the corridor and touches it with his hand. Then it runs backwards until it touches the start line and repeats the whole sequence. Running back and forth twice in a row is considered one attempt.

Criteria • The child makes continuous steps and runs back and forth twice without interruption.• The cones and the side lines must not be touched.• The wall and the start line must be touched.• The hip (body transverse axis) remains perpendicular to the running direction.


Materials • 6 cones• Tape (approx. 30 mm wide)


„Stand behind the starting line between the cones. Now run forward to the wall and touch it. Then you run backwards until you touch the start line between the cones and do the same again. Stay between the cones on the sides. Have a look, I’ll show it once.“ (demonstration)


• Demonstrate with indication: forward, backwards, forward and backwards again.• After the first sequence, the test leader may give a reminder to repeat the sequence to

complete the attempt.

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Contact

Prof. Dr. Christian Herrmann

Expert Group Physical EducationZurich University of Teacher EducationLagerstrasse 2CH-8090 ZurichSwitzerland

Phone: +41 43 305 52 64Email: [email protected]: www.mobak.info / www.phzh.ch

Documents

MOBAK-KG: Basic motor competencies in kindergarten