Table 4 An overall indication of the quality of each instrument and alignment with the APLF elements
Instrument name | Evidence of good methodological quality | Evidence of sufficient results quality | Item(s) alignment with the APLF | Total score for elements assessed (/30) | |||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | ||||
Movement skills | Moving using equipment | Object manipulation | Coordination | Stability/balance | Flexibility | Agility | Strength | Muscular Endurance | Cardiovascular endurance | Reaction time | Speed | Engagement and enjoyment | Confidence | Motivation | Connection to place | Self-perception | Self-regulation (emotions) | Self-regulation (physical) | Relationships | Collaboration | Ethics | Society and culture | Content knowledge | Safety and risk | Rules | Reasoning | Strategy and planning | Tactics | Perceptual awareness | ||||
Single domain measures | |||||||||||||||||||||||||||||||||
Motor Observation Questionnaire for Teachers (MOQ-T)a | ✓ | ✓ | • | • | ✓ | ✓ | ✓ | ✓ | ✓ | • | • | • | ✓ | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | 6 |
Movement Assessment Battery for Children-2 Checklist (MABC-2 Checklist)a | ✓ | ✘ | ✓ | ✓ | ✓ | ✓ | ✓ | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | 5 |
Pictorial Scale of Perceived Water Competence (PSPWC)a | ✓ | ✘ | ✓ | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | 1 |
Reiss Motivation Profile for children (Child RMP)a | ✓ | ✘ | • | • | • | • | • | • | • | • | • | • | • | • | • | • | ✓ | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | 1 |
Teacher’s Self-concept Evaluation Scale | ✘ | ✘ | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | ✓ | • | • | • | • | • | • | • | • | • | • | • | • | • | 1 |
Teen Risk Screen checklist (TRS)a | ✓ | ✘ | ✓ | • | ✓ | • | ✓ | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | 3 |
Dual-domain measures | |||||||||||||||||||||||||||||||||
Brief Behaviour Rating Scale (BBRS) | ✘ | ✘ | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | ✓ | • | ✓ | ✓ | • | • | • | • | • | • | • | • | • | 3 |
Devereux Student Strengths Assessment (DESSA) | ✓ | ✘ | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | ✓ | ✓ | ✓ | ✓ | ✓ | • | • | • | • | • | • | • | • | • | 5 |
Emotion Regulation Checklist (ERC) | ✘ | ✓ | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | ✓ | • | ✓ | • | • | • | • | • | • | • | • | • | • | 2 |
Multisource Assessment of Social Competence Scale (MASCS) | ✓ | ✓ | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | ✓ | • | ✓ | ✓ | • | • | • | • | • | • | • | • | • | 3 |
Pictorial Scale of Perceived Competence and Social Acceptance for Young Children-Teacher (PSPCSA-T)a | ✓ | ✘ | ✓ | • | ✓ | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | ✓ | • | • | • | • | • | • | • | • | • | • | 3 |
Social-Emotional Assets and Resilience Scale, Teacher rating form (SEARS-T) | ✓ | ✘ | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | ✓ | • | ✓ | ✓ | • | • | • | • | • | • | • | • | • | 3 |
Social Skills Improvement System Social Emotional Learning Edition Rating Forms (SSIS SEL RF) – Teacher version | ✓ | ✘ | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | ✓ | • | ✓ | ✓ | • | ✓ | • | • | • | • | • | • | • | • | 4 |
Teacher-Child Rating Scale (T-CRS) | ✓ | ✘ | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | ✓ | • | ✓ | ✓ | ✓ | • | • | • | • | • | • | • | • | 4 |
Teacher Questionnaire (TQ) | ✘ | ✘ | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | ✓ | ✓ | • | ✓ | ✓ | • | • | • | • | • | • | • | • | • | 4 |
Teacher Rating of Social Efficacy | ✘ | ✘ | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | ✓ | ✓ | • | • | • | • | ✓ | • | • | • | • | 3 |
Winnetka Scale for Rating School Behaviour | ✘ | ✘ | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | ✓ | ✓ | ✓ | ✓ | • | • | • | • | • | • | • | • | • | 4 |
Tri-domain measures | |||||||||||||||||||||||||||||||||
Children Activity Scales for Teachers (CHAS-T)a | ✘ | ✘ | ✓ | • | ✓ | • | ✓ | • | • | • | • | • | • | • | • | • | • | • | • | • | ✓ | • | • | • | • | • | • | ✓ | • | • | • | • | 5 |
Gross Motor Rating Scale (GMRS)a | ✘ | ✘ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | • | ✓ | • | • | • | • | • | • | • | • | • | ✓ | • | • | • | • | • | 15 |
Harter’s Teacher’s Rating Scale of Child’s Actual Behaviour (TRS)a | ✓ | ✘ | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | ✓ | • | • | • | • | • | ✓ | • | • | • | • | – |
Health Resources Inventory (HRI) | ✘ | ✘ | • | • | • | • | • | • | • | • | • | • | • | • | • | ✓ | • | ✓ | ✓ | ✓ | • | ✓ | ✓ | ✓ | ✓ | • | • | ✓ | • | • | • | • | 9 |
Social and Emotional Competencies Evaluation Questionnaire Teacher’s version – Short Form (QACSE-P-SF) | ✓ | ✓ | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | ✓ | • | ✓ | ✓ | ✓ | • | • | ✓ | • | • | • | • | • | 5 |
Social Skills Rating Scale (SSRS-T) | ✓ | ✘ | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | • | ✓ | • | ✓ | ✓ | ✓ | ✓ | • | • | ✓ | • | • | • | • | 6 |
Teacher Estimation of Activity Form (TEAF)a | ✓ | ✓ | • | • | • | • | • | • | ✓ | ✓ | ✓ | ✓ | • | • | ✓ | ✓ | ✓ | • | • | • | • | • | • | • | • | • | • | • | • | • | ✓ | • | 8 |
Total tools addressing each element of the APLF | 15 | 5 | 6 | 2 | 6 | 3 | 5 | 2 | 3 | 2 | 2 | 2 | 2 | 1 | 2 | 2 | 3 | 1 | 5 | 11 | 4 | 15 | 11 | 5 | 2 | 0 | 2 | 5 | 0 | 0 | 1 | 0 | |