The typical process for assessing inter-rater reliability is facilitated by training raters within a research team. Lacking is an understanding if inter-rater reliability scores "between" research teams demonstrate adequate reliability. This study examined inter-rater reliability between 16 researchers who assessed fundamental motor…

The United Kingdom and Ireland have a well-established research base in motor competence (MC) research, ranging from reporting and monitoring levels of MC, developing assessment tools for MC, providing innovative curriculum and intervention design to support learning and development, as well as providing advocacy for particular groups, such as…

Evidence suggests that children struggle to acquire age-appropriate fundamental movement skills (FMS), despite their importance for facilitating physical activity. This has led to calls for routine school-based screening of children's FMS. However, there is limited research exploring schools' capacity to conduct such assessments. This study…

Background: Irish school children have demonstrated poor proficiency in fundamental movement skills (FMS) and consistent with international literature, females and overweight children tend to be less skilled than males and non-overweight children. Interventions that are suitable for children of all abilities and which provide long-term…

Background: Literature suggests that physical education programmes ought to provide intense instruction towards basic movement skills needed to enjoy a variety of physical activities. Fundamental movement skills (FMS) are basic observable patterns of behaviour present from childhood to adulthood (e.g. run, skip and kick). Recent evidence indicates…