FUNMOVES was evaluated iteratively on 1067 children across years 1–6 (aged 5–11 years), across four schools to collect data for psychometric testing. Reception year (4–5 year olds, n = 48) were also tested in the initial pilot, however, due to issues with attention and comprehension (meaning that FUNMOVES could not be implemented at a whole class level) this year group was not tested in the latter two studies. Prior to testing, teaching staff were provided with an hour-long training workshop in which an introduction on the importance of measuring FMS was given and teachers role-played in interactive sessions to practice instructional and scoring activities. Teachers were encouraged to ask questions throughout the session and were given an email address to contact the researcher after the session. At the end of training, each teacher was given score sheets and asked to group their pupils in groups of five by ability, and fill out the demographic information (gender, date of birth, preferred hand and whether the teacher thought each child had motor difficulties).

Researchers attended the school prior to the start of testing to set up the five metres squared grid, in which one metre squares are used for guiding and scoring the children as they perform physical activities. During the assessment of each class, at least two members of teaching staff were present to score the participants. Teaching staff explained and demonstrated each activity to the whole class. Participants were not permitted to practise. All participants completed one activity before the next was explained, demonstrated and tested. Researchers scored implementation fidelity independently. For the initial pilot, researchers noted any issues they noticed. In studies 2 and 3 an implementation fidelity checklist was used which looked at the number of essential criteria met by teachers to ensure that each activity was run correctly. Researchers corrected teachers if they were implementing activities incorrectly, after noting down issues. After testing, each school was debriefed using reports which detailed how each pupil performed relative to the rest of their year group on each activity, calculated using percentile rank. The same study procedure was implemented for each of the three rounds of testing.

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