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Lack of physical activity is a global public health problem causing not only morbidity and premature mortality, but it is also a major economic burden worldwide. One of the cornerstones of a physically active lifestyle is Motor Competence (MC). MC is a complex biocultural attribute and therefore, its study requires a multi-sectoral, multi-, inter- and transdisciplinary approach. MC is a growing area of research, especially in children and adolescents due to its positive association with a plethora of health and developmental outcomes. Many questions, however, remain to be answered in this field of research, with regard to: (i) Health and Developmental-related Associations of MC; (ii) Assessment of MC; (iii) Prevalence and Trends of MC; (iv) Correlates and Determinants of MC; (v) MC Interventions, and (vi) Translating MC Research into Practice and Policy. This paper presents a narrative review of the literature, summarizing current knowledge, identifying key research gaps and presenting questions for future investigation on MC in children and adolescents. This is a collaborative effort from the International Motor Competence Network (IMCNetwork) a network of academics and researchers aiming to promote international collaborative research and knowledge translation in the expansive field of MC. The knowledge and deliverables generated by addressing and answering the aforementioned research questions on MC presented in this review have the potential to shape the ways in which researchers and practitioners promote MC and physical activity in children and adolescents across the world.
Luís Lopes; Rute Santos; Manuel Coelho-E-Silva; Catherine Draper; Jorge Mota; Boris Jidovtseff; Cain Clark; Mirko Schmidt; Philip Morgan; Michael Duncan; Wesley O’Brien; Peter Bentsen; Eva D’Hondt; Suzanne Houwen; Garret Stratton; Kristine De Martelaer; Claude Scheuer; Christian Herrmann; António García-Hermoso; Robinson Ramírez-Vélez; António Palmeira; Erin Gerlach; Rafaela Rosário; Johann Issartel; Irene Esteban-Cornejo; Jonatan Ruiz; Sanne Veldman; Zhiguang Zhang; Dario Colella; Susana Póvoas; Pamela Haibach-Beach; João Pereira; Bronagh McGrane; João Saraiva; Viviene Temple; Pedro Silva; Erik Sigmund; Eduarda Sousa-Sá; Manolis Adamakis; Carla Moreira; Till Utesch; Larissa True; Peggy Cheung; Jaime Carcamo-Oyarzun; Sophia Charitou; Palma Chillón; Claudio Robazza; Ana Silva; Danilo Silva; Rodrigo Lima; Isabel Mourão-Carvalhal; Zeinab Khodaverdi; Marcela Zequinão; Beatriz Pereira; António Prista; César Agostinis-Sobrinho. A Narrative Review of Motor Competence in Children and Adolescents: What We Know and What We Need to Find Out. International Journal of Environmental Research and Public Health 2020, 18, 18 .
AMA StyleLuís Lopes, Rute Santos, Manuel Coelho-E-Silva, Catherine Draper, Jorge Mota, Boris Jidovtseff, Cain Clark, Mirko Schmidt, Philip Morgan, Michael Duncan, Wesley O’Brien, Peter Bentsen, Eva D’Hondt, Suzanne Houwen, Garret Stratton, Kristine De Martelaer, Claude Scheuer, Christian Herrmann, António García-Hermoso, Robinson Ramírez-Vélez, António Palmeira, Erin Gerlach, Rafaela Rosário, Johann Issartel, Irene Esteban-Cornejo, Jonatan Ruiz, Sanne Veldman, Zhiguang Zhang, Dario Colella, Susana Póvoas, Pamela Haibach-Beach, João Pereira, Bronagh McGrane, João Saraiva, Viviene Temple, Pedro Silva, Erik Sigmund, Eduarda Sousa-Sá, Manolis Adamakis, Carla Moreira, Till Utesch, Larissa True, Peggy Cheung, Jaime Carcamo-Oyarzun, Sophia Charitou, Palma Chillón, Claudio Robazza, Ana Silva, Danilo Silva, Rodrigo Lima, Isabel Mourão-Carvalhal, Zeinab Khodaverdi, Marcela Zequinão, Beatriz Pereira, António Prista, César Agostinis-Sobrinho. A Narrative Review of Motor Competence in Children and Adolescents: What We Know and What We Need to Find Out. International Journal of Environmental Research and Public Health. 2020; 18 (1):18.
Chicago/Turabian StyleLuís Lopes; Rute Santos; Manuel Coelho-E-Silva; Catherine Draper; Jorge Mota; Boris Jidovtseff; Cain Clark; Mirko Schmidt; Philip Morgan; Michael Duncan; Wesley O’Brien; Peter Bentsen; Eva D’Hondt; Suzanne Houwen; Garret Stratton; Kristine De Martelaer; Claude Scheuer; Christian Herrmann; António García-Hermoso; Robinson Ramírez-Vélez; António Palmeira; Erin Gerlach; Rafaela Rosário; Johann Issartel; Irene Esteban-Cornejo; Jonatan Ruiz; Sanne Veldman; Zhiguang Zhang; Dario Colella; Susana Póvoas; Pamela Haibach-Beach; João Pereira; Bronagh McGrane; João Saraiva; Viviene Temple; Pedro Silva; Erik Sigmund; Eduarda Sousa-Sá; Manolis Adamakis; Carla Moreira; Till Utesch; Larissa True; Peggy Cheung; Jaime Carcamo-Oyarzun; Sophia Charitou; Palma Chillón; Claudio Robazza; Ana Silva; Danilo Silva; Rodrigo Lima; Isabel Mourão-Carvalhal; Zeinab Khodaverdi; Marcela Zequinão; Beatriz Pereira; António Prista; César Agostinis-Sobrinho. 2020. "A Narrative Review of Motor Competence in Children and Adolescents: What We Know and What We Need to Find Out." International Journal of Environmental Research and Public Health 18, no. 1: 18.
The development of children’s fundamental motor skills (FMS) is shaped by the environment surrounding them. The purpose of this study was to examine whether the changes of children’s FMS after an intervention program differed between classes conducted in different schooling conditions. Participants were 295 preschool children (62 boys, 133 girls; M = 5.4 years; SD = 0.28) from eight preschools in Hong Kong. Children participated in an 8-week FMS program and their FMS were assessed using the Test of Gross Motor Development-2 (TGMD-2). A linear mixed model was used to analyze the association on the changes of FMS score between children in different schooling conditions: (1) teaching venue size (large or small); and (2) class size (large, medium, or small), while accounting for the clustering of participants within preschools. The changes of object control skills were significantly different between groups with different teaching venue size (p = 0.000) (small: 5.54 (SD = 5.84) vs. large: 2.46 (SD = 6.42)) and different class size (p = 0.000) (small: 8.12 (SD = 6.34) vs. medium: 2.92 (SD = 6.26) vs. large: 4.00 (SD = 5.79)). The findings have practical implications for the teaching of FMS in that the social and physical environment in preschools should be considered for the design of FMS intervention programs.
Peggy Cheung; Li Zhang. Environment for Preschool Children to Learn Fundamental Motor Skills: The Role of Teaching Venue and Class Size. Sustainability 2020, 12, 9774 .
AMA StylePeggy Cheung, Li Zhang. Environment for Preschool Children to Learn Fundamental Motor Skills: The Role of Teaching Venue and Class Size. Sustainability. 2020; 12 (22):9774.
Chicago/Turabian StylePeggy Cheung; Li Zhang. 2020. "Environment for Preschool Children to Learn Fundamental Motor Skills: The Role of Teaching Venue and Class Size." Sustainability 12, no. 22: 9774.
Background: Fundamental motor skills (FMS) is the foundational movement for children’s physical development. Physical Education (PE) lessons provide a unique opportunity for children to acquire these skills. The purposes of this study were to: 1) to describe the FMS performance of primary school children in China; and 2) to examine the effect of a PE-based intervention on children’s FMS. Methods: The 12-week PE-based intervention was conducted using a low organized games (LOG) approach. Children’s FMS was measured by the Test of Gross Motor Development-2 (TGMD-2). Participants were 560 children aged between 6–9 years old (grade one to three) from two primary schools in Chongqing, China. They were grouped into intervention group (with LOG program PE; n = 282) or control group (with regular PE; n = 278). Results: The results revealed significant interaction effect between group and grade on the locomotor skill score changes (F(1, 554) = 22.31, p < 0.000), and object control score change (F(1,554) = 627.1, p < 0.000). There was no significant interaction effect between the intervention group and gender on locomotor skill (F(1,554) = 1.49, p = 0.223) and object control skill significant (F(1,554) = 743, p = 0.389). Conclusions: The present study supported the application of LOG approach in PE lesson as an effective intervention to enhance children’s FMS in China.
Li Zhang; Peggy Cheung. Making a Difference in PE Lessons: Using a Low Organized Games Approach to Teach Fundamental Motor Skills in China. International Journal of Environmental Research and Public Health 2019, 16, 4618 .
AMA StyleLi Zhang, Peggy Cheung. Making a Difference in PE Lessons: Using a Low Organized Games Approach to Teach Fundamental Motor Skills in China. International Journal of Environmental Research and Public Health. 2019; 16 (23):4618.
Chicago/Turabian StyleLi Zhang; Peggy Cheung. 2019. "Making a Difference in PE Lessons: Using a Low Organized Games Approach to Teach Fundamental Motor Skills in China." International Journal of Environmental Research and Public Health 16, no. 23: 4618.
Knowledge and attitudes are commonly studied variables linked with an individual behaviour. Sports-related concussions are increasingly drawing attention in the school environment, making physical education (PE) teachers’ knowledge of and attitudes towards concussion management a topic of interest. The purpose of this study was to examine a model pertaining to factors (i.e. knowledge, attitudes, perceived norms and personal agency) associated with the intention towards concussion management. Participants were 379 Chinese undergraduate students (aged 17–24) majored in PE. The study conducted a survey to examine participants’ knowledge and attitude of concussion management. The results from structural equation modelling generated a model with a good fit index (χ(4)2 = 5.413, p = 0.248; CFI = 0.994, TLI = 0.987, RMSEA = 0.031, SRMR = 0.018), which showed a moderate relationship among the constructs of the integrated behavioural model. Participants’ knowledge on recognise concussion symptom (positive symptom: β = .16; p < 0.05; negative symptom: β = .13; p < 0.05) is linked by attitude towards their intention (β = .32; p < 0.04) to provide concussion management. The findings provide implications for PE teacher training programmes and establish the groundwork for future education in concussion management in China.
H. Yang; Sing Kai Lo; P. Y. Cheung. Knowledge, attitude, and intentions toward concussion management among Chinese undergraduate students majored in physical education: A cross-sectional study. International Journal of Sport and Exercise Psychology 2019, 19, 149 -158.
AMA StyleH. Yang, Sing Kai Lo, P. Y. Cheung. Knowledge, attitude, and intentions toward concussion management among Chinese undergraduate students majored in physical education: A cross-sectional study. International Journal of Sport and Exercise Psychology. 2019; 19 (2):149-158.
Chicago/Turabian StyleH. Yang; Sing Kai Lo; P. Y. Cheung. 2019. "Knowledge, attitude, and intentions toward concussion management among Chinese undergraduate students majored in physical education: A cross-sectional study." International Journal of Sport and Exercise Psychology 19, no. 2: 149-158.
Background: The purpose of the current survey-based study was to identify patterns of academic burnout and their antecedents among secondary school students. Methods: Secondary school students (n = 1209) completed a survey measuring academic burnout, physical activity, and mental toughness. Results: Using latent profile analyses, three burnout profiles were identified: a “moderately engaged group” (n = 699; 57.8%), a “burnout group” (n = 389; 32.2%), and a “well-functioning group” (n = 121; 10.0%). Group comparisons revealed that the “well-functioning group” reported significantly higher levels of physical activity and mental toughness than the other two groups. Conclusions: These findings suggest that lack of physical activity and mental toughness are potential risk factors for academic burnout. These findings may inform the development of intervention programs for academic burnout.
Peggy Cheung; Chunxiao Li. Physical Activity and Mental Toughness as Antecedents of Academic Burnout among School Students: A Latent Profile Approach. International Journal of Environmental Research and Public Health 2019, 16, 2024 .
AMA StylePeggy Cheung, Chunxiao Li. Physical Activity and Mental Toughness as Antecedents of Academic Burnout among School Students: A Latent Profile Approach. International Journal of Environmental Research and Public Health. 2019; 16 (11):2024.
Chicago/Turabian StylePeggy Cheung; Chunxiao Li. 2019. "Physical Activity and Mental Toughness as Antecedents of Academic Burnout among School Students: A Latent Profile Approach." International Journal of Environmental Research and Public Health 16, no. 11: 2024.
Teachers are considered important role models for the behavior of children during early childhood. The purposes of this study are to: (a) compare activity levels of preschool children in a structured physical education (PE) class taught by an active or less active teacher; (b) examine the interaction effect of gender, school size, and teacher activity levels on the activity levels of children. The participants were 248 preschool children (134 boys, 114 girls; mean age = 5.5 years) and teachers from 12 preschools in Hong Kong. Regular classroom teachers conducted a 30-min structured PE class, and the participants’ physical activity (PA) levels were measured using pedometers. The recorded step counts of teachers were employed to classify whether children were in the classes taught by active or less active teachers. Factorial analysis of variance was used to examine differences in the pedometer-determined activity regarding gender and school size between the different types of classes. The results indicated that preschool children had higher PA levels in PE classes taught by more active teachers than in those taught by less active teachers (1712 versus 951 steps). Future studies could explore other teacher-related factors that might facilitate appropriate strategies to engage preschoolers in higher PA during PE classes.
Peggy Cheung. Teachers as role models for physical activity: Are preschool children more active when their teachers are active? European Physical Education Review 2019, 26, 101 -110.
AMA StylePeggy Cheung. Teachers as role models for physical activity: Are preschool children more active when their teachers are active? European Physical Education Review. 2019; 26 (1):101-110.
Chicago/Turabian StylePeggy Cheung. 2019. "Teachers as role models for physical activity: Are preschool children more active when their teachers are active?" European Physical Education Review 26, no. 1: 101-110.
School-based physical activity (PA), including activity during physical education (PE) lessons and after-school hours, is a possible opportunity for increasing children’s daily PA. The purposes of this study were (a) to compare children’s school-based PA levels during PE lessons and after-school hours and (b) to examine whether there is a difference in children’s PA behaviour (moderate-to-vigorous physical activity (MVPA)) and sedentary behaviour on a day which includes school-based PA (i.e. PE class or after-school sports class). The participants were 242 children (mean age = 8.7, SD = 1.6) from five primary schools in Hong Kong. Children’s PA levels were measured using an accelerometer (ActiGraph GT3X) for four school days, and the data were used to derive the duration (min) of MVPA and sedentary behaviour using age-specific criteria. The PA data were grouped according to the school-based PA opportunities, i.e. (a) with a PE lesson (PE day); (b) with an after-school sport class (AFS day); or (c) without school-based PA (N-Act day). The results indicated that the groups differed significantly in daily MVPA [ F (2,108) = 16.62, p < .00] and MVPA during school hours [ F (2,108) = 36.22, p < .00]. There was no significant difference in children’s sedentary behaviour with school-based PA participation. The present study confirmed the contribution of school-based PA opportunities to children’s MVPA in the school day, while sedentary behaviour may not necessarily be reduced.
Peggy Cheung; Pui Yee Peggy Cheung. School-based physical activity opportunities in PE lessons and after-school hours: Are they associated with children’s daily physical activity? European Physical Education Review 2017, 25, 65 -75.
AMA StylePeggy Cheung, Pui Yee Peggy Cheung. School-based physical activity opportunities in PE lessons and after-school hours: Are they associated with children’s daily physical activity? European Physical Education Review. 2017; 25 (1):65-75.
Chicago/Turabian StylePeggy Cheung; Pui Yee Peggy Cheung. 2017. "School-based physical activity opportunities in PE lessons and after-school hours: Are they associated with children’s daily physical activity?" European Physical Education Review 25, no. 1: 65-75.
Objective: This study aimed to examine the association between parental socioeconomic status (SES) and children’s physical activity (PA) behaviour during after-school hours. Design: Cross-sectional study. Methods: Participants included 663 schoolchildren (aged between 10 and 13 years) and their parents from nine primary schools in Hong Kong. Parental SES status and the after-school PA levels of children were assessed using self-administered questionnaires. Analysis of variance (ANOVA) was conducted to examine the association between parents’ education and income level and the type of activities in which children participated during after-school hours. Results: Results indicated that children with mother in the higher education group engaged in fewer time blocks of sports-type activity (high = 0.72 time blocks; medium = 1.04 time blocks; low = 1.17 time blocks). Compared with their counterparts, children with mothers in the higher income group were more engaged in sedentary activity (high = 5.33 time blocks; medium = 5.02 time blocks; low = 4.73 time blocks) within the eight 30-minute time blocks during after-school hours. Conclusion: The study describes how parental SES influences children’s after-school PA participation and highlights the importance of including a family perspective when designing a PA promotion programme targeting after-school hours.
Peggy Py Cheung. Children’s after-school physical activity participation in Hong Kong: Does family socioeconomic status matter? Health Education Journal 2016, 76, 221 -230.
AMA StylePeggy Py Cheung. Children’s after-school physical activity participation in Hong Kong: Does family socioeconomic status matter? Health Education Journal. 2016; 76 (2):221-230.
Chicago/Turabian StylePeggy Py Cheung. 2016. "Children’s after-school physical activity participation in Hong Kong: Does family socioeconomic status matter?" Health Education Journal 76, no. 2: 221-230.
The purpose of this study was to compare sensory integration and response to balance perturbation between physically active normal weight and overweight adults. Physically active young adults were grouped into normal weight (n = 45) or overweight (n = 17) according to the World Health Organization body mass index classification for Asian adults. Participants underwent two balance tests: sensory organization and motor control. Overweight participants presented marginally lower somatosensory score compared to normal weight participants. However, they scored significantly higher in response to balance perturbation. There was no difference in the onset of participants' active response to balance perturbation. Physical activity might have contributed to improved muscle strength and improved the ability of overweight individuals to maintain balance.
Peggy Py Cheung; Liane B. Azevedo; Pui Yee Peggy Cheung. Sensory Integration and Response to Balance Perturbation in Overweight Physically Active Individuals. Journal of Motor Behavior 2015, 47, 1 -6.
AMA StylePeggy Py Cheung, Liane B. Azevedo, Pui Yee Peggy Cheung. Sensory Integration and Response to Balance Perturbation in Overweight Physically Active Individuals. Journal of Motor Behavior. 2015; 47 (5):1-6.
Chicago/Turabian StylePeggy Py Cheung; Liane B. Azevedo; Pui Yee Peggy Cheung. 2015. "Sensory Integration and Response to Balance Perturbation in Overweight Physically Active Individuals." Journal of Motor Behavior 47, no. 5: 1-6.
Emmy M. Y. Wong; Tsz-Shan Shannon Li; P. Y. Peggy Cheung; Lawrence T. M. Lam. Early Childhood Teachers' Knowledge of and Attitudes Towards Promoting Health and Safety in Kindergartens. The International Journal of Health, Wellness, and Society 2015, 5, 59 -67.
AMA StyleEmmy M. Y. Wong, Tsz-Shan Shannon Li, P. Y. Peggy Cheung, Lawrence T. M. Lam. Early Childhood Teachers' Knowledge of and Attitudes Towards Promoting Health and Safety in Kindergartens. The International Journal of Health, Wellness, and Society. 2015; 5 (3):59-67.
Chicago/Turabian StyleEmmy M. Y. Wong; Tsz-Shan Shannon Li; P. Y. Peggy Cheung; Lawrence T. M. Lam. 2015. "Early Childhood Teachers' Knowledge of and Attitudes Towards Promoting Health and Safety in Kindergartens." The International Journal of Health, Wellness, and Society 5, no. 3: 59-67.
The aims of this study were to 1) describe the children’s physical activity (PA) patterns during the after-school period and 2) to compare the type and intensity of activity during the after-school period of children with or without participation in organized PA programmes. The participants were 456 children from four primary schools in Hong Kong. Self-administered questionnaires were used to measure the PA pattern and intensity level of the children during the after-school period. Independent t-test and factorial ANOVA was used for data analysis. Results indicated that children engaged substantial time in light intensity PA during the after-school period. Children who participated in organized PA programmes spent fewer time blocks on light intensity PA and more time blocks in vigorous PA. The boys spent more time blocks on high intensity PA than the girls. A structured PA programme during the after-school period is a potential intervention strategy to increase children’s PA participation without using up the time intended for children’s homework.
Peggy Py Cheung. Association of after-school physical activity levels and organized physical activity participation in Hong Kong children. European Physical Education Review 2012, 18, 182 -190.
AMA StylePeggy Py Cheung. Association of after-school physical activity levels and organized physical activity participation in Hong Kong children. European Physical Education Review. 2012; 18 (2):182-190.
Chicago/Turabian StylePeggy Py Cheung. 2012. "Association of after-school physical activity levels and organized physical activity participation in Hong Kong children." European Physical Education Review 18, no. 2: 182-190.
Pui Yee Peggy Cheung; Bik Chow. Association of School Teachers' Occupational and Daily Physical Activity Level in Hong Kong. International Journal of Sport and Health Science 2012, 10, 23 -29.
AMA StylePui Yee Peggy Cheung, Bik Chow. Association of School Teachers' Occupational and Daily Physical Activity Level in Hong Kong. International Journal of Sport and Health Science. 2012; 10 ():23-29.
Chicago/Turabian StylePui Yee Peggy Cheung; Bik Chow. 2012. "Association of School Teachers' Occupational and Daily Physical Activity Level in Hong Kong." International Journal of Sport and Health Science 10, no. : 23-29.
Purpose – Parents are important agents in the physical activity socializing process in children. The present study aims to examine the parental mediatory role in children's physical activity participation via a youth physical activity promotion (YPAP) model. Design/methodology/approach – A total of 872 Hong Kong Chinese children (aged ten to 13) in ten schools were invited to participate in the study. Their physical self-perception, physical activity perception, parental influence, and physical activity level were assessed. Structural equation modelling was employed to examine the relationship among the variables. Findings – The final model accounted for 18 per cent of the variance in children's physical activity participation. Parental influence imposed a direct (ß=0.19) and indirect effect on children's physical activity participation through the children's physical activity perception (ß=0.33) and physical self-perceptions (ß=0.19). Research limitations/implications – This study involved a cross-sectional design and data were collected over a single time frame; a cause-and-effect relationship among variables could not be drawn. Originality/value – The present study emphasizes how parental influence is related to children's physical participation. The information is useful for health professionals in the design of intervention programs to promote children's physical activity participation.
Pui Yee Peggy Cheung; Bik Chow. Parental mediatory role in children's physical activity participation. Health Education 2010, 110, 351 -366.
AMA StylePui Yee Peggy Cheung, Bik Chow. Parental mediatory role in children's physical activity participation. Health Education. 2010; 110 (5):351-366.
Chicago/Turabian StylePui Yee Peggy Cheung; Bik Chow. 2010. "Parental mediatory role in children's physical activity participation." Health Education 110, no. 5: 351-366.
Py Cheung. Association of Children's After-School Activity Level and Organized Physical Activity Program Participation. Medicine & Science in Sports & Exercise 2010, 42, 520 .
AMA StylePy Cheung. Association of Children's After-School Activity Level and Organized Physical Activity Program Participation. Medicine & Science in Sports & Exercise. 2010; 42 (5):520.
Chicago/Turabian StylePy Cheung. 2010. "Association of Children's After-School Activity Level and Organized Physical Activity Program Participation." Medicine & Science in Sports & Exercise 42, no. 5: 520.
Pui Yee Peggy Cheung. Survey on Females' Constraints in Physical Recreation Participation. Asian Journal of Physical Education & Recreation 2005, 11, 39 -43.
AMA StylePui Yee Peggy Cheung. Survey on Females' Constraints in Physical Recreation Participation. Asian Journal of Physical Education & Recreation. 2005; 11 (1):39-43.
Chicago/Turabian StylePui Yee Peggy Cheung. 2005. "Survey on Females' Constraints in Physical Recreation Participation." Asian Journal of Physical Education & Recreation 11, no. 1: 39-43.
Stanley Sai-Chuen Hui; Pui Yee Peggy Cheung. Comparison of the Effects of Three Stepping Cadences on the Criterion-Related Validity of a Step Test in Chinese Children. Measurement in Physical Education and Exercise Science 2004, 8, 167 -179.
AMA StyleStanley Sai-Chuen Hui, Pui Yee Peggy Cheung. Comparison of the Effects of Three Stepping Cadences on the Criterion-Related Validity of a Step Test in Chinese Children. Measurement in Physical Education and Exercise Science. 2004; 8 (3):167-179.
Chicago/Turabian StyleStanley Sai-Chuen Hui; Pui Yee Peggy Cheung. 2004. "Comparison of the Effects of Three Stepping Cadences on the Criterion-Related Validity of a Step Test in Chinese Children." Measurement in Physical Education and Exercise Science 8, no. 3: 167-179.