Assessing children's movement competence (MC) offers numerous benefits for academics, practitioners, clinicians and children, allowing individuals to meet children's developmental needs and improve their MC. Yet, there is concern that currently available assessment tools only provide a single plane (fundamental movement skills) perspective of a child's MC. The aim of this study was to elicit the expert opinion of a mixture of academics and practitioners from a variety of fields (research, education, sport, physiotherapy, athletic therapy) to design a tool to measure both the fundamental and functional movement skills of children aged 8–12. A three-round Delphi poll with an international panel of 17 academics (n = 8) and practitioners (n = 9) was conducted. The consensus was that the assessment should assess (a) object manipulation, (b) locomotor, and (c) stability MC and the assessment layout should be dynamic, incorporating a hybrid model of stations and a circuit. Expert consensus was that most skills were to be performed using the dominant and non-dominant side, with object manipulation skills assessed using process and product criteria. The consensus was also that the assessment should have varied ‘layers’ of marking criteria to cater for varying assessor expertise and have a series of ‘add-on” elements to provide a more detailed evaluation should it be needed. These findings present the foundation and content validity of an assessment which takes a dualistic view of children's movement skills, that could be used across several environments (schools, sports clubs, clinical settings, etc.) and could be suitable for use with a large group of children.

评估儿童的运动能力 (MC) 为学者、从业人员、临床医生和儿童提供了许多好处，使个人能够满足儿童的发展需求并改善他们的 MC。然而，人们担心目前可用的评估工具仅提供儿童 MC 的单一平面（基本运动技能）视角。本研究的目的是征求来自各个领域（研究、教育、运动、物理治疗、运动治疗）的学者和从业人员的专家意见，以设计一种工具来测量儿童的基本和功能性运动技能8-12 岁。由 17 位学者 ( n  = 8) 和从业者 ( n = 9) 进行。共识是评估应该评估 (a) 对象操纵、(b) 运动和 (c) 稳定性 MC，评估布局应该是动态的，结合车站和电路的混合模型。专家共识是，大多数技能将使用优势和非优势面来执行，并使用过程和产品标准评估对象操作技能。共识还认为，评估应该有不同的评分标准“层次”，以适应不同的评估者专业知识，并有一系列“附加”元素，以便在需要时提供更详细的评估。这些发现展示了评估的基础和内容有效性，该评估采用对儿童运动技能的二元观点，可用于多种环境（学校、体育俱乐部、