An academic working group was established which included experienced academics from the fields of developmental psychology (with expertise in motor development), public health (physiotherapy and occupational therapy) and behavioural epidemiology (physical activity, sedentary behaviour and behaviour change). The group was formed on the basis of the recent feasibility guidelines [34] suggesting there may be a need to either adapt existing assessments, or develop a new tool to be enable universal screening of FMS ability in schools. The working group then (i) conducted a systematic review to assess the validity and reliability of current measures used to assess FMS in school-aged children [42] and (ii) conducted a study assessing the barriers and facilitators to school-based assessments of FMS [35]. The working group reviewed and discussed the findings from the two initial pieces of work and the feasibility guidelines paper [34], along with their own expert opinion, and decided that a new assessment tool should be developed. Five essential criteria for the new assessment tool were agreed based on relevant literature [34, 35, 42] and their own expert opinion. The criteria were that the assessment tool needed to: (i) be a product-oriented assessment which measures all three aspects of FMS (locomotion, object control and balance); (ii) assess a class of 30 children with only two members of staff within the timeframe of a PE lesson; (iii) be teacher-led (after a short training session) and not require a health professional to be present; (iv) use equipment available in schools (beanbags and chalk), or cheap materials (e.g. electrical tape); and (v) be able to be completed in a small (< 6 metres squared), protected space if necessary. The number of items in an assessment tool was not carried over from the Klingberg et al. criteria [34], as duration of assessment was deemed more important. A number of assessment formats were trialled by the research team, before a five metre squared grid marked out into 25 x 1 metre squares was found to be the most promising option for conducting the FUNMOVES assessment activities. This grid allows a class to be split into five ‘teams’ (one per five metre ‘lane’). Using the grid, five children (one from each team) can be tested simultaneously on each of the activities in turn. FUNMOVES was developed to require two members of staff for testing for a number of reasons: (i) to ensure speed of assessment (ii) to help mitigate behavioural issues and (iii) due to research suggesting that most teachers (~78%) believed that they would be able to find an additional staff member to assist with school-based FMS assessments [35].

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