Relationship between children's performance-based motor skills and child, parent, and teacher perceptions of children's motor abilities using self/informant-report questionnaires

Background: Occupational therapists often assess the motor skill performance of children referred to them as part of the assessment process. Aim: This study investigated whether children s, parents and teachers perceptions of children s motor skills using valid and reliable self/informant-report questionnaires were associated with and predictive of children s actual motor performance, as measured by a standardised performance-based motor skill assessment. Methods: Fifty-five typically developing children (8-12 years of age), their parents and classroom teachers were recruited to participate in the study. The children completed the Physical Self-Description Questionnaire (PSDQ) and the Self-Perception Profile for Children. The parents completed the Developmental Profile III (DP-III) and the Developmental Coordination Disorder Questionnaire, whereas the teachers completed the Developmental Coordination Disorder Questionnaire and the Teacher s Rating Scale of Child s Actual Behavior. Children s motor performance composite scores were determined using the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2). Spearman s rho correlation coefficients were calculated to identify if significant correlations existed and multiple linear regression was used to identify whether self/informant report data were significant predictors of children s motor skill performance.