Background: Achieving a balance between speed and accuracy is crucial for optimal motor performance in sports and professional settings. However, rapid movements often compromise accuracy, a phenomenon known as the speed-accuracy trade-off, which can be measured using Fitts' Law. Emotional state also influences motor performance, particularly arousal levels, which may vary depending on task type (fine vs. gross motor tasks). Arousal regulation techniques like breath control may help optimize performance in speed-accuracy tasks. Purpose: This study examined the effects of breathing frequencies on the speed-accuracy trade-off in fine and gross motor tasks. Methods: Using a repeated-measures design, 44 participants completed two motor tasks under three breathing conditions (normal, slow, and fast), with condition and task order randomly counterbalanced. The fine motor task was performed on an iPad, while the gross motor task used a Smart Board. Results: The results revealed significant effects of breathing rate and task type but no interaction. Slow breathing led to less performance variability and lower arousal than fast breathing. As task difficulty increased, response times increased more in gross motor tasks. Fine motor tasks showed slower baseline average reaction times. Gross motor tasks also heightened arousal and stress levels. Conclusion: This aligns with previous research suggesting that slow breathing enhances autonomic regulation, improves motor performance consistency, and influences arousal. The findings of this study contribute to our understanding of how breathing frequencies can positively impact performers across diverse tasks that require precise and swift decision-making.
Fundamental movement skills (FMS) are foundational to children's motor development and long-term participation in physical activity. However, standardized assessments often fail to capture the diverse abilities and lived experiences of children with physical disabilities. This qualitative study explored how these children perceive and perform FMS. Seventeen participants ages 3 to 10 took part in two sessions: one to assess their FMS using the Test of Gross Motor Development, the 3rd edition, and another to discuss their understanding of specific skills through an unstructured interview. Thematic analysis of verbal and non-verbal data revealed three key themes. First, children's knowledge, motivation, and perceived competence varied widely, influenced by age, fatigue and task familiarity. Younger children tended to show strong confidence, while older children were more self-critical. Second, children used a variety of motor, material, environmental, and contextual adaptation strategies to support FMS execution, often co-constructed with the research team. These adaptations reflected individual needs more than task-specific demands. Third, children focused more on outcomes than on movement quality and had difficulty assessing their own performance. Visual feedback and playful contexts supported engagement and self-awareness. These results highlight the need for inclusive, personalized approaches that integrate both process- and product-oriented perspectives and actively involve children in shaping their learning experience. Future research should investigate how such strategies can be integrated into children's everyday environments.
The preschool period is a critical stage of rapid development in motor and cognitive skills, and this development has significant implications for future academic success. During this period, the relationship between cognitive domains such as visual-motor integration, executive function, and memory may play a decisive role in children's school readiness. However, studies examining the multidimensional relationships between these skills in early childhood are relatively limited. This study aims to explore the relationship between visual-motor integration scores and the levels of executive function and memory in children aged 48-66 months. The study was conducted with children attending public and private preschools in Kırşehir and Yozgat during the 2024-2025 academic year. The data collection process involved the Preschool Visual-Motor Integration Assessment (PVMIA), the Preschool Executive Functions Teacher Form, and a memory game designed by the researchers. The data were analyzed using t-tests, ANOVA, correlation, and regression analyses. The findings showed that the scores of children in the 60-66 month age group were significantly higher than those of other age groups. Furthermore, significant positive relationships were found between visual motor integration and executive function and memory. These results emphasize the need for a holistic approach in developmental assessments.
Background: Left-handed individuals may experience performance disadvantages in right-hand-oriented environments; however, these circumstances could also foster adaptability, potentially leading to greater executive function. Switching ability, a component of executive function, reflects flexibility in adjusting to environmental changes. Prior research on left-handers' executive function has yielded inconsistent results. Additionally, many tests have not controlled for confounding factors, such as attention, sequencing, and motor processes. Purpose: Accordingly, the present study aimed to examine differences in executive function between left- and right-handed participants while controlling for significant confounding factors. Research Design: A cross-sectional comparative design was employed. Study Sample: The participants included 25 right-handed and 26 left-handed individuals. Data Collection and/or Analysis: The present study used the Delis-Kaplan Executive Function System (D-KEFS) Trail Making Test (TMT) to examine differences in executive function between left- and right-handed participants. Results: It was hypothesized that handedness would significantly influence performance, with left-handers demonstrating superior switching ability compared with right-handers. Results revealed significant differences in sequencing errors on TMT Condition 4, with right-handed participants making fewer errors than left-handed participants, whose higher error rates suggest disadvantaged switching abilities. Furthermore, left-handed participants were more likely to commit specific number and letter sequencing errors, which may have been influenced by the interaction of impulsivity with stimulus-response incompatibility, biomechanical inefficiency, and attentional or scanning bias. Conclusions: These findings suggest that left-handed participants may demonstrate relatively disadvantaged switching abilities under the tested conditions, potentially influenced by multiple interacting cognitive and motor factors.
Aim: This study aimed to compare bilateral upper extremity proprioception and functional skills in adolescents with hemiplegic Cerebral Palsy (CP) and typically developing peers, and to examine their associations with activity and participation within the ICF framework. Methods: Thirty-eight participants were included (19 adolescents with hemiplegic CP and 19 typically developing peers). Proprioception (kinesthesia and joint position error) was assessed for both upper extremities, and functional performance was evaluated using the Gross Motor Function Measure-66, Jebson Taylor Hand Function Test (JTHFT), ABILHAND-Kids, and Pediatric Evaluation of Disability Inventory (PEDI). Group differences were analyzed using ANCOVA with age as a covariate. Results: Adolescents with hemiplegic CP demonstrated significantly lower gross motor function, kinesthesia, affected-side joint position accuracy, upper extremity dexterity, activity, and participation levels compared with their peers (p < .01). Moderate positive correlations were found between PEDI domains, JTHFT, and ABILHAND-Kids (p < .05), as well as between kinesthesia and JTHFT (p < .01). Discussion: The findings suggest that adolescents with hemiplegic CP may have lower levels of proprioception on both sides, gross motor function, and activity and participation compared to their typically developing peers. This study is considered to provide a comparative evaluation of bilateral proprioception in adolescents with hemiplegic CP and to highlight its associations with functional performance, activity, and participation.
BackgroundStructural and functional alterations of the brain and paravertebral muscles have been suggested as underlying mechanisms for the recurrence of non-specific low back pain (LBP). Although exercise therapy is recommended as the treatment of choice, the most effective type and mechanisms underlying its observed effects remain unclear. This study will examine the effects of skilled motor training versus general exercise training on muscle and neural alterations.MethodsIn this double-blind randomized controlled clinical trial, 42 people in remission from recurrent LBP and with a flexion motor control impairment pattern will be randomly allocated to a 13-week exercise program with 18 sessions of skilled motor training or general exercise training. Outcomes related to brain structure (gray and white matter micro- and macro-structure), brain function (resting state functional connectivity), paravertebral muscle structure (cross-sectional area, muscle fat index), paravertebral muscle function (metabolic muscle function), lumbopelvic sensorimotor control, pain sensitivity, pain modulation, psychosocial factors, self-reported pain, LBP-related disability and LBP recurrence will be assessed at baseline, mid-way (after 9 sessions), at completion (after 18 sessions) and at 3-month follow-up. Selected outcomes will be reassessed at 1, 2, 6, and 9-month follow-up.DiscussionFindings may provide novel insights to guide treatment for recurrent LBP. Registered at ClinicalTrials.gov (https://clinicaltrials.gov): NCT05706103.
Coordination ability is a critical component influencing children's basic motor skills and participation in physical activities. Positive experiences formed during early movement practice are essential for lifelong health. This study aimed to scientifically construct a systematic and user-friendly evaluation tool for assessing coordination ability in children aged 4.0-5.9 years, thereby enhancing understanding and promoting targeted development in family and kindergarten activities. The evaluation indicators were determined through literature review, structured expert interviews, expert interviews, and the Delphi method. Sixteen cities in Shandong Province were sampled using a stratified random cluster sampling approach. A total of 1,068 valid samples were obtained (530 children aged 4.0-4.9 years and 538 children aged 5.0-5.9 years). Statistical analyses were performed using SPSS 26.0 and AMOS 26.0, including exploratory and confirmatory factor analyses to test model validity. The structural model of coordination ability demonstrated good fit indices. Coordination ability was found to consist of six key dimensions: balance, spatial orientation, rhythm, perceptual judgment, limb coordination, and limb movement range. Evaluation criteria for both 4- and 5-year-old groups were established. Girls exhibited higher overall coordination scores than boys. Boys in the 4-year-old group showed superior perceptual and judgment ability, while boys in the 5-year-old group performed better in perceptual judgment and spatial orientation. (1) The constructed evaluation tool accurately reflects children's coordination development. (2) The established single and composite scoring criteria effectively distinguish coordination levels among children aged 4-5.9 years. (3) Gender differences exist, with girls generally outperforming boys, though developmental asynchrony is evident across coordination components.
One of the topics that has attracted the attention of many researchers in the field of motor development in recent years is the role of play and its types in the development of children's social and cognitive skills. Therefore, the aim of this quasi-experimental study was to investigate the effects of individual- and group-based play movements on children's social skills and cognitive performance. Participants included 42 male students aged 9 to 12 years who were randomly divided into three groups: individual, group, and control (14 children in each group). In the two groups, individual and group, children were involved in a play-based movement for 6 months (22 weekly sessions, each session lasting 60 minutes), while the control group followed only the school's physical education curriculum during the same period. Data were collected using two scales: The Barclay Deficits in Executive Functioning Scale - Children and Adolescents (BDEFS-CA) and the Social Skills with Youth Scale -II (MESSY-II). The results showed that children in group play-based setting had a significant increase in adaptive social skills, while there was a significant decrease in hostile and inappropriate behaviors (social skills: p = .035). The results also showed that group play-based setting was able to improve the cognitive performance of these children (p = .003). Individual setting was associated with moderate gains in social skills and relatively smaller improvements in executive functions compared with group-based play. Within the constraints of the study design and sample, the findings suggest that group play-based movement may be associated with relatively greater improvements in social skills and executive functioning among elementary-aged boys in physical education settings.
BackgroundDual-task training (DTT), which integrates simultaneous cognitive and motor or balance activities, has gained prominence in neurorehabilitation as a means to improve both physical and cognitive function. However, its comparative efficacy relative to single-task training (STT) remains uncertain.ObjectiveThis systematic review provides a narrative synthesis of cognitive and physical outcomes from DTT versus STT across neurologically impaired populations and conducts a focused meta-analysis on gait speed; the only consistently reported physical outcome across studies.MethodsA comprehensive search of Web of Science, PubMed, Scopus, and the Cochrane Library (up to 26 July 2024) identified seven eligible randomized controlled trials (n = 207). Study quality was evaluated using the Cochrane Risk of Bias 2.0 tool. Narrative synthesis was conducted for all outcomes, and a meta-analysis was performed on studies reporting post-intervention gait speed, a common indicator of physical function.ResultsNarrative synthesis indicated that DTT consistently improved executive function, attention, memory, gait performance, balance, and quality of life across studies. Nevertheless, the meta-analysis of five RCTs revealed a small, non-significant pooled effect on gait speed (Hedges' g = 0.12; 95% CI: -0.57 to 0.82; p = .74) with substantial heterogeneity (I2 = 69.05%). Egger's test showed no evidence of publication bias (p = .5227). Diagnosis-specific patterns emerged: participants with Parkinson's disease demonstrated notable gains in gait and quality of life, whereas those with mild cognitive impairment improved in executive function and instrumental activities of daily living (IADLs).ConclusionsDTT appears to offer condition-dependent benefits for gait and executive function but does not demonstrate overall superiority to STT based on current evidence. Its multidomain effects likely reflect improvements in attentional control, motor automaticity, and cognitive-motor integration. Future large-scale, diagnosis-specific trials using standardized outcomes and mechanistic endpoints are needed to clarify DTT's efficacy and guide implementation.
BackgroundThe "donor sport" concept proposes that engaging in futsal can facilitate the acquisition of transferable skills for association football (soccer), consistent with ecological dynamics perspectives on constraint-led learning.ObjectiveTo identify, evaluate, and synthesize scientific evidence regarding the transfer of technical, tactical, and perceptual-motor skills from futsal to soccer.MethodologyA systematic review following PRISMA 2020 guidelines (Page et al., 2021) was conducted across three electronic databases (Scopus, ScienceDirect and Web of Science Core Collection) up to November 2025. Original studies reporting quantitative data relevant to futsal-to-soccer transfer were included.ResultsSeven studies were included (N = 7). The meta-analysis revealed a very large effect size favoring futsal-based constraints for passing accuracy (SMD = 1.43; 95% CI: -0.16 to 3.03). For time-based perceptual-motor outcomes, the pooled estimate was non-significant and highly heterogeneous; field-based reactive tasks tended to favor futsal, whereas isolated laboratory tasks tended to favor soccer.ConclusionCurrent evidence supports the use of futsal as a potent medium to accelerate the acquisition of technical passing precision. However, the transfer of speed and agility appears to be highly dependent on context and task specificity.
PurposeThis study aimed to investigate the immediate effects of texting and listening to music with headphones, both separately and in combination, on the static and dynamic balance of young adults.MethodA cross-sectional study was conducted on 35 healthy young adults. The FreeMed-Baropodometric platform was used to assess static balance outcomes, including sway length, sway velocity, and displacement of the center of pressure in the mediolateral (DeltaX) and anteroposterior (DeltaY) directions, and dynamic balance outcomes, including initial contact, loading response, midstance, and terminal stance times. The participants underwent four conditions: standing still without any additional tasks, standing while texting, standing while music listening with headphones, and standing while both texting and listening to music with headphones. Additional measurements included forward head posture analysis, and New York Posture Rating Scale. Data were analyzed using Friedman and Wilcoxon tests with Bonferroni correction for multiple comparisons.ResultsTexting compared to listening to music with headphones or standing significantly affected static balance outcomes, including sway length, velocity, and Delta X and Delta Y, particularly in monopodalic conditions (p < .001). In contrast, listening to music with headphones with or without texting did not significantly impact static or dynamic balance outcomes (p > .05).ConclusionsTexting can adversely affect static balance, whereas listening to music with headphones does not significantly impact static or dynamic balance in young-healthy individuals. These findings suggest that individuals should consider stopping and sitting when texting to maintain balance and safety.
Background: Breast cancer and its treatments can affect neurological and motor function, potentially impairing manual dexterity. Understanding these effects is critical for planning effective rehabilitation programs. Purpose: This study aimed to investigate The impact of breast cancer on manual dexterity in right-handed women. Research Design : A comparative observational study was conducted, contrasting breast cancer patients with healthy controls using standardized dexterity tasks. Study Sample: The study included 201 right-handed women with breast cancer and 199 age-matched healthy right-handed controls. Data Collection and/or Analysis: Participants completed peg-moving and dot-filling tasks to assess manual dexterity. Performance differences between dominant (right) and non-dominant (left) hands were analyzed, including subgroup analyses based on tumor laterality (left, right, bilateral). Results: Healthy women performed better overall than patients, particularly with their dominant right hand. In the breast cancer group, the typical asymmetry between right and left hand performance was reduced. Patients with left-breast tumors showed greater hand performance differences than those with right or bilateral tumors. These deficits likely result from treatment side effects such as neuropathy and fatigue, as well as disease-related neural changes. Conclusions: The findings highlight the need for rehabilitation programs targeting hand coordination and neurological factors to support daily functioning in breast cancer patients.
Background: Hand-preference has implications for understanding brain organisation. Research has examined neurological and psychological conditions by hand-preference, but the association between hand-preference and eating disorders (ED) has only been explored in small adult samples. Purpose: This study (n = 10,950) explored the association between writing-hand preference and ED symptoms in adolescence, using a nationally representative cohort of children born in the UK in 2000-2002. Methods: At age 14 years, the cohort children self-reported hand-preference for writing and ED symptoms (exercise and dieting behaviours and weight dissatisfaction). Results: There was a small association between left-hand preference for writing and weight dissatisfaction after adjustment for confounders including sex, body mass index (BMI), socioeconomic and pubertal status, and ethnicity. There was no other difference in ED symptoms by writing-hand preference. Conclusions: The finding suggesting that left-handed adolescents may be more likely to report dissatisfaction with their weight after adjustment for BMI warrants further investigation.
Background: Understanding the phases of a 200-meter race is crucial for establishing effective competition strategies. Although ergometer and on-water kayaks present similar race phases, breakpoint differences may exist. Purpose: This study compared the phases of the 200-meter race performed on an ergometer and on-water kayak in Paralympic canoe sprint (PCS) athletes and attempted to develop equations to adjust on-water breakpoints based on ergometer tests. Methods: Twenty-four international (n=8) and national (n = 16) PCS athletes (age: 34.5 years; time since injury: 14.6 years; PCS time: 4.7 years) completed a 200-meter maximum test on both ergometer and on-water kayaks. Race phases were identified using piecewise linear regression models (three- and four-phase), and breakpoint distances and times were compared using inferential statistics with a significance level set at p ≤ 0.05. Results: Total time and velocity did not differ significantly between ergometer and on-water conditions. The first breakpoint occurred later on water compared to ergometer, with significant differences in distance (∆ = 26.5%, p ≤ 0.05) and time (∆ = 35.2%, p ≤ 0.05). The four-phase model showed very high coefficients of determination for both ergometer and on-water (R² = 0.97 and R² = 0.94), while the three-phase model showed high to very high values (R² = 0.94 and R² = 0.86). Regression equations for the first breakpoint were calculated but were not statistically significant. Conclusions: Findings indicate that the first breakpoint occurs earlier on ergometers, suggesting their potential utility for training monitoring and pacing strategy development. Nonetheless, physiological and biomechanical differences between ergometer and on-water conditions warrant caution in extrapolating results. Ergometer benchmarks may serve as useful targets for on-water training, particularly in refining acceleration phases.
Stroboscopic training is increasingly used to enhance athletes' perceptual and motor skills, but its impact on sport-specific performance remains unclear. This systematic review and meta-analysis assessed short- and long-term effects of stroboscopic training on performance metrics, focusing on response accuracy and time. Following PRISMA guidelines (PROSPERO code: CRD420251027637), four databases were searched through April 2025. Studies were eligible if peer-reviewed, in English, and evaluated sport performance during or after stroboscopic training. Risk of bias was assessed with a modified Downs and Black tool. Standardized mean differences (SMDs) were computed using fixed- or random-effects models, depending on heterogeneity. Seventeen studies met inclusion criteria. Acute stroboscopic exposure led to moderate performance decrements in response accuracy (SMD = 0.50; 95% CI: 0.19-0.81) and response time (SMD = 0.51; 95% CI: 0.17 to 0.86). In contrast, long-term training produced significant improvements in response accuracy (SMD = -0.71; 95% CI: -1.41 to -0.02) and response time (SMD = -1.10; 95% CI: -2.11 to -0.08), equating to gains of 5.7% and 5.3%, respectively. Stroboscopic training enhances long-term sport-specific performance, whereas despite initial performance decrements during training. These findings highlight its value as a perceptual training strategy in fast-paced sports. Future research should standardise protocols and investigate the underlying neurophysiological mechanisms.
Background: Observational learning plays a crucial role in the acquisition of complex motor skills such as dance, where learners observe expert demonstrations and transform perceptual information into coordinated motor execution. This process depends on how visual attention is allocated during observation, yet the role of gaze behavior in perception-action coupling during structured dance learning remains poorly understood. Purpose: This study examined how differences in expertise are reflected in gaze behavior during structured observational learning, and how these gaze patterns relate to the quality of movement reproduction in dance. Research Design: A mixed experimental design was employed, combining a between-group comparison of expert and novice dancers with a within-subject manipulation of repeated observation, followed by a movement reproduction phase. Study Sample: Twenty-six female participants took part in the study, including 11 expert dancers with over five years of formal training and 15 novice dancers with less than one year of dance experience. Data Collection and Analysis: Gaze behavior was recorded using mobile eye-tracking during twenty times repeated observations of choreographed dance sequence, and movement reproduction quality was assessed through expert-rated performance measures, with gaze and performance data analysed using repeated-measures ANOVAs and group comparisons. Results: Expert dancers exhibited longer fixation durations and fewer fixations. They also demonstrated larger saccadic amplitudes compared to novices, with greater visual focus on movement-relevant regions such as the shoulders, pelvis, thighs, and knees. Expert dancers received higher scores in both completeness and expert rating. Conclusions: Expertise-related differences were associated with more efficient and selective visual attention during observation, supporting perceptual-motor integration and accurate movement execution. By demonstrating how gaze behavior mediates the transformation of perceptual input into motor output, this study advances understanding of perception-action coupling in dance learning. These insights may inform the design of gaze-based feedback tools and adaptive training in physical or digital dance instruction.
The aim of this study was to analyze the validity and reliability of Perceived Recovery Status Scale (PRS) for monitoring neuromuscular status after a single bodyweight high-intensity interval training (HIIT-BW) session. Nineteen physically active men (24.37 ± 3.96 years; 24.44 ± 2.79 kg/m2) completed two identical sessions, separated by 7-14 days. The protocol consisted of 12 all-out sets, with 60 seconds of passive recovery between sets. Countermovement jump (CMJ), PRS, and Numeric Pain Rating Scale (NPRS) were assessed pre-exercise, immediately post-exercise, and at 24, 48, and 72 hours. Repeated-measures ANOVA tested changes over time, and Spearman correlation and intraclass correlation coefficients (ICC) assessed PRS validity and reliability. CMJ height and impulse decreased immediately and up to 48 hours (p < 0.05) while peak power returned to baseline within 24 hours (p > 0.05). The PRS demonstrated excellent reliability (ICC:0.934; CI:0.901-0.956), and strong correlation with the NPRS (r = -0.798; p < 0.05), percentage change in jump height (r = -0.647; p < 0.05), and impulse (r = -0.611; p < 0.05). It is concluded that following a single HIIT-BW session, CMJ performance and perceptual scales return to baseline between 48 and 72 hours of recovery. The PRS emerge as a valid and reliable instrument, for monitoring and individualizing recovery following a single HIIT-BW session.
Children's self-evaluations are typically overly positive until around 8 years of age. An overestimation of aquatic skills may increase behavioral risk-taking and then elevate the likelihood of drowning. However, little is known about how perceived and actual water competence are related in children, as well as whether children overestimate their ability in aquatic skills. The aim of this study was to investigate the relationship between perceived and actual water competence in Brazilian children aged 4 to 10 years. A cross-sectional study was conducted with 162 participants (51.8% girls), categorized into three age groups: 4-6 years (≤72 months, n = 33), 6-8 years (73-96 months, n = 83), and 8-10 years (≥97 months, n = 46). Perceived and actual water competence were assessed using aligned instruments: Pictorial Scale of Perceived Water Competence (PSPWC) and Actual Aquatic Skill Test (AAST), respectively. Actual and perceived water competence were positively and strongly associated across age groups (rs = .788 to .940). No significant differences by sex were found in either actual or perceived water competence. Comparisons between actual and perceived water competence revealed no significant differences in all age groups. This study showed that perceived and actual water competence are strongly and positively associated in Brazilian children aged 4 to 10 years. Moreover, children did not overestimate their aquatic skills, even in the younger age groups. Therefore, children can make accurate self-evaluations in water competence when the aquatic skills being assessed are basic and concrete. We recommend assessing perceived water competence as part of a comprehensive screening strategy integrated into broader water safety actions that may help prevent drowning in children.
This paper reports on a study investigating the level and correlates of foreign language classroom anxiety among pre-adolescent students. The participants were 385 L1 Chinese primary school students of L2 English, aged between 8 and 13 (with a mean age of 10.73), who completed a validated English Classroom Anxiety Scale and a questionnaire tapping: (1) three learner-centered predictor variables (i.e., gender; attitudes towards English, and perceived relative standing among peers in English proficiency; The participants' age was provided by their parents or caregivers) and (2) six teacher-centered predictors (i.e., attitudes towards the English teacher; teacher strictness, friendliness, joking, and predictability; and the frequency of the teacher's English usage in class). Data analysis showed that the participants generally experienced a moderately low level of English classroom anxiety. English classroom anxiety showed no significant difference among Years 3 to 5 participants but significantly decreased in Year 6. Girls and boys did not differ significantly in their English classroom anxiety levels. Attitudes towards English, attitudes towards the English teacher, perceived relative standing among peers in English proficiency, and age significantly negatively predicted English classroom anxiety, in descending order of magnitude. Teacher friendliness and the teacher's frequency of English usage in class significantly and negatively predicted English classroom anxiety but only marginally so. Three variables under consideration, teacher joking, strictness, and predictability, were not significant predictors of English classroom anxiety. The results and their (pedagogical) implications are discussed and the limitations of this study are put forward.
This study describes the development and psychometric properties of the BOT-3 Movement Fundamentals Score (BOT-3-MFS). A nationally representative sample of individuals aged 4:0-24:11 (n = 1,360) were administered the BOT-3-MFS. Scores were analyzed to confirm that they followed expected developmental patterns and to evaluate internal consistency reliability. Test-retest stability and internal consistency were examined to establish reliability of the BOT-3-MFS. BOT-3-MFS scores in three clinical groups: developmental delay in the motor domain (n = 31), developmental coordination disorder (n = 31), and autism spectrum disorder (n = 39) were used to evaluate internal consistency in clinical populations, as well as explore known-group validity using matched control samples without motor impairments to test hypothesis-based group differences in performance on the BOT-3-MFS. The BOT-3-MFS demonstrated expected developmental patterns in the nationally representative sample of individuals aged 4:0-24:11. Internal consistency reliability ranged from .74-.84 in the normative sample and .82-.91 in the clinical groups. Test-retest stability was .84. All three clinical groups had significantly lower BOT-3-MFS compared to controls (p < .001). The standard difference in scores between clinical groups and controls ranged from moderate to large, with the largest standard difference in the developmental coordination disorder group (1.44). These findings suggest that the BOT-3-MFS score is a theoretically and research-based measure of fundamental movement skills that demonstrates expected developmental patterns in a normative sample, acceptable internal consistency reliability, high test-retest stability, and can be used to differentiate individuals with motor impairments from those without motor impairments.