Dr.

Christian Herrmann
Dr. Harald Seelig

M O B A K - 1
Basic motor competencies in first grade

TESTMANUAL
Impressum

Authors:
Dr. Christian Herrmann
Dr. Harald Seelig

Cooperation:
Marina Bacchetta
Prof. Dr. Erin Gerlach
Prof. Dr. Elke Gramespacher
Sara Seiler
Benjamin Niederkofler
Prof. Dr. Uwe Pühse
Dr. Peter Weigel

Layout:
Sara Baur

Picture credits:
Dr. Christian Herrmann

Logo MOBAK-1:
Dirk Hübner

Edition:
1st edition: August 2014

Copyright:
Department of Sport, Exercise and Health (DSBG) of the
University of Basel.

The content of this manual may not be reproduced without

prior approval from the authors.
M O B A K - 1
Basic motor competencies in first grade

Content

1 Focus of interest ................................................................................ 3

2 Theoretical background ..................................................................... 3

3 Competency structure model ............................................................. 4

4 MOBAK-1 test battery ........................................................................ 5

4.1 Development of the test items ................................................. 5
4.2 Execution of the test items ...................................................... 5
4.3 Evaluation of the test items ..................................................... 6

5 Validation study and test fairness ...................................................... 6

Literature ................................................................................................... 8

Appendix 1: Summary & evaluation table of the test items ....................... 9

Appendix 2: Description of the test items .................................................. 13

TESTMANUAL
1 Focus of interest

Educational policy makers question the learning outcomes achieved in each academic subject. Thus, each subject
has to provide empirical evidence regarding which competencies need to be achieved by each student at a specific
point in time. Educational policy makers and practitioners use this information to justify their decisions (BMBF, 2007).
In order to record the effects of physical education, it is necessary to develop assessment instruments that are also
valid and practical for this subject. The MOBAK-1 test battery, which measures basic motor competencies in primary
school, is an assessment instrument designed for this purpose. In the following, we describe the theoretical back-
ground (2), the underlying structure model (3), the development, the execution, and the evaluation of the test items,
(4) and the validation study.

2 Theoretical background

The central task of Physical Education (P.E.) is the qualification of students to actively take part in the culture of
sports and exercise. This contributes to the development of a physically active lifestyle. A prerequisite for this is the
availability of basic motor competencies (cf. for details Herrmann & Gerlach, 2014).
For instance, there is a broad consensus among subject experts and teachers that all students need to be able to
handle a ball safely in order to play ball. It is more difficult for children who do not have these competencies to partici-
pate in sports clubs or even play with their classmates on the playground. These practices are an enrichment for most
people’s cultural lives and an important part of active mobility and a healthy lifestyle (Kurz, Fritz, & Tscherpel, 2008).

People need basic motor competencies in order to ...

... take active part in the culture of sports and exercise.

... experience and understand sports and exercise as enriching their lives.
... be able to make decisions about whether to integrate sports into their own lives (Gogoll, 2012; Kurz, Fritz, &
Tscherpel, 2008).

Basic motor competencies can be defined as motor performance dispositions which can be developed from situation-
specific requirements and which can serve as an accomplishment strategy for requirements in the culture of sports
and exercise.

Basic motor competencies …

... can be learned for the long term, take into account previous experiences, and can be improved through
practice.
... are explicitly context-dependent and refer to specific requirements in the culture of sports and exercise.
... are functional performance dispositions which are expressed in behavioral orientation behavior upon
accomplishment (cf. Weinert, 2001).

3
3 Competency structure model

In the construction of the test battery, we differentiate between basic motor competencies (MOBAK), which are not
directly observable, and basic motor qualifications (MOBAQ, cf. Kurz et al., 2008), which are observable. Basic motor
qualifications (MOBAQ) formulate the educational standards as a can-do statement (e.g., “can throw,” “can catch”)
and refer to the performances of students.

Basic motor qualifications are …

... observable performances of athletic activities.

... oriented towards open motor skills (Roth & Willimczik, 1999).
... the basis of learning processes for sport-specific skills and techniques.

Basic motor competencies (MOBAK) are overall performance dispositions based on the observable performance
behavior of the basic motor qualifications. The competence structure model (Figure 1) illustrates the relationship bet-
ween basic motor qualifications and basic motor competencies. This allows the “indirect” acquisition of (latent) basic
motor competencies through (manifest) basic motor qualifications.

Figure 1: Competency structure model of basic motor competencies1

Object Self
movement Basic motor movement
competencies
(MOBAK)
Basic motor
qualifications
(MOBAQ)

Balan- Side-
Bouncing Dribbling Catching Throwing Rolling Jumping
cing stepping

1
This structure model was empirically confirmed by a factor analysis (see Chapter 5). Detailed information on factor values and model fits can be
found in Herrmann, Gerlach, and Seelig (submitted).

4
4 MOBAK-1 test battery

4.1 Development of the test items

The test items for the acquisition of basic motor qualifications were developed on the basis of normative pedagogical
discussions. The main question was: What should a child at a certain age be able to perform in order to take part in
the culture of sports and exercise (Kurz et al., 2008)? The final arrangement of the test battery is the result of a wide
selection of potential test items compiled and discussed in several expert discussions2.
In order to ensure curricular validity, we developed the test items in close connection with the learning goals speci-
fied in the curriculum. The criteria for item construction were gender-specific test fairness as well as feasibility and
age-appropriate item design. The eight test items are explained in detail in the appendix. These test items measure
eight basic motor qualifications which can be assigned to the two basic motor competencies “object movement” and
“self-movement” (Figure 1). The assignment in the competence structure model was carried out on the one hand on
the empirical level (see Chapter 5) and on the other hand on the basis of the motor development theory by Clark and
Metcalfe (2002) as well as the theory of “fundamental movement skills” (overview Burton & Miller, 1998).

1. The basic motor competency “object movement” involves the basic motor qualifications “throwing,” “catching,”
“bouncing,” and “dribbling.” They are developed from requirements that include handling balls and serve as an
accomplishment for requirements in various ball sports.

2. The basic motor competency “self-movement” involves the basic motor qualifications “balancing,” “rolling,” “jum-
ping,” and “moving sideways.” They are developed from requirements that include handling the entire body in
a room and serve as an accomplishment for requirements in gymnastics or athletics.

These two basic motor competencies are mutually dependent. A jump shot in handball is based not only on compe-
tent handling of the ball but also on the coordination of movements made by the entire body.

4.2 Execution of the test items

Each test item is explained and demonstrated by the test leader once.

• MOBAQ test items “throwing” and “catching”

Each child has six attempts at each test item (no trials). Each hit or catch is recorded. 0–2 hits or catches are
assessed with 0 points, 3–4 hits or catches with 1 point, and 5–6 hits or catches with 2 points.

• MOBAQ test items “bouncing,” “dribbling,” “balancing,” “rolling,” “jumping,” and “moving sideways”
Each child has two attempts at fulfilling the task (no trials). This test item is dichotomously scaled (0 = failed,
1 = passed). The amount of times passed is recorded (both attempts failed = 0 points, one attempt passed =
1 point, both attempts passed = 2 points). The criteria for passing/failing can be seen in the description of the
test items (cf. Tables 1 and 2).

During the development phase, we chose circuit operation as a form of organization. The students were divided into
small groups with a test leader for each group. The test leader led the students to each testing station. This form of
organization is suitable and economical for scientific purposes. However, it will be difficult to implement this method
in P. E. lessons. In school, it would be preferable to implement the various test items in a course in which they are
run successively and evaluated immediately, e.g., in the pairs “throwing” and “catching,” “bouncing” and “dribbling,”
“balancing” and “rolling,” and “jumping” and “moving sideways.” This procedure allows students’ performances to be
evaluated by a single test leader and thus also a single teacher.

2
The development of the test items follows the cooperation with the FH Northwest Switzerland (the team of E. Gramespacher) and relies on pre-
paratory work done at the University of Luxemburg (the team of W. Becker and C. Scheuer).

5
4.3 Evaluation of the test items

The data can be evaluated on the level of MOBAQ test items as well as on the level of MOBAK areas.

• The MOBAQ test items can be evaluated separately due to their point scores (0–2 points). It is possible to
collect concrete information about each individual student and his or her performance on each test item. Thus,
the teacher is able to assess the students’ additional educational needs. This also allows teachers to match the
teaching content with the children’s performance levels.

• MOBAK-areas “object movement” and “self-movement”

The MOBAK areas are calculated as the sum of the results of the four MOBAQ test items (= factor sum value).
A maximum total of 8 points can be achieved for each area (4 test items x 2 points):
“throwing” + “catching” + “bouncing” + “dribbling” = “object movement” (maximum of 8 points)
“balancing” + “rolling” + “jumping” + “moving sideways” = “self-movement“ (maximum of 8 points)

The MOBAK areas provide information on a broader range of tasks. On the basis of the scoring system (0 to 8
points), the level of a student’s basic motor competencies can determined separately. If the measurements are
repeated over the course of time, the test battery can be used for the evaluation of P. E. lessons. The differences
between the scores in the first and the second test provide information on the change in students’ performances
over a period of time. By comparing the mean value of the scores for the whole class, one can calculate the average
change of the class.

5 Validation study and test fairness

The test items have been empirically reviewed in a validation study (N = 317; ♀ = 55%; M = 7.0 Jahre, SD = .36) (cf.
for details Herrmann, Gerlach & Seelig, submitted; Herrmann, Gerlach, Krebs & Seelig, submitted).

• Curricular validity:
This aspect is fulfilled as a face validity due to the connection to the objective targets formulated in the syllabus.

• Factorial validity:
A two-factor analysis has been explored through factor analysis and has been confirmed with good model fitting
for the MOBAK-1 test battery. The first area, “self-movement [or: locomotion],” includes the four test items
“balancing,” “rolling,” “moving sideways,” and “jumping.” The second area, “object movement [or: object control],”
includes the four test items “bouncing,” “dribbling,” “catching,” and “throwing.” Furthermore, it has been statisti-
cally verified that the calculation of a factor sum value (= sum of all items of an area) is acceptable for the cal-
culation of a total value for each MOBAK area wo factor analysis has been explored through factor analyis and
has been confirmed with good model fitting.

• Discriminant validity:
Because test items for measuring basic motor qualifications have few correlations with test items for measuring
motor abilities (sprint, standing long jump, tapping, jumping sideways), they display a specific area of motor
performance. The latent correlations between the MOBAK areas (“object movement” & “self-movement”) and
the ability factors (“speed strength” & “coordination”) have a moderate correlation and show that the two cons-
tructs are mutually dependent.

6
• Test fairness:
Nested structural equation models have shown that the factorial structure does not differ depending on gender
and that the test items are valid for boys and girls.

On the basis of these psychometric results, the MOBAK-1 test battery can be accepted as suitable for the evaluation
of the effects that P.E. has on basic motor competencies.

The advantages of the MOBAK-1 test battery are …

... curricular, factorial and discriminant validity.

... fast test execution due to practical test items that can be realized with material available in the gym.
... simple evaluation of the test items with dichotomous scales (passed/failed).
... easy calculation of the total value of both MOBAK areas.
... interpretability of the results at the level of single MOBAQ test items.

7
Literature

• Main literature:

Herrmann, C., & Gerlach, E. (2014). Motorische Basiskompetenzen in der Grundschule. Pädagogische Zielentscheidung und Aufgaben-
entwicklung [Basic motor competencies in primary school. Pedagogical aim decisions and development of tasks]. Sportunterricht, 63 (11).
Herrmann, C., Gerlach, E., & Seelig, H. (2014/accepted). Development and validation of a test instrument for the assessment of basic motor
competencies in primary school. Measurement in Physical Education and Exercise Science.
Herrmann, C., Gerlach, E., Krebs, A., & Seelig, H. (submitted). Begründung und Validierung eines Erhebungsinstruments zur Erfassung
motorischer Basiskompetenzen in der Primarschule (MOBAK-1) [Explanation and validation of a test instrument for the assessment of basic
motor competencies in primary school].

• Advanced literature:

Bundesministerium für Bildung und Forschung. (2007). Rahmenprogramm zur Förderung der empirischen Bildungsforschung [Framework
program for promoting empirical education research]. Berlin: BMBF.
Burton, A. W., & Miller, D. E. (1998). Movement skill assessment. Champaign, IL: Human Kinetics.
Clark, J. E., & Metcalfe, J. S. (2002). The mountain of motor development: A metaphor. In J. E. Clark & J. H. Humphrey (Eds.), Motor deve-
lopment. Research & reviews. Reston, VA: National Association for Sport and Physical Education.
Gogoll, A. (2012). Sport- und bewegungskulturelle Kompetenz - ein Modellentwurf für das Fach Sport [Sport and cultural competence – a
model for Physical Education]. In A. C. Roth, E. Balz, J. Frohn, & P. Neumann (Eds.), Kompetenzorientiert Sport unterrichten (pp. 39–52).
Herzogenrath: Shaker.
Kurz, D., Fritz, T., & Tscherpel, R. (2008). Der MOBAQ-Ansatz als Konzept für Mindeststandards für den Sportunterricht? [Using the MO-
BAQ approach as a concept for minimum standards for physical education?] In V. Oesterhelt, J. Hofmann, M. Schimanski, M. Scholz, &
H. Altenberger (Eds.), Sportpädagogik im Spannungsfeld gesellschaftlicher Erwartungen, wissenschaftlicher Ansprüche und empirischer
Befunde (pp. 97–106). Hamburg: Czwalina.
Roth, K., & Willimczik, K. (1999). Bewegungswissenschaft [Exercise science]. Reinbek bei Hamburg: Rowohlt.
Weinert, F. E. (2001). Vergleichende Leistungsmessungen in Schulen – eine umstrittene Selbstverständlichkeit [Comparative performance
measurements in schools – self-evident but controversial]. In F. E. Weinert (Ed.), Leistungsmessungen in Schulen (pp. 17–31). Weinheim:
Beltz.

8
APPENDIX 1
Summary and evaluation table of the test items

TESTMANUAL

--- removable ---

9
 Object movement

Throwing (1) Catching (2) Bouncing (3) Dribbling (4)

Qualification Hitting a small target. Catching a ball. Bouncing a ball without losing con- Dribbling a ball without losing con-
trol. trol.
Test item The child throws from a 2 m distance The test leader drops the ball, the The child stands behind a marked The child stands behind a marked
at a target with 6 juggling balls. child catches the ball after the tur- line and bounces a small basketball line and dribbles with the ball along
ning point. along the corridor until the finish line a corridor until the finish line without

10
without losing the ball. losing the ball.
Criteria Hitting the target counts as a point. The ball is to be caught after the re- The ball can be bounced with two The ball can be dribbled with both
Overhead casts only (elbow high, bound when still in the air. hands. The ball may not be held or feet. The ball may not be lost. The
extension of the forearm). lost. The child must not stop and child must not stop. At least 5 con-
must bounce the ball at least 5 times. tacts with the ball. No side steps.
The child may not leave the corridor. The child may not leave the corridor.
Evaluation 6 attempts, amount of hits is recor- 6 attempts, amount of balls caught 2 attempts, amount of successful 2 attempts, amount of successful
ded. is recorded. attempts is recorded. attempts is recorded.
Test set-up A target is placed at a 1.30 m height. The test leader drops the ball from a Marking a corridor using tape (5 m Marking a corridor using tape (5 m
A scratch line is placed 2 m away 2 m height and 1.30 m distance so x 1 m). x 1 m).
from the target. that the ball reaches a height of at
least 1.30 m after it has touched the
ground.
Materials • 6 juggling balls • 1 small rubber ball or tennis ball • 1 small basketball (size 3, • 1 (soft) ball
• 1 target (diameter: 40 cm) • Ground markings diameter: 17cm) (140g, diameter: 18 cm)
• Scratch line • Ground markings • Ground markings
 Self-movement

Balancing (5) Rolling Jumping (7) Moving sideways (8)

Qualification Balancing across a see-saw. Rolling forward. Jumping forward continuously. Continuous lateral stepping.
Test item The child balances across a see- The child performs a roll forward flu- The child jumps between and be- The child starts at the first cone,
sawing long bench without leaving ently and is able to stand afterwards. neath the carpet tiles fluently. The moves sideways to the second cone
the bench. child has to jump on one leg bet- and moves sideways back to the

11
ween the tiles and with straddled first cone without changing his or her
legs beneath the tiles. viewing direction. Moving back and
forth twice counts as one trial.
Criteria Fluent crossing of the bench without Fluent execution of movement with- The carpet tiles are not to be tou- Fluent side shuffles. The legs never
stopping or leaving it. Normal wal- out stopping. No rolling off the sides. ched. The child must jump fluently cross; the feet stay parallel to the
king (no half steps). The child may Hands can be used for support. The without stopping for more than 1 se- ground marking and at ground level.
not speed up or jump down at the child may not roll or stand up with cond. The takeoff leg between the The hips stay parallel to the marking.
end. crossed legs tiles can be chosen freely.
Evaluation 2 attempts, amount of successful 2 attempts, amount of successful 2 attempts, amount of successful 2 attempts, amount of successful
attempts is recorded. attempts is recorded. attempts is recorded. attempts is recorded.
Test set-up A long bench is placed upside-down 2 gymnastics mats are placed in a 4 carpet tiles are placed in a row 2 cones are placed on a marking at
on a springboard, forming a see-saw row. with a 40 cm gap between them. a distance of 3 m from each other.
secured with gymnastic mats. Sidelines are marked.
Materials • 1 long bench (w: 10 cm, l: 4 m) • 2 gymnastics mats • 4 carpet tiles (40 cm x 40 cm, 4 • 2 marking cones
• 1 springboard (h: 18-21 cm) mm thick) • Ground markings
• 4 gymnastics mats
 Evaluation table MOBAK-1 test battery

Area: Object movement Self-movement

(8)
(1) (2) (3) (4) (5) (6) (7)
Item: Sidestep-
Throwing Catching Bouncing Dribbling Balancing Rolling Jumping ping
Trials: 6 6 2 2 2 2 2 2
0-2 hits / balls caught = 0 pts. 0 passed attempts = 0 pts. 0 passed attempts = 0 pts.
Evaluation: 3-4 hits / balls caught = 1 pt. 1 passed attempt = 1 pt. 1 passed attempt = 1 pt.
5-6 hits / balls caught = 2 pts. 2 passed attempts = 2 pts. 2 passed attempts = 2 pts.
(Balls Total Total
No. Name f/m (Hits) Pts. Pts. Points Points Points Points Points Points
caught) points points

12
Item average:
Class average: Object movement: Self-movement:
APPENDIX 2
Description of the test items

TESTMANUAL

Additional information is available online at:

www.dsbg4public.ch

13
 Throwing (1)

Test battery MOBAK-1

Area Object movement

Qualification Hitting a small target.

Test item The child throws from a 2 m distance at a target with 6 juggling balls.

Criteria • Hitting the target counts as a point

• Overhead casts only (elbow high, extension of the forearm)

Evaluation 6 attempts, amount of hits is recorded.

Test set-up A target is placed at a 1.30 m height. A scratch line is placed 2 m away from the target.

Materials • 6 juggling balls (40g, diameter: 65 mm)

• 1 target (diameter: 40 cm)
• Scratch line

1.30 m

m
2.00

14
 Catching (2)

Test battery MOBAK-1

Area Object movement

Qualification Catching a ball.

Test item The child and the test leader face each other with a distance of 1.30 m between them. The
test leader drops the ball, the child catches the ball after the turning point.

Criteria • The ball is to be caught after the rebound when still in the air

Evaluation 6 attempts, amount of balls caught is recorded.

Test set-up The test leader drops the ball from a 2 m height and 1.30 m distance so that the ball
reaches a height of at least 1.30 m after it has touched the ground.

Materials • 1 small rubber ball or tennis ball

• Ground markings
ca. 2.00 m
ca. 1.30 m

m
1.30

15
 Bouncing (3)

Test battery MOBAK-1

Area Object movement

Qualification Bouncing a ball without losing control.

Test item The child stands behind a marked line and bounces a small basketball along the corridor
until the finish line without losing the ball.

Criteria • The ball can be bounced with two hands

• The ball has to be bounced at least 5 times
• The ball may not be held or lost
• The child may not leave the corridor
• The child may not stop
• The child has to move straight ahead, hips facing the finish line

Evaluation 2 attempts, amount of successful attempts is recorded.

Test set-up Marking a corridor using tape (5 m x 1 m).

Materials • 1 small basketball (size 3, diameter: 17cm)

• Ground markings

5.0
0m

0m
1.0

16
 Dribbling (4)

Test battery MOBAK-1

Area Object movement

Qualification Dribbling a ball without losing control.

Test item The child stands behind a marked line and dribbles with the ball along a corridor until the
finish line without losing the ball.

Criteria • The ball can be dribbled with both feet

• At least 5 contacts with the ball
• The ball may not be lost or touched with the hands
• The child may not leave the corridor
• The child may not stop
• The child has to move straight ahead, hips facing the finish line

Evaluation 2 attempts, amount of successful attempts is recorded.

Test set-up Marking a corridor using tape (5 m x 1 m).

Materials • 1 ball (soft, 140 g, diameter: 18 cm)

• Ground markings

5.0
0m

B
m
00
1.

17
 Balancing (5)

Test battery MOBAK-1

Area Self-movement

Qualification Balancing across a see-saw.

Test item The child balances across a see-sawing long bench without leaving the bench.

Criteria • The child starts with one foot on the bench

• Fluent crossing of the long bench without stopping for more than 2 seconds or leaving it
• Normal walking (no half steps)
• The child may not speed up or jump down at the end

Evaluation 2 attempts, amount of successful attempts is recorded.

Test set-up A long bench is placed upside-down on a springboard, forming a see-saw secured with
gymnastic mats.

Materials • 1 long bench (4 m long, 38 cm high, 10 cm wide at the bottom)

• 1 springboard (18-21 cm high)
• 4 gymnastics mats

A
B

18
 Rolling (6)

Test battery MOBAK-1

Area Self-movement

Qualification Rolling forward.

Test item The child performs a roll forward fluently and is able to stand afterwards.

Criteria • Fluent execution of movement without stopping

• No rolling off the sides
• Hands can be used for support
• The child may not roll or stand up with crossed legs

Evaluation 2 attempts, amount of successful attempts is recorded.

Test set-up 2 gymnastics mats are placed in a row.

Materials • 2 gymnastics mats

19
 Jumping (7)

Test battery MOBAK-1

Area Self-movement

Qualification Jumping forward continuously.

Test item The child jumps between and beneath the carpet tiles fluently. The child has to jump on one
leg between the tiles and with straddled legs beneath the tiles.

Criteria • The carpet tiles are not to be touched

• The child is required to jump fluently without stopping for more than 1 sec
• The takeoff leg between the tiles can be chosen freely
• No mistakes are allowed

Evaluation 2 attempts, amount of successful attempts is recorded.

Test set-up 4 carpet tiles are placed in a row with a 40 cm gap between them.

Materials • 4 carpet tiles (40 cm x 40 cm, 4 mm high)

40
cm

20
 Moving sideways (8)

Test battery MOBAK-1

Area Self-movement

Qualification Continuous lateral stepping.

Test item The child starts at the first cone, moves fluently sideways to the second cone and moves
sideways back to the first cone without changing his or her viewing direction. Moving back
and forth twice counts as one trial.

Criteria • Fluent side shuffles

• The legs never cross; the feet stay parallel to the ground marking and at ground level
• The hips stay parallel to the marking
• The side markings have to be overstepped completely before changing direction

Evaluation 2 attempts, amount of successful attempts is recorded.

Test set-up 2 cones are placed on a marking at a distance of 3 m from each other. The position of the
cones are marked with two lines.

Materials • 2 marking cones

• Ground markings

3.00 m

21
Contact

Dr. Christian Herrmann

Department of Sport, Exercise and Health

University of Basel
Birsstrasse 320 B
CH-4052 Basel
Switzerland

Phone: 0041 61 377 87 81

Fax: 0041 61 377 87 89
E-Mail: christian.herrmann@unibas.ch
Homepages: www.dsbg4public.ch / www.dsbg.unibas.ch