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Exploring the Relationship between Wall Drop Punt Kick and Catch (Tripela Sports) Performance and Manipulative Tests of the Motor Competence Assessment Battery in Early Adolescents

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Title: Exploring the Relationship between Wall Drop Punt Kick and Catch (Tripela Sports) Performance and Manipulative Tests of the Motor Competence Assessment Battery in Early Adolescents
Language: English
Authors: Rui Matos, Nuno Amaro, Nataniel Lopes, Pedro Costa, Miguel Jacinto, Filipe Rodrigues, Raul Antunes, Luís Coelho, Sergio J. Ibáñez, Isaac Estevan (ORCID 0000-0003-3748-2288), Diogo Monteiro
Source: Measurement in Physical Education and Exercise Science. 2025 29(3):327-335.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 9
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Psychomotor Skills, Early Adolescents, Gender Differences, Performance Tests, Competence, Age Differences, Body Weight, Body Height, Test Reliability, Test Validity
DOI: 10.1080/1091367X.2025.2460162
ISSN: 1091-367X
1532-7841
Abstract: Our aim in this study was to analyze associations between the two manipulative tests of the Motor Competence Assessment (MCA) battery and the Wall Drop Punt Kick & Catch (WDPK&C) motor task. One hundred and twelve early adolescents (60 boys; 52 girls; M age = 12.67, SD = 1.78 years) participated. Overall, strong correlations were found between the WDPK&C and the MCA manipulative tests, either separately (r = 0.802 for kicking, r = 0.762 for throwing) or collectively (r = 0.835). In boys, correlations between WDPK&C and MCA kicking (r = 0.722) and MCA throwing (r = 0.754) were similar. In girls, MCA kicking was more closely related to WDPK&C performance (r = 0.612) than MCA throwing (r = 0.330). These results reinforce the possible use of WDPK&C as a gross manipulative coordination test, either by itself or when integrated into motor competence batteries.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1477881
Database: ERIC
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  Value: <anid>AN0186774331;7mm01jul.25;2025Jul23.02:56;v2.2.500</anid> <title id="AN0186774331-1">Exploring the Relationship Between Wall Drop Punt Kick and Catch (Tripela Sports) Performance and Manipulative Tests of the Motor Competence Assessment Battery in Early Adolescents </title> <p>Our aim in this study was to analyze associations between the two manipulative tests of the Motor Competence Assessment (MCA) battery and the Wall Drop Punt Kick & Catch (WDPK&C) motor task. One hundred and twelve early adolescents (60 boys; 52 girls; M age = 12.67, SD = 1.78 years) participated. Overall, strong correlations were found between the WDPK&C and the MCA manipulative tests, either separately (r =.802 for kicking, r =.762 for throwing) or collectively (r =.835). In boys, correlations between WDPK&C and MCA kicking (r =.722) and MCA throwing (r =.754) were similar. In girls, MCA kicking was more closely related to WDPK&C performance (r =.612) than MCA throwing (r =.330). These results reinforce the possible use of WDPK&C as a gross manipulative coordination test, either by itself or when integrated into motor competence batteries.</p> <p>Keywords: Competence; assessment; development; early adolescents; validity</p> <hd id="AN0186774331-2">Introduction</hd> <p>Motor coordination is frequently considered an underlying mechanism of motor competence, which Gallahue et al. ([<reflink idref="bib17" id="ref1">17</reflink>]) defined as the ability to be proficient in a broad range of locomotor, stability, and manipulative gross motor skills. Due to the close connection and dependence that motor competence has with motor coordination, having adequate coordination is a prerequisite for motor competence. As Barnett et al. ([<reflink idref="bib3" id="ref2">3</reflink>]) stated, participants who are classified as motor competent are often considered to have gross motor skill competency, which links to fundamental movement skills and motor coordination. Motor coordination is a concept that can be defined in several different ways. Brian et al. ([<reflink idref="bib5" id="ref3">5</reflink>]) focused on the cooperation of the central nervous and musculoskeletal systems. According to Castañer and Camerino ([<reflink idref="bib8" id="ref4">8</reflink>]), it is the ability to regulate the intervention of one's own body in the execution of any motor skill in a precise and effective manner. Finally, Rosa et al. ([<reflink idref="bib40" id="ref5">40</reflink>]) states that it enables the organization, regulation and execution of motor and sensory processes associated with certain motor actions with a specific objective. In the literature, it is generally accepted that motor coordination can be expressed in two different ways: gross motor coordination and fine motor coordination. Gross motor coordination represents the ability to perform single movements that use large muscles, controlling one's own body to exploit different possibilities of action (Kokštejn et al., [<reflink idref="bib24" id="ref6">24</reflink>]; Madrona, [<reflink idref="bib29" id="ref7">29</reflink>]), while fine motor skills comprise ability in movements that require cooperation between eyes and hands or feet, as well as the ability to move fingers, using small muscles (Carlson et al., [<reflink idref="bib6" id="ref8">6</reflink>]).</p> <p>Childhood is an essential period for developing motor skills. During childhood, and early adolescence, learning motor skills is crucial for later success in structured or unstructured physical activity (Goodway et al., [<reflink idref="bib18" id="ref9">18</reflink>]). Motor coordination problems, if not identified and addressed in time, can affect later motor skills in adulthood and lead to motor problems across life with associated health problems (Blank et al., [<reflink idref="bib4" id="ref10">4</reflink>]; Clark & Whitall, [<reflink idref="bib9" id="ref11">9</reflink>]). For this reason, it is necessary to assess motor skills at a young age, using reliable tests that sample skills in locomotion, stability, and manipulative gross motor movement. Manipulative gross motor skills (e.g., kicking, throwing), even more than locomotor skills, are associated with greater participation in physical activity and positive health-related consequences (K. E. Cohen et al., [<reflink idref="bib12" id="ref12">12</reflink>]; Vlahov et al., [<reflink idref="bib43" id="ref13">43</reflink>]). Several investigators found low to moderate correlations between pairs of motor competence assessment test batteries, which leads to the inference that these different test batteries (a) may not be effectively evaluating the same construct, (b) should not be used interchangeably or (c) yield different results. For example, Lopes et al. ([<reflink idref="bib27" id="ref14">27</reflink>]), referring to studies by Logan et al. ([<reflink idref="bib26" id="ref15">26</reflink>], [<reflink idref="bib25" id="ref16">25</reflink>]), stated that the Körperkoordinationstest für kinder (KTK) and Test of Gross Motor Development (TGMD-2) measure different assumptions of what constitutes motor competence, since there was only moderate convergent validity between these two assessment tools. Fransen et al. ([<reflink idref="bib16" id="ref17">16</reflink>]), comparing results obtained using the Bruininks–Oseretsky Test of Motor Proficiency (2nd version) in its short form (BOT-2SF) and the KTK found some evidence of convergent and discriminant validity between them, but, in view of relatively low correlation values, argued that the assessment of motor competence should not be based only on a single assessment instrument. Ré et al. ([<reflink idref="bib38" id="ref18">38</reflink>]) and Rudd et al. ([<reflink idref="bib41" id="ref19">41</reflink>]) reached the same conclusion from their work, as did Logan et al. ([<reflink idref="bib26" id="ref20">26</reflink>], [<reflink idref="bib25" id="ref21">25</reflink>]) after comparing the TGMD-2 and KTK. In fact, low-to-moderate correlations between these instruments led these authors to suggest that because the TGMD-2 and KTK may measure different aspects or dimensions of motor competence, it may be important to use multiple batteries to comprehensively assess motor competence. Khodaverdi et al. ([<reflink idref="bib23" id="ref22">23</reflink>]) extended the study of these correlations and convergences to three batteries, the KTK, TGMD-3, and BOT-2SF, and discovered similarly low correlations between them. An additional criticism of these seemingly similar but weakly correlated test batteries is that some may be excessively time-consuming, making them impractical or infeasible to use in physical education classes (Cools et al., [<reflink idref="bib13" id="ref23">13</reflink>]).</p> <p>Among frequently used batteries to assess motor competence, the Motor Competence Assessment (MCA), validated for children and early adolescents in different contexts (Luz et al., [<reflink idref="bib28" id="ref24">28</reflink>]; Rodrigues et al., [<reflink idref="bib39" id="ref25">39</reflink>]), incorporates, along with locomotor and stability skills sub-scales, a clear and well-defined manipulative skills sub-scale, which comprises two independent tests (ball-kicking velocity and ball-throwing velocity). In these tests, participants throw a tennis ball and kick a soccer ball, for maximum velocity (km/h), assessed by a velocity radar. Despite well-defined and validated, this manipulative component requires the use of a radar, which may not be affordable in all contexts. In addition, these two tests are performed separately, with an apparent reduced need of adjustment to the environment, which, on gross manipulative tasks, is frequently required on practical and daily tasks. Having these features in mind, Matos et al. ([<reflink idref="bib33" id="ref26">33</reflink>]) created the Wall Drop Punt Kick and Catch (WDPK&C) test. This motor task requires the manipulation of a ball with both the upper (releasing and catching) and the lower (kicking) limbs. This characteristic presents a potential novel contribution for coordination research and, at least, for the manipulative component of motor competence, as it joins the assessment of eye-hand coordination with eye-foot coordination. Nonetheless, several further research steps must be performed before the WDPK&C can be widely used as a research-based gross manipulative coordination test. One of these steps was the determination of its internal item reliability (consistency) and test–retest reliability (reproducibility) over a period of 1 to 2 weeks, as recently accomplished by Matos et al. ([<reflink idref="bib31" id="ref27">31</reflink>]) in a study with 41 children and early adolescents in which there was a Cronbach's alpha coefficient of 0.945 and a test–retest intra-class coefficient (ICC) value of 0.896 for these two types of reliability, respectively. A second needed step is to determine the convergent validity of the WDPK&C as an upper and lower limb motor coordination test, and this is our purpose in the present study.</p> <p>We are intending to address here the applicability of the WDPK&C as an upper and lower limb motor coordination test, by analyzing its association with the two manipulative tests of the MCA test battery in a sample of early adolescents. If close associations between these measures are to be determined, then WDPK&C will be a good candidate to incorporate this MCA motor competence battery, with no requirements for special equipment. Furthermore, as no special equipment is required, the test can be administered by any professional, institution or organization, regardless of their financial possibilities, thus making it possible to assess the motor coordination of the upper and lower limbs for everyone. In addition, this test responds to various concerns that have been raised in the field of motor competence assessment, namely the complexity and adaptability of the tasks or limitations in validity (Hulteen et al., [<reflink idref="bib22" id="ref28">22</reflink>]). Past research has clearly revealed that boys tend to have better results than girls on manipulative and object control tasks (Barnett et al., [<reflink idref="bib3" id="ref29">3</reflink>]). Across a wide age range (3 to 12 years-old), boys usually outperform girls in object control competence and motor coordination. However, several authors (Carvalhal & Vasconcelos-Raposo, [<reflink idref="bib7" id="ref30">7</reflink>]; Platvoet et al., [<reflink idref="bib36" id="ref31">36</reflink>]; Rodrigues et al., [<reflink idref="bib39" id="ref32">39</reflink>]; Valtr et al., [<reflink idref="bib42" id="ref33">42</reflink>]; Wicks et al., [<reflink idref="bib44" id="ref34">44</reflink>]) found similar results in boys compared to girls on each MCA test. As there remains a possibility of sex differences on this type of measure, we elected to conduct research with boys and girls combined in a larger sample and to extend our analysis to boys and girls separately to determine whether different associations between these variables might emerge.</p> <hd id="AN0186774331-3">Method</hd> <p></p> <hd id="AN0186774331-4">Participants</hd> <p>We performed an <emph>a priori</emph> power analysis to estimate a required sample size based on two planned analyses: an independent samples t-test and a bivariate Pearson correlation, using the G Power 3.1.9.7 software (Faul et al., [<reflink idref="bib15" id="ref35">15</reflink>], [<reflink idref="bib14" id="ref36">14</reflink>]), considering the following parameters: independent samples t-test: effect size: 0.5; <emph>α</emph> =.05, a statistical power of (1 – <emph>β</emph>) =.80; bivariate correlation: correlation ρ H1: 0.5; <emph>α</emph> =.05, a statistical power of (1 – <emph>β</emph>) =.95. The results indicated the need for 51 subjects in each group for the independent samples t-test and 38 subjects in each group for the bivariate correlations. The suggested effect size and remaining parameters were defined according to similar studies (e.g., Matos et al., [<reflink idref="bib33" id="ref37">33</reflink>], [<reflink idref="bib31" id="ref38">31</reflink>]). Considering the purpose of the study, we followed a non-probability sampling method and recruited 112 early adolescents (60 boys, 52 girls; <emph>M</emph> age = 12,7 <emph>SD</emph> = 1.78 years). No participants presented any motor or perceptual limitations. Participant characteristics are reported in Table 1.</p> <p>Table 1. Participants' anthropometric means (and standard deviations).</p> <p> <ephtml> <table><thead><tr><td>Participants</td><td>Age in years</td><td>Height in cm</td><td>Weight in kg</td></tr></thead><tbody><tr><td>Total Sample (<italic>n</italic>=112)</td><td>12.67 (1.78)</td><td>155.60 (11.95)</td><td>51.36 (15.15)</td></tr><tr><td>Boys (<italic>n</italic>=60)</td><td>12.62 (1.80)</td><td>156.43 (13.51)</td><td>50.54 (12.60)</td></tr><tr><td>Girls (<italic>n</italic>=52)</td><td>12.73 (1.77)</td><td>154.63 (9.86)</td><td>52.33 (17.77)</td></tr></tbody></table> </ephtml> </p> <hd id="AN0186774331-5">Ethical considerations and testing procedures</hd> <p>The study was conducted in accordance with the principles of the Declaration of Helsinki for research involving human participants (World Medical Association, [<reflink idref="bib1" id="ref39">1</reflink>]). Before data collection, we obtained ethical approval for the research protocol from our university ethics committee (n. º EA06.2022.CIEQV) and then contacted local elementary schools for consent to recruit participants. The first author explained the study's objectives, and after obtaining authorization from the school administration, we contacted physical education teachers regarding the study objectives. Subsequently, considering the participants' ages, we contacted the early adolescents' parents and informed them fully of the study's objectives and procedures. We emphasized anonymity, data confidentiality, and voluntary participation. Parents or legal tutors who authorized their early adolescents to participate in this study signed informed consent documents with mediation as needed from physical education teachers. With the organizational support of the teachers, we set up the participants' execution of the tests before the physical education class. All participants first engaged in a light warm-up involving both upper and lower body movements. We organized participants into small groups, following recruitment, while they attended physical education classes, and trained examiners administered the tests. Participants were provided verbal explanation of each test, and examiners instructed all participants to perform each task with their maximum effort.</p> <hd id="AN0186774331-6">Measures</hd> <p></p> <hd id="AN0186774331-7">Height and weight</hd> <p>We used a portable stadiometer scale, model SECA (Hamburg, Germany), to measure both body weight and height. Participants were instructed to stand barefoot on the platform of the stadiometer, maintaining a vertical and conventional positioning of their arms alongside their body. At the same time, the researchers made sure that the person's head was in the Frankfurt plane. Weight measurements were obtained from participants while wearing sports clothing and without shoes, using a digital scale (Tanita BC-50, Arlington Heights, IL, USA).</p> <hd id="AN0186774331-8">Wall drop punt kick & catch (WDPK&C)</hd> <p>Participants were required to perform a drop punt kick movement pattern and impact a wall with the ball as many times as possible, with subsequent catches, in 30 s, following Matos et al. ([<reflink idref="bib33" id="ref40">33</reflink>]) protocol with a slight change that will be explained further on. Specifically, participants were directed to drop the ball and kick it to a wall without any ground rebound. Successful attempts were wall ball impacts with subsequent successful ball catching of the ball. This need for a successful catch so that an attempt might be considered is a novelty from Matos et al.'s ([<reflink idref="bib33" id="ref41">33</reflink>]) protocol. In fact, back in 2022, Matos et al. ([<reflink idref="bib33" id="ref42">33</reflink>]) assumed that impacts on the wall would be enough for this assessment. The rationale was that if, for some reason, the subjects might fail to catch a rebound from the wall (i.e., allowing the ball to hit the floor), they would waste time and, therefore that would, indirectly, be reflected in the test's result. Now, the test has become more demanding, as only hits on the wall with consequent successful catches would be considered for the result. This change stresses that all phases of the performance are important, and even more so because the test requires eye-hand and eye-foot coordination. Therefore, only a complete cycle (i.e., drop, kick, wall impact and catch) is to be accepted as successful and counted for data analysis. Subjects were not to step on or over a line marked on the ground 2 m from the front of the wall during the kicking action. Participants could enter the 2-m zone if the ball was caught there. Each performer was entitled to five warm-up repetitions before attempting two consecutive trials with a 30-s recovery period between trials so that the best performance could be registered. The test was performed with a size 4 ball (Ballground 500; 62 cm perimeter, 350 g weight, and a soft touch). The wall had a clean valid zone 5-m wide, marked with vertical band stripes, and over 4-m high (the minimum required). Any part of the foot (inner part, instep) could be used to perform the task, with no imposition or demonstration by researchers. The participants were not allowed to see the performance of the other participants in the test, so as not to influence the performance strategy used. In the Matos et al. ([<reflink idref="bib31" id="ref43">31</reflink>]) study, the ICC and the Cronbach's Alpha showed acceptable scores of reliability and internal consistency, <emph>α</emph> =.945 and <emph>ICC</emph> =.896, respectively. <emph>Lin's CCC</emph> was.896, indicating an excellent reproducibility result. Also, in the Matos et al. ([<reflink idref="bib33" id="ref44">33</reflink>]) study, the authors found an intraclass correlation coefficient (.937) and Cronbach's alpha (.972).</p> <hd id="AN0186774331-9">Kicking velocity test (Kicking MCA)</hd> <p>Participants kicked a size 4 ball (Ballground 500; 62 cm perimeter, 350 g of weight, and a soft touch), at maximum velocity (km/h). Although a motor competence protocol typically proposes different ball sizes for different ages, we used the same ball for all participants for two reasons: (a) First, as we sought to correlate this test with the WDPK&C, we sought to use similar objects on the tests; and (b) in later applications, if a child aged by 1 month between two administrations of the test, they would have to use different balls each time, hampering direct comparisons. Maximum velocity (km/h) was captured using a Bushnell Velocity Speed Gun (Speed Radar Gun Model 1,101,911). Subjects took three trials, and we recorded their best effort for subsequent analysis. Intraclass correlation coefficient of.983 was found for the Kicking Velocity Test in the study of Rodrigues et al. ([<reflink idref="bib39" id="ref45">39</reflink>]).</p> <hd id="AN0186774331-10">Throwing velocity test (Throwing MCA)</hd> <p>Participants were instructed to throw a tennis ball, at maximum velocity (km/h), against a cushioned surface. Although the MCA protocol proposes different balls for different ages (tennis or baseball), we used the same size tennis ball was for all ages (see Kicking Velocity Test). We captured maximum throwing velocities (km/h) with a Bushnell Velocity Speed Gun(Speed Radar Gun Model 1,101,911). Intraclass correlation coefficient of.979 was found for the Throwing Velocity Test in the study of Rodrigues et al. ([<reflink idref="bib39" id="ref46">39</reflink>]). Three attempts were registered, and we recorded the best effort for analysis.</p> <hd id="AN0186774331-11">Kicking and Throwing MCA</hd> <p>MCA results are usually interpreted after the transformation of raw values into age and sex-based normative scores. Subsequently, for the determination of sub-scale percentiles, the average of the two tests percentile values of each of the three sub-scales (manipulative, locomotor, and stability) are calculated. However, as percentile values for WDPK&C results are not yet available that transformation would induce errors among participants of different ages and sexes. Therefore, we used only raw scores.</p> <p>To calculate a combo value that would represent the value of the manipulative sub-scale of MCA, the average of Kicking MCA and Throwing MCA was used, through a variable that was identified as Kicking and Throwing MCA and that represents the global MCA manipulative sub-scale.</p> <hd id="AN0186774331-12">Statistical analysis</hd> <p>We conducted all statistical analyses in IBM SPSS STATISTICS (v.29 for Windows, SPSS Inc., Chicago, IL). First, we checked the database for outliers and missing values. We found no extreme values or missing data. Second, we checked for normality of the data distribution with the Kolmogorov–Smirnov test (<emph>n ></emph> 50) as suggested by Ho ([<reflink idref="bib20" id="ref47">20</reflink>]). As the distribution was normal, we described it with means and standard deviations.</p> <p>To compare the participants' performance by sex we used independent sample t-tests. We set the statistical significance for rejecting the null hypothesis at 5%. To examine the associations between variables for the total sample and when divided into boys and girls, we calculated Pearson correlation coefficients again using <emph>p <</emph>.05 to reject the null hypothesis (Ho, [<reflink idref="bib20" id="ref48">20</reflink>]). The suggested effect size and remaining parameters were defined according to similar studies (e.g., Matos et al., [<reflink idref="bib33" id="ref49">33</reflink>], [<reflink idref="bib31" id="ref50">31</reflink>]). In case of statistical significance, we calculated the effect size and considered the following cutoff values: <emph>d =</emph>.20 or <emph>r =</emph>.10 interpreted as small effects, <emph>d =</emph>.50 or <emph>r =</emph>.30 as medium effects, and <emph>d =</emph>.80 or <emph>r =</emph>.50 as large effects (J. Cohen, [<reflink idref="bib10" id="ref51">10</reflink>], [<reflink idref="bib11" id="ref52">11</reflink>]).</p> <hd id="AN0186774331-13">Results</hd> <p>Descriptive statistics and mean comparisons of participants' performances on the WDPK&C test, Kicking MCA test, Throwing MCA test, and Kicking and Throwing MCA are displayed in Table 2.</p> <p>Table 2. Participants' means (and standard deviations) and <emph>t</emph>-test comparisons across sex on MCA manipulative tests and the WDPK&C.</p> <p> <ephtml> <table><thead><tr><td /><td>WDPK&C (repetitions)</td><td>Kicking MCA (velocity, km/h)</td><td>Throwing MCA (velocity, km/h)</td><td>Kicking and throwing MCA (velocity, km/h)</td></tr></thead><tbody><tr><td /><td /><td><bold>Mean (SD)</bold></td><td /><td /></tr><tr><td>Total Sample</td><td>10.22 (6.95)</td><td>54.60 (11.93)</td><td>57.05 (13.18)</td><td>55.83 (11.74)</td></tr><tr><td>Boys</td><td>14.32 (6.17)</td><td>60.80 (11.60)</td><td>64.20 (11.77)</td><td>62.50 (10.75)</td></tr><tr><td>Girls</td><td>5.50 (4.33)</td><td>47.33 (7.35)</td><td>48.67 (9.26)</td><td>48.00 (7.15)</td></tr><tr><td>Independent t-test (boys vs girls)</td><td>8.841**</td><td>7.479**</td><td>7.694*</td><td>8.550**</td></tr><tr><td><italic>Cohen´ s d</italic></td><td>1.635</td><td>1.364</td><td>1.462</td><td>1.564</td></tr></tbody></table> </ephtml> </p> <p>1 SD = Standard-Deviation; *<emph>p</emph> <.05; **<emph>p</emph> <.01; Cohen´ s d= magnitude of effect.</p> <p>Boys obtained significantly higher scores (<emph>p</emph> <.05) than girls, with large effect sizes (<emph>d≥</emph>1.364) on all considered tests. The results of bivariate correlations between participants' performances are reported in Table 3. We observed significant bivariate correlations between participants' performances on the WDPK&C and MCA manipulative tests, when the MCA manipulative tests were used independently and when they were considered collectively as a subscale on the MCA. Correlations were all strong (<emph>r ≥</emph>.722, <emph>p</emph> <.01) in the total sample and boys' subsample. On the other hand, only one correlation was strong (<emph>r</emph> =.612, <emph>p</emph> <.01) and two moderates (<emph>r =</emph>.529, <emph>p</emph> <.01; <emph>r =</emph>.330, <emph>p</emph> <.017) in the girls' subsample.</p> <p>Table 3. Bivariate correlations of participant performances across measures.</p> <p> <ephtml> <table><thead><tr><td>Variables</td><td>1</td><td>2</td><td>3</td><td>4</td><td>5</td><td>6</td></tr></thead><tbody><tr><td><italic>Total sample</italic></td><td /><td /><td /><td /><td /><td /></tr><tr><td>1. WDPK&C test (repetitions)</td><td>1</td><td /><td /><td /><td /><td /></tr><tr><td>2. Kicking MCA (velocity, km/h)</td><td>.802**</td><td>1</td><td /><td /><td /><td /></tr><tr><td>3. Throwing MCA (velocity, km/h)</td><td>.762*</td><td>.749**</td><td>1</td><td /><td /><td /></tr><tr><td>4. Kicking and Throwing MCA (velocity, km/h)</td><td>.835**</td><td>.928**</td><td>.942*</td><td>1</td><td /><td /></tr><tr><td>5. Height (cm) 6. Weight (kg)</td><td>.276**.112</td><td>.467**.259**</td><td>.423**.252**</td><td>.474**.253**</td><td>1.667**</td><td>1</td></tr><tr><td><italic>Boys/Girls#</italic></td><td /><td /><td /><td /><td /><td /></tr><tr><td>1. WDPK&C test (repetitions)</td><td>1</td><td>.612**</td><td>.330*</td><td>.529**</td><td>.296*</td><td>.159</td></tr><tr><td>2. Kicking MCA (velocity, km/h)</td><td>.722**</td><td>1</td><td>.475**</td><td>.822**</td><td>.339*</td><td>.337*</td></tr><tr><td>3. Throwing MCA (velocity, km/h)</td><td>.754**</td><td>.691**</td><td>1</td><td>.892**</td><td>.498**</td><td>.322*</td></tr><tr><td>4. Kicking and Throwing MCA (velocity, km/h)</td><td>.805**</td><td>.918**</td><td>.921*</td><td>1</td><td>.497**</td><td>.382**</td></tr><tr><td>5. Height (cm) 6. Weight (kg)</td><td>.280*.229</td><td>.586**.494**</td><td>.456**.435**</td><td>.566**.505**</td><td>1.751**</td><td>.667** 1</td></tr></tbody></table> </ephtml> </p> <p>2 *<emph>p</emph> <.05; **<emph>p</emph> <.01; below diagonal line = boys; above diagonal line = girls.</p> <p>Additionally, to MCA and WDPK&C variables, a correlation analysis with height and weight variables was undertaken. With the global sample, as well as by sex, height was revealed to be weakly correlated with WDPK&C and moderately correlated with both MCA manipulative tasks. Extending the analysis to weight, no significant correlation was found with WDPK&C, either with the global sample or by sex. However, weak correlations were found between weight and MCA manipulative tasks, both globally and by sex.</p> <hd id="AN0186774331-14">Discussion</hd> <p>We investigated potential correlations between early adolescents' WDPK&C performance and their results on manipulative subscale tests of the MCA, seeking to provide convergent validity of the WDPK&C as a measure of gross manipulative motor coordination. We found strong positive correlations between the WDPK&C and the MCA manipulative tests, when the MCA tests were considered separately and when they were analyzed together as a single domain. These correlations were evident when considering our entire sample and when we analyzed participant performance separately by sex. Among boys, correlations between the WDPK&C and each of the throwing and kicking tasks of the MCA were similar. However, in girls, the kicking task result had a higher correlation with WDPK&C result than the throwing task had. This could be explained by different amounts and qualities of play opportunities with kicking and throwing tasks across boys and girls. As past investigators have often shown, boys tend to spend more time in sports activities and with ball play (Mota et al., [<reflink idref="bib34" id="ref53">34</reflink>]; Randler & Kauderer, [<reflink idref="bib37" id="ref54">37</reflink>]), and this appears to give boys a distinct advantage in manipulative tasks in which ball play is a central element (Badrić et al., [<reflink idref="bib2" id="ref55">2</reflink>]; Harrell et al., [<reflink idref="bib19" id="ref56">19</reflink>]). In what comes to correlation results involving participants' height and weight, they seem to reinforce the idea that the correlation between WDPK&C and MCA manipulative tasks is more evident or stronger than with these variables. Furthermore, the higher correlation of height (and weight) with MCA manipulative tasks suggests a higher dependence of these upon anthropometric measures, besides age and probable maturation. In fact, throwing and kicking, in MCA, are to be performed at maximum velocity (km/h). People that are taller, with bigger arms, bigger legs, larger body mass may, in fact, benefit from that. However, with a younger sample, Palmer et al. ([<reflink idref="bib35" id="ref57">35</reflink>]) found these positive effects of height on throwing and kicking velocity (km/h). However, that may not be the case with WDPK&C, apparently much more dependent on a well-structured coordinative process. The performance, though to be performed quickly, hardly requests full force exertion, as that would raise issues on ball handling and control.</p> <p>In a separate but related finding, boys' test scores in our study were consistently and significantly higher than girls' on all performed tests. This finding corroborates, among others, several studies that revealed that boys markedly outperformed girls on manipulative and object control tasks (Barnett et al., [<reflink idref="bib3" id="ref58">3</reflink>]; Carvalhal & Vasconcelos-Raposo, [<reflink idref="bib7" id="ref59">7</reflink>]; Platvoet et al., [<reflink idref="bib36" id="ref60">36</reflink>]; Rodrigues et al., [<reflink idref="bib39" id="ref61">39</reflink>]; Valtr et al., [<reflink idref="bib42" id="ref62">42</reflink>]; Wicks et al., [<reflink idref="bib44" id="ref63">44</reflink>]). This may be interpreted as another indicator of conceptual proximity between the WDPK&C and the manipulative subscale of the MCA.</p> <p>The results represent a further step toward considering the WDPK&C as an alternative gross manipulative coordination test, with the benefits of using both hands and feet in the same task, either independently or when integrated into motor competence batteries. Hoeboer et al. ([<reflink idref="bib21" id="ref64">21</reflink>]) noted that many motor competence assessments were developed for clinical purposes (Movement Assessment Battery for Children – MABC, BOT, etc.) and are not feasible to administer in a physical education setting. Some are individually administered and excessively time-consuming (Cools et al., [<reflink idref="bib13" id="ref65">13</reflink>]). Others (e.g., KTK) require special materials (e.g., three balance beams of different widths). MCA, specifically designed for motor competence assessment, also needs a radar to measure ball velocity (km/h) and assesses upper and lower limb coordination separately. Thus, WDPK&C could be a good alternative to the manipulative component of MCA, as it only requires a ball and a wall and seems to be highly ecological, as its subtests do not appear to be isolated from each other and represent a skill that is the basis of a sport game called Tripela, created in Portugal in 2008 (Matos, [<reflink idref="bib30" id="ref66">30</reflink>]). Although we are addressing only one component (manipulative) of the motor competence spectrum (which comprises, also, the stability and the locomotor ones), the WDPK&C may come to constitute a reliable and valid alternative even to motor competence test batteries in general. In fact, stability and locomotor skills seem to be aspects of WDPK&C (e.g., sometimes quickly moving sideways to catch the ball that rebounds from the wall, standing on one foot to kick, or even jumping or running back to catch a ball that has rebounded from the wall). Future research shall provide insight into this possibility.</p> <hd id="AN0186774331-15">Limitations and directions for further research</hd> <p>As we did not address the aspects of the WDPK&C that may evaluate stability and locomotor skills, these are things that need to be explored in subsequent research. Additionally, it would be interesting to explore the existence of correlations between WDPK&C and manipulative tests of other motor competence test batteries, perhaps enlarging the spectrum of convergent validity. Of note, different motor competence batteries use different manipulative movement patterns (e.g., throwing and kicking, kicking and catching, throwing and catching) that may introduce some difficulty in establishing correlations among them, contributing to the questions of whether they measure similar constructs, as noted in our Introduction section. Additionally, in future studies, it is important to extend this analysis to process-oriented measurements of manipulative skills to evaluate convergent validity, following Logan et al. ([<reflink idref="bib25" id="ref67">25</reflink>]) recommendations.</p> <p>Another limitation of the present study was that we did not gather data or analyze our participants' prior experiences with specific sports or sports practice, and these varied backgrounds may be relevant to this test validation effort. Additionally, it was not possible to compare age- and sex-based normative values, and percentile results of MCA and WDPK&C performances as there remains insufficient data on the WDPK&C to do so. We also did not control or record the part of the foot that participants used to kick the ball, meaning that different participants might have used different strategies that could have relevance for judging the similarity of tasks on these tests. However, almost all were observed to use the instep, which corroborates a recent study with participants of similar age that suggests that the instep is more effective than the inner part (inner part of the foot) on this task (Matos et al., [<reflink idref="bib32" id="ref68">32</reflink>]).</p> <hd id="AN0186774331-16">Conclusion</hd> <p>In this study, we revealed the WDPK&C, an eye-foot and eye-hand coordination task, to be strongly and positively correlated with the manipulative subscales of the MCA test battery. This correlation was verified with motor coordination generally and the two separated MCA tests. This finding was valid for boys and for girls separately, as well as for the entire sample, although correlations were less strong in girls compared to boys and boys clearly outperformed girls, likely because of boys' greater prior experiences with ball play that is heavily involved in the required skills of the WDPK&C test. Therefore, after previous research affirming the reliability of the WDPK&C (Matos et al., [<reflink idref="bib31" id="ref69">31</reflink>]), this study constitutes an important step toward validating the WDPK&C as a gross manipulative segmental coordination task with the unique feature of joining eye-hand with eye-foot coordination. The WDPK&C may offer a valid and practical alternative to other manipulative assessments of motor competence and coordination. However, we discussed its potential limitations and made recommendations for future required research.</p> <hd id="AN0186774331-17">Acknowledgments</hd> <p>To all participants of the study.</p> <hd id="AN0186774331-18">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0186774331-19"> <title> References </title> <blist> <bibl id="bib1" idref="ref39" type="bt">1</bibl> <bibtext> Association, W. M. (2013). 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Header DbId: eric
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Exploring the Relationship between Wall Drop Punt Kick and Catch (Tripela Sports) Performance and Manipulative Tests of the Motor Competence Assessment Battery in Early Adolescents
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Rui+Matos%22">Rui Matos</searchLink><br /><searchLink fieldCode="AR" term="%22Nuno+Amaro%22">Nuno Amaro</searchLink><br /><searchLink fieldCode="AR" term="%22Nataniel+Lopes%22">Nataniel Lopes</searchLink><br /><searchLink fieldCode="AR" term="%22Pedro+Costa%22">Pedro Costa</searchLink><br /><searchLink fieldCode="AR" term="%22Miguel+Jacinto%22">Miguel Jacinto</searchLink><br /><searchLink fieldCode="AR" term="%22Filipe+Rodrigues%22">Filipe Rodrigues</searchLink><br /><searchLink fieldCode="AR" term="%22Raul+Antunes%22">Raul Antunes</searchLink><br /><searchLink fieldCode="AR" term="%22Luís+Coelho%22">Luís Coelho</searchLink><br /><searchLink fieldCode="AR" term="%22Sergio+J%2E+Ibáñez%22">Sergio J. Ibáñez</searchLink><br /><searchLink fieldCode="AR" term="%22Isaac+Estevan%22">Isaac Estevan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3748-2288">0000-0003-3748-2288</externalLink>)<br /><searchLink fieldCode="AR" term="%22Diogo+Monteiro%22">Diogo Monteiro</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Measurement+in+Physical+Education+and+Exercise+Science%22"><i>Measurement in Physical Education and Exercise Science</i></searchLink>. 2025 29(3):327-335.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 9
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Psychomotor+Skills%22">Psychomotor Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Adolescents%22">Early Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Tests%22">Performance Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Body+Weight%22">Body Weight</searchLink><br /><searchLink fieldCode="DE" term="%22Body+Height%22">Body Height</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Reliability%22">Test Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/1091367X.2025.2460162
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1091-367X<br />1532-7841
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Our aim in this study was to analyze associations between the two manipulative tests of the Motor Competence Assessment (MCA) battery and the Wall Drop Punt Kick & Catch (WDPK&C) motor task. One hundred and twelve early adolescents (60 boys; 52 girls; M age = 12.67, SD = 1.78 years) participated. Overall, strong correlations were found between the WDPK&C and the MCA manipulative tests, either separately (r = 0.802 for kicking, r = 0.762 for throwing) or collectively (r = 0.835). In boys, correlations between WDPK&C and MCA kicking (r = 0.722) and MCA throwing (r = 0.754) were similar. In girls, MCA kicking was more closely related to WDPK&C performance (r = 0.612) than MCA throwing (r = 0.330). These results reinforce the possible use of WDPK&C as a gross manipulative coordination test, either by itself or when integrated into motor competence batteries.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1477881
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1477881
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/1091367X.2025.2460162
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 327
    Subjects:
      – SubjectFull: Psychomotor Skills
        Type: general
      – SubjectFull: Early Adolescents
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Performance Tests
        Type: general
      – SubjectFull: Competence
        Type: general
      – SubjectFull: Age Differences
        Type: general
      – SubjectFull: Body Weight
        Type: general
      – SubjectFull: Body Height
        Type: general
      – SubjectFull: Test Reliability
        Type: general
      – SubjectFull: Test Validity
        Type: general
    Titles:
      – TitleFull: Exploring the Relationship between Wall Drop Punt Kick and Catch (Tripela Sports) Performance and Manipulative Tests of the Motor Competence Assessment Battery in Early Adolescents
        Type: main
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          Name:
            NameFull: Rui Matos
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            NameFull: Nuno Amaro
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            NameFull: Nataniel Lopes
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            NameFull: Pedro Costa
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            NameFull: Miguel Jacinto
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            NameFull: Sergio J. Ibáñez
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            NameFull: Isaac Estevan
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            NameFull: Diogo Monteiro
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          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1091-367X
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            – TitleFull: Measurement in Physical Education and Exercise Science
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