Journal of S.
Sport.
Physical Education.
Organization.
Recreation, and Training E-ISSN 2620-7699 | P-ISSN 2541-7126 https://doi.
org/10.
37058/sport Validity and Reliability of Sports Motor Competency Assessment for High School Students in an Educational Context Herli Pardilla1.
Dedi Nofrizal2.
Muhammad Isnandar3.
Netral Duha4.
Nayna Firoza5.
Jihan Syafna6.
Velorine Gordichev7 Program Studi Magister Pendidikan Jasmani.
Sekolah Tinggi Olahraga dan Kesehatan Bina Guna.
Indonesia.
Pendidikan Jasmani.
Kesehatan & Rekreasi.
Sekolah Tinggi Olahraga dan Kesehatan Bina Guna.
Indonesia.
Physical Education and Sport.
University of Belgrade.
Serbia.
Abstrak Motor competency is a fundamental aspect of adolescent physical development that affects both health outcomes and long-term physical activity participation.
This study aimed to evaluate the testAeretest reliability of a six-item sports motor competency assessment battery among Indonesian high school students.
A total of sixty students aged 15Ae17 years from public schools in Perbaungan.
North Sumatra, participated in this research.
The study employed a quantitative testAe retest design with a one-week interval between two testing sessions.
The test battery included the 20-meter sprint, vertical jump, agility T-test, push-up, sit-andreach, and medicine ball throw.
Data were analyzed using the Intraclass Correlation Coefficient (ICC).
Standard Error of Measurement, and BlandAeAltman agreement methods.
The results showed excellent reliability across all six tests (ICC = 0.
89Ae0.
with minimal measurement error and no significant gender Small, non-significant learning effects were observed in vertical jump and push-up performance.
These findings indicate that the sports motor competency battery provides consistent and dependable measurements suitable for evaluating motor skill development, monitoring student progress, and supporting evidence-based physical education and sports research in Indonesian high schools.
Kata Kunci: motor competency assessment, high school students, physical fitness testing, validity and reliability.
Correspondence author: Herli Pardilla.
Sekolah Tinggi Olahraga dan Kesehatan Bina Guna.
Indonesia.
Email: herlipardilla@gmail.
INTRODUCTION
Motor competency, defined as the skillful execution of movements across stability, locomotion, and manipulation, is a cornerstone of human Correspondence author: Herli Pardilla,STOK Bina Guna.
Indonesia.
Email: herlipardilla@gmail.
Journal of SPORT (Sport.
Physical Education.
Organization.
Recreation, and Trainin.
is licensed under a Creative Commons Attribution-ShareAlike 4.
0 International License.
Herli Pardilla.
Dedi Nofrizal.
Muhammad Isnandar.
Netral Duha.
Nayna Firoza.
Velorine Gordichev Validity and Reliability of Sports Motor Competency Assessment for High School Students in an Educational Context.
physical capability (He et al.
, 2.
This skillfulness is vital not only for athletic engagement but also for general health and daily functioning, underpinning everything from basic tasks to the mastery of complex activities (Jaakkola et al.
, 2.
For adolescents, assessing motor competency is particularly significant, given that this phase of development involves substantial physical, cognitive, and social shifts that shape movement patterns and athletic potential.
Moreover, reliable assessment tools are indispensable for accurately charting these developmental progressions, facilitating targeted interventions, and evaluating the effectiveness of physical education programs (Karadeniz et al.
, 2.
Consequently, robust and reproducible measurement methodologies are essential for precisely tracking developmental trajectories and yielding actionable insights for motor skill enhancement interventions (Hulteen et al.
In recent years, the assessment of motor competency within educational contexts has garnered significant attention due to its profound links with physical activity engagement, health-related fitness, and the overall quality of life for young individuals (Stodden et al.
, 2.
Across global physical education curricula, there has been a growing emphasis on cultivating fundamental movement skills and sport-specific competencies as the bedrock for sustained physical activity throughout life (Yan-long, 2.
Consequently, the judicious selection of assessment instruments that are both reliable and valid is of utmost importance to ensure the accurate monitoring of skill development and to inform evidence-based teaching strategies in educational institutions (Zhang et al.
, 2.
Academic research has documented various methodologies for assessing motor competency in young individuals, encompassing both process-oriented evaluations that scrutinize movement quality and productoriented assessments that focus on performance outcomes (Pitchford & Outhwaite, 2.
The Test of Gross Motor Development series is frequently utilized for process-oriented evaluation, whereas fitness assessment batteries such as EUROFIT and FITNESSGRAM concentrate Journal of SPORT (Sport.
Physical Education.
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Recreation, and Trainin.
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2025 | 530-552
ISSN
: 2620-7699 (Onlin.
ISSN : 2541-7126 (Prin.
on product-oriented metrics (Hands & Larkin, 2.
Nevertheless, the reliability and ecological validity of numerous existing motor assessment instruments, particularly within diverse adolescent populations, necessitate further rigorous investigation (Airaksinen et al.
, 2.
Specifically, the fundamental movement skill assessment, while recognized as crucial for widespread screening in educational settings, often lack easily accessible empirical support regarding their validity and reliability (Eddy et al.
, 2.
Recent research underscores the significance of comprehensive assessment strategies that encompass multiple dimensions of motor For instance, studies have indicated that evaluating isolated motor skills may not accurately reflect overall competency levels (Chang et , 2.
Furthermore, there is a consensus on the necessity for testing protocols that are culturally relevant and context-specific, acknowledging variations in regional physical activity and movement experiences (Feitoza et al.
, 2.
The consistency of motor competency evaluations has been a persistent area of concern within research endeavors.
While certain studies methodologies (Wijekulasuriya et al.
, 2025.
Hulteen et al.
, 2.
, others have observed considerable variability in measurement consistency, particularly in school-based settings with limited resources and training (Phillippo et al.
, 2.
This highlights the imperative for continued research to confirm the psychometric integrity of motor competency assessments, especially across diverse educational contexts (Cools et al.
, 2009.
Hussain & Cheong, 2.
The present study aims to address this need by thoroughly assessing the reliability of a comprehensive sports motor competency test battery specifically designed for high school students, a demographic critical for long-term health outcomes (Logan et al.
, 2.
Despite the growing body of research dedicated to motor competency assessment, substantial deficiencies remain in the current scholarly understanding.
Specifically, there is a pronounced lack of Herli Pardilla.
Dedi Nofrizal.
Muhammad Isnandar.
Netral Duha.
Nayna Firoza.
Velorine Gordichev Validity and Reliability of Sports Motor Competency Assessment for High School Students in an Educational Context.
investigations examining the reliability of integrated motor competency assessment batteries within Indonesian adolescent populations, particularly considering how cultural, environmental, and socioeconomic variables might influence movement patterns and testing conditions.
Furthermore, numerous existing reliability studies have primarily focused on younger children or adult cohorts, exhibiting a limited emphasis on high school students, a demographic undergoing a critical developmental transition period (Wannouch et al.
, 2.
This particular age group encounters fluctuations, and increasing academic demands, all of which can potentially affect the consistency of motor performance.
Lastly, the preponderance of reliability research has been conducted within controlled laboratory settings or well-equipped facilities, thereby restricting the applicability of their findings to conventional school environments where physical education and motor competency evaluations are typically conducted.
The necessity for dependable and valid instruments to evaluate motor competency in Indonesian high schools is underscored by the ongoing emphasis on physical education reform and the adoption of evidence-based curricula.
The Indonesian Ministry of Education and Culture has prioritized the development of comprehensive physical education programs designed to foster various aspects of student development, including the acquisition of motor skills and improvements in physical Moreover, the establishment of reliable testing protocols is fundamental for the longitudinal tracking of student progress, the assessment of program efficacy, and the identification of students who may benefit from additional support or targeted interventions.
In the absence of reliable assessment tools, educators and researchers face limitations in making informed decisions regarding programmatic adjustments or addressing individual student requirements.
The selection of Perbaungan sub-district in North Sumatra as the site for this research presents an opportunity to investigate the reliability of motor competency assessments Journal of SPORT (Sport.
Physical Education.
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2025 | 530-552
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ISSN : 2541-7126 (Prin.
within a representative Indonesian educational context, with the potential to guide broader implementation strategies in similar regional settings.
The urgency of conducting this research at the selected public high schools in Perbaungan.
North Sumatra, lies in the absence of standardized and empirically validated motor competency assessments within the Indonesian educational context.
Despite the national curriculumAos emphasis on physical literacy and holistic student development, physical education programs in many schools still rely on informal or non-standardized evaluation methods.
These approaches often fail to capture studentsAo true motor competency levels, leading to inaccurate assessments of physical development and learning outcomes.
Moreover, the selected school represents a typical Indonesian educational environment with limited equipment and varying teacher training levels, making it an ideal setting to evaluate the practicality and reliability of a standardized test battery that can be applied nationwide.
By establishing reliability evidence within this authentic school context, the study provides crucial groundwork for improving assessment quality and evidence-based decision-making in physical education across Indonesia.
The primary purpose of this research is to determine the testAeretest reliability of a comprehensive sports motor competency assessment battery among Indonesian high school students.
Specifically, the study seeks to quantify the consistency and measurement precision of each test component, identify potential gender-based differences in reliability, and evaluate the overall feasibility of implementing the assessment in typical school settings.
Ultimately, the research aims to provide empirical evidence assessments in physical education programs, thereby contributing to improved student evaluation, program development, and longitudinal monitoring of adolescent motor skill progression.
METHOD
Herli Pardilla.
Dedi Nofrizal.
Muhammad Isnandar.
Netral Duha.
Nayna Firoza.
Velorine Gordichev Validity and Reliability of Sports Motor Competency Assessment for High School Students in an Educational Context.
The study involved sixty students .
males and 30 female.
aged 15 to 17 years, who were enrolled in the schoolAos physical education Participants were selected through purposive sampling based on inclusion criteria: .
active attendance in PE classes, .
no physical or medical conditions affecting performance, and .
written consent from both students and their parents or guardians.
Ethical approval was obtained from the institutional review board, and all procedures adhered to the Declaration of Helsinki.
The research was conducted over a two-week period in April 2025 at public high schools located in the Perbaungan sub-district.
North Sumatra.
Indonesia.
Testing sessions were carried out during regular physical education classes in the school gymnasium and outdoor sports facilities under standardized environmental conditions.
The study utilized a test-retest reliability design, involving two identical testing sessions separated by a one-week interval.
This period was chosen to minimize learning effects while ensuring minimal changes in participants' fitness or motor competency.
To control for diurnal variations in performance, both testing sessions were conducted at the same time of The testing procedures took place in the school's gymnasium and outdoor sports facilities, adhering to standardized environmental conditions.
Prior to each session, all participants engaged in a standardized warm-up routine that included five minutes of light jogging and dynamic stretching exercises targeting the major muscle groups.
The instrument used in this study was a six-item sports motor competency test battery designed to evaluate core motor components:
20-Meter Sprint Test Ae speed and acceleration.
adapted from EUROFIT (Hands & Larkin, 2.
Vertical Jump Test Ae lower-body power.
validated by Faber et al.
Agility T-Test Ae multidirectional agility and coordination.
modified from standard agility testing protocols (Chang et al.
, 2.
Journal of SPORT (Sport.
Physical Education.
Organization.
Recreation, and Trainin.
Vol.
2025 | 530-552
ISSN
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ISSN : 2541-7126 (Prin.
Push-Up Test Ae upper-body muscular endurance.
commonly used in FITNESSGRAM and validated for adolescents (Martynez-Romero et al.
Sit-and-Reach Test Ae hamstring and lower-back flexibility.
adapted from standard physical fitness testing.
Medicine Ball Throw Ae upper-body explosive strength.
adjusted to 2-kg load for age appropriateness (Gharaei et al.
, 2.
Table 1.
Detailed Protocol for Motor Competency Test Battery Starting Protocol
Rest
Name
Measured Required Position Description Interval
Electronic Standing Maximal Time
Best time
timing gates, effort sprint
20m track
from start
Speed/Velocity Equipment
Test
Component 20-Meter Sprint
Test
Measurement Recording Method
to finish
Lower body power
Vertical Jump Test
2 trials Vertec jump
Standing Standing Height
Highest
jump to Multidirectional agility Agility T-Test
3 trials Stopwatch, 4
Standing Forward
cones, 10m
at center
N/A
Time
Total
on Tshaped 1 trial
Upper body muscular
Push-Up Test
Metronome Standard
Maximum
push-up
form until
1 trial
N/A
Repetitions Total valid .
Seated.
Reach and-reach forward as far as 3 trials Standard sit- Minimal Distance Maximum .
Upper body power Medicine Ball Throw Sit-and-Reach Test Flexibility .
amstring/lower Herli Pardilla.
Dedi Nofrizal.
Muhammad Isnandar.
Netral Duha.
Nayna Firoza.
Velorine Gordichev Validity and Reliability of Sports Motor Competency Assessment for High School Students in an Educational Context.
2kg medicine Seated Seated Distance Maximum chest pass .
tape, wall 3 trials Table 2.
Test Administration Standards and Quality Control Test Warm-up Environmental Safety Form Disqualification Name Required Conditions Considerations Requirements Criteria 20-Meter 5-min light Indoor/outdoor Clear running Standing start.
False start.
Sprint track, non-slip lane, proper no false starts stepping outside Vertical Lower body Non-slip surface.
Proper landing Jump straight Stepping forward.
Jump dynamic warm- adequate ceiling up, no run-up Agility T- Multi-directional Flat, non-slip Clear course Touch each Missing cone.
Test movement prep cone, maintain falling, improper Push-Up Upper body Flat, clean Proper hand Straight body Improper form.
Test not reaching Sit-and- Static stretching Quiet.
Gradual Straight legs.
Bent knees, jerky Reach stretching, no Medicine Shoulder and Open space.
Secure seating.
Seated Loss of wall Ball core activation clear throw zone proper grip contact, improper Throw Table 3.
Measurement Specifications and Data Collection Test Name 20-Meter Sprint Unit of Precision Recording Equipment Measurement Level Format Calibration Seconds XX.
XX s Daily gate Timing gate Data Quality Checks Journal of SPORT (Sport.
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Vertical Jump Centimeters XX cm Agility T-Test Seconds Push-Up Test Repetitions Sit-and-Reach Centimeters Medicine Ball Meters XX.
X s Whole Measurement Stopwatch Observer reliability accuracy check XX reps Pre-test device Metronome XX.
X cm Box calibration XX m Ball weight Distance Throw Form validation Measurement Table 4.
Test Sequence and Time Requirements Order Test Name Sit-and-Reach Individual Test Setup Total Time per Recovery Between Duration Time Participant Tests 3 minutes 4 minutes 2 minutes 6 minutes 3 minutes 10 minutes 5 minutes 4 minutes 5 minutes 10 minutes 5 minutes 5 minutes Complete 39 minutes 20 minutes Test Vertical Jump 5 minutes Test Medicine Ball 8 minutes Throw Push-Up Test 3 minutes 20-Meter Sprint 8 minutes Agility T-Test 3 minutes TOTAL 30 minutes Note: Total testing time per participant including setup, recovery, and administration = approximately 60 minutes Table 5.
Scoring Criteria and Performance Interpretation Test Name 20-Meter Measurement Scoring Direction Method Lower = Better Best of 2 Speed: <3.
0s (Excellen.
, 3.
Age and gender (Goo.
, >3.
5s (Averag.
Best of 3 Power: >50cm (Excellen.
, 40-50cm Body weight (Goo.
, <40cm (Averag.
Single trial Agility: <10s (Excellen.
, 10-12s Movement (Goo.
, >12s (Averag.
Maximum Endurance: >30 (Excellen.
, 20-30 Form maintenance (Goo.
, <20 (Averag.
Best of 3 Flexibility: >15cm (Excellen.
, 5-15cm Individual variation (Goo.
, <5cm (Averag.
Sprint Vertical Higher = Better Jump Agility T- Lower = Better Test Push-Up Higher = Better Test Sit-andReach Higher = Better Performance Indicators Normative Considerations Herli Pardilla.
Dedi Nofrizal.
Muhammad Isnandar.
Netral Duha.
Nayna Firoza.
Velorine Gordichev Validity and Reliability of Sports Motor Competency Assessment for High School Students in an Educational Context.
Medicine Higher = Better Ball Throw Best of 3 Power: >5m (Excellen.
, 4-5m (Goo.
Upper body <4m (Averag.
Note: Performance indicators are approximate guidelines for Indonesian high school students .
ges 15-17 year.
All tests were administered according to standardized procedures, and measurements were recorded using calibrated instruments such as electronic timing gates, measuring tapes, and metronomes.
The reliability and validity of the test components were supported by previous studies or determined by the researcher through pilot testing.
Data analysis was conducted using SPSS version 28.
Descriptive statistics, including means, standard deviations, and 95% confidence intervals, were calculated for all variables.
The Shapiro-Wilk test and visual inspection of Q-Q plots were employed to assess data normality.
Test-retest reliability was evaluated using the Intraclass Correlation Coefficient with a two-way mixed-effects model for consistency agreement, the Standard Error of Measurement, and the Coefficient of Variation to quantify relative measurement variability.
Bland-Altman plots were utilized to visualize intersession agreement and identify potential systematic bias.
All statistical tests were performed at a significance level of p < 0.
05, with effect sizes determined by Cohen's conventions to interpret the practical significance of RESULT The descriptive statistics and reliability measures for all motor competency tests, administered across two distinct testing sessions, are detailed in Table 6.
Tabel 6.
Descriptive Statistics of Motor Competency Tests Test Item Mean (Test .
SD (Test .
Mean (Retes.
SD (Retes.
Overall Mean 20-Meter Sprint .
Vertical Jump .
Agility T-Test .
Push-Up .
Sit-and-Reach .
Medicine Ball Throw .
Note: Mean and standard deviation (SD) values are expressed as group averages (N = .
Overall mean represents the average of test and retest sessions.
Journal of SPORT (Sport.
Physical Education.
Organization.
Recreation, and Trainin.
Vol.
2025 | 530-552
ISSN
: 2620-7699 (Onlin.
ISSN : 2541-7126 (Prin.
The study found that all measures exhibited robust test-retest reliability, with Intraclass Correlation coefficients consistently surpassing Table 7.
Reliability Measures for Motor Competency Tests Test Males ICC .
% CI) Females ICC .
% CI) p-value 20m Sprint 95 .
Vertical Jump 97 .
Agility T-Test 91 .
Push-Up 94 .
Sit-and-Reach 89 .
Medicine Ball Throw 91 .
Gender-Specific Reliability Analysis Analysis of reliability coefficients by gender revealed consistently high values for both male and female participants, with no significant differences between groups (Table .
Table 8.
Gender-Specific Reliability Coefficients Test Males ICC .
% CI) Females ICC .
% CI) p-value 20m Sprint 95 .
Vertical Jump 97 .
Agility T-Test 91 .
Push-Up 94 .
Sit-and-Reach 89 .
Medicine Ball Throw 91 .
Measurement Error and Agreement Analysis The standard error of measurement values for all tests were low, indicating minimal absolute error in measurement.
The coefficient of variation was lowest for the 20-meter sprint and highest for the sit-and-reach test, reflecting the inherent relative variability in different movement tasks.
Table 9.
Measurement Error and Agreement Analysis for Motor
Competency Tests Test
SEM
SEM%
CV%
MDC95
Mean Diff 95% LoA 20-Meter Sprint .
21 to 0.
Vertical Jump .
55 to 2.
Agility T-Test .
63 to 0.
Push-Up .
65 to 2.
Sit-and-Reach .
31 to 1.
Medicine Ball Throw 18 to 0.
Note: SEM = Standard Error of Measurement.
SEM% = SEM as percentage of mean.
CV% = Coefficient of Variation.
MDC95 = Minimal Detectable Change at 95% confidence level.
Mean Diff = Mean difference between Herli Pardilla.
Dedi Nofrizal.
Muhammad Isnandar.
Netral Duha.
Nayna Firoza.
Velorine Gordichev Validity and Reliability of Sports Motor Competency Assessment for High School Students in an Educational Context.
95% LoA = 95% Limits of Agreement (Bland-Altman analysi.
All values indicate excellent measurement precision with minimal systematic bias between testing sessions.
Bland-Altman analysis demonstrated no systematic bias between the two testing sessions for any of the motor competency measures.
Furthermore, the limits of agreement were narrow across all tests, with 95% of the difference scores falling within acceptable ranges for practical Performance Changes Between Sessions Table 10.
Performance Changes Between Sessions Test Item 20-Meter Sprint .
Session 1 Mean A SD 42 A 0.
Session 2 Mean A SD 39 A 0.
Mean Difference > 0.
Cohen's < 0.
Interpretation No significant Vertical Jump .
85 A 5.
36 A 5.
Small learning Agility T-Test .
74 A 0.
69 A 0.
> 0.
< 0.
No significant Push-Up .
20 A 4.
85 A 4.
Small learning Sit-and-Reach 54 A 2.
69 A 2.
> 0.
< 0.
No significant .
Medicine Ball 38 A 0.
42 A 0.
> 0.
< 0.
No significant Throw .
Note: * p < 0.
tatistically significan.
Cohen's d < 0.
rivial effec.
, 0.
mall effec.
, 0.
edium effec.
Ou 0.
arge effec.
Shaded rows indicate statistically significant improvements between sessions, though effect sizes remained small, suggesting minimal practical significance.
Paired t-tests revealed small but statistically significant improvements between sessions for the vertical jump .
= 0.
and push-up tests .
= .
, suggesting minimal learning effects.
Effect sizes for these changes were small (Cohen's d < 0.
, indicating limited practical significance.
Figure 1.
Test-Retest Correlation Scatterplots Journal of SPORT (Sport.
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The scatterplots in Figure 1 illustrate strong positive correlations between Session 1 and Session 2 results across all six motor competency tests, indicating high test-retest reliability.
The clustering of data points along the regression lines demonstrates measurement consistency, with the highest correlations observed in the 20m Sprint and Vertical Jump tests, reflecting the stability of closed-skill and maximal-effort tasks.
In contrast, the Agility T-Test and Sit-and-Reach show slightly lower but still strong correlations, suggesting greater variability due to the complexity of multi-directional movements and individual differences in flexibility.
Overall, these findings confirm that the test battery provides consistent and dependable measurements over repeated sessions, supporting its suitability for physical education monitoring, talent identification, and research applications in adolescent populations.
Reliability Across Performance Levels Table 11.
Reliability Across Performance Levels Performance Level ICC Range .
% CI) High Performers 89 Ae 0.
Medium Performers 88 Ae 0.
Low Performers 87 Ae 0.
F-value p-value Interpretation Excellent reliability across tests No significant differences across Excellent reliability across tests Note: Subgroup analysis indicated consistently high reliability coefficients across all tertiles .
igh, medium, low No statistically significant differences were found between performance groups (F = 1.
23, p = 0.
confirming stability of the test battery across varying ability levels.
Subgroup analysis based on performance tertiles .
igh, medium, low performer.
indicated that reliability coefficients remained consistently high across all performance levels, with no significant differences between groups (F = 1.
23, p = 0.
DISCUSSION
The present study demonstrated that the six-item sports motor competency test battery possesses excellent testAeretest reliability among Indonesian high school students, with Intraclass Correlation Coefficient (ICC) values ranging from 0.
89 to 0.
These findings indicate that the assessment tools used are consistent, reproducible, and suitable for Herli Pardilla.
Dedi Nofrizal.
Muhammad Isnandar.
Netral Duha.
Nayna Firoza.
Velorine Gordichev Validity and Reliability of Sports Motor Competency Assessment for High School Students in an Educational Context.
educational and research applications.
The results align with recent international studies emphasizing the need for contextually validated motor competency measures in adolescent populations (Wijekulasuriya et al.
Karadeniz et al.
, 2024.
He et al.
, 2.
The high ICC values and low Standard Errors of Measurement (SEM) observed across all six tests indicate strong internal stability of motor performance over repeated trials.
This consistency reinforces the reliability of physical fitnessAebased evaluations within natural school settings, where environmental and motivational factors can vary.
Comparable reliability coefficients have been reported in international studies assessing motor skill performance among adolescents (Smits-Engelsman et al.
, 2020.
Faber et , 2.
Specifically, the vertical jump test showed the highest reliability, confirming previous findings that closed-skill, maximal-effort tasksAi requiring minimal coordination with external stimuliAitend to yield the most consistent outcomes (Martynez-Romero et al.
, 2.
Conversely, the agility T-test demonstrated slightly lower reliability, which may be attributed to its multidirectional and cognitively demanding nature that increases intraindividual variability (Chang et al.
, 2.
Despite this, the test still achieved excellent reliability, emphasizing its value for comprehensive motor Small improvements in vertical jump and push-up performance between sessions were likely due to short-term familiarization effects rather than true learning gainsAia phenomenon also noted by recent reliability studies in youth sport testing (Wannouch et al.
, 2.
These results affirm that a one-week interval between trials is adequate for avoiding systematic bias in adolescent populations.
The reliability coefficients determined in this investigation align favorably with those documented in prior studies concerning motor competency assessment among adolescent cohorts.
Specifically, (Barnett et al.
, 2.
reported intraclass correlation coefficients spanning 0.
82 to 94 for analogous motor skill evaluations in Australian youth, while Journal of SPORT (Sport.
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(Robinson & Palmer, 2.
observed comparable reliability levels within North American populations.
This consistency across diverse geographical and demographic groups reinforces the generalizability of these findings and supports the application of this test battery beyond the specific Indonesian context (Robinson & Palmer, 2.
Furthermore, the high reliability across different performance levels, as evidenced by the subgroup analysis, underscores the robust discriminatory power of the test battery, ensuring its applicability across a wide spectrum of motor abilities.
The consistency of findings across different cultural and geographical contexts suggests that well-standardized motor competency protocols maintain their measurement properties across diverse populations.
This cross-cultural generalizability is critical for establishing universally applicable benchmarks in athletic development and talent identification (Smits-Engelsman et al.
, 2.
Such broad applicability further enhances the utility of this test battery for international comparisons and the development of global standards in sports science (Faber et al.
, 2.
(Gharaei et al.
, 2.
This cross-cultural reliability is particularly important for international comparative research and the development of universal motor competency standards.
Gender analysis revealed no significant differences in reliability coefficients between male and female participants, contradicting some previous studies that suggested potential gender-based differences in motor skill consistency.
This consistency suggests that the physiological and psychological factors influencing test performance are similarly stable across genders within this age group (Gosselin et al.
, 2.
This finding supports the use of a single normative dataset for both sexes when utilizing this test battery, simplifying its practical application in mixed-gender cohorts.
This finding supports the use of identical testing protocols for both genders in high school settings and eliminates the need for separate reliability considerations based on participant sex.
The minimal learning effects observed between testing sessions align with recommendations for test-retest intervals in motor performance Herli Pardilla.
Dedi Nofrizal.
Muhammad Isnandar.
Netral Duha.
Nayna Firoza.
Velorine Gordichev Validity and Reliability of Sports Motor Competency Assessment for High School Students in an Educational Context.
This observation further validates the methodological rigor of the study, ensuring that repeated exposures to the test battery do not significantly alter subsequent performance.
The small improvements in vertical jump and push-up performance likely reflect normal day-to-day variability rather than substantial skill acquisition, supporting the appropriateness of the 7-day interval for reliability assessment.
The novel contribution of this study lies in the development and validation of a standardized, contextually relevant motor competency test battery specifically tailored to Indonesian high school students.
Previous research has relied heavily on Western-developed assessment tools such as TGMD-2.
EUROFIT, or FITNESSGRAM (Barnett et al.
, 2013.
Logan et , 2.
, which often fail to account for the unique sociocultural, environmental, and resource conditions of developing countries.
By integrating six performance-based field tests within a single validated framework, this study offers a practically implementable and psychometrically robust assessment model.
The inclusion of modern analysesAiICC.
SEM.
BlandAeAltman plotsAifurther strengthens its methodological rigor and distinguishes it from earlier descriptive studies.
Moreover, this research aligns with global movements emphasizing evidence-based physical education and physical literacy assessment (Hulteen et al.
, 2022.
Airaksinen et al.
, 2.
It extends these frameworks by providing locally validated reliability data, thereby bridging the gap between global motor competency theory and regional educational practice.
The exceptional reliability observed across all assessed motor competencies holds significant implications for both research endeavors and practical implementation within Indonesian educational institutions.
These outcomes provide empirical validation for instituting standardized motor competency evaluations in secondary schools, thereby empowering educators to adeptly track student advancement and appraise the efficacy of their programs.
From a pedagogical standpoint, the dependable measurement of motor skills can inform tailored instructional methodologies Journal of SPORT (Sport.
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and intervention strategies.
Educators can leverage these assessments to identify students who may require supplementary support or advanced challenges, fostering more precise and impactful physical education Moreover, the establishment of reliable testing protocols adolescence, a pivotal phase for cultivating lifelong movement habits.
Future investigations can utilize these reliability metrics to examine developmental trajectories, intervention outcomes, and the correlations health-related Indonesian youth.
Additionally, the demonstrated cultural and contextual validity of this study endorses the broader deployment of motor competency assessments across Southeast Asian educational systems possessing comparable demographic and environmental attributes.
Several limitations warrant consideration when interpreting these Firstly, the study's confinement to a single geographical area may restrict the applicability of findings to other Indonesian regions characterized by distinct socioeconomic, cultural, or environmental factors.
The homogeneity of the sample, while enhancing internal validity, might not fully encompass the diversity present within Indonesian high school populations.
Secondly, the sample size, although sufficient for reliability analysis, constrains the capacity to detect minor reliability variations across subgroups or to establish comprehensive normative data.
Larger, multi-site investigations would bolster the evidence base and yield more robust reliability estimates.
Thirdly, the research focused exclusively on test-retest reliability within a brief period, neglecting to examine longer-term stability or inter-rater reliability.
Further studies are necessary to ascertain the consistency of these measures across different assessors and over extended durations.
Lastly, the study did not explore the ecological validity of the testing environment or the potential impact of psychosocial variables, such as motivation, anxiety, or familiarity with testing procedures, on reliability coefficients.
These psychosocial elements may significantly Herli Pardilla.
Dedi Nofrizal.
Muhammad Isnandar.
Netral Duha.
Nayna Firoza.
Velorine Gordichev Validity and Reliability of Sports Motor Competency Assessment for High School Students in an Educational Context.
influence the practical utility of motor competency assessments in authentic educational settings.
CONCLUSIONS
This study concludes that the developed sports motor competency test battery demonstrates consistent and dependable performance when applied to high school students within the Indonesian educational context.
The findings confirm that each test componentAicovering speed, power, agility, endurance, flexibility, and strengthAican be administered effectively and yields stable results across repeated assessments.
The outcomes of this research affirm that the standardized assessment model is both feasible and reliable for school-based physical It provides teachers and researchers with an evidence-based instrument for evaluating studentsAo motor abilities, tracking progress, and supporting individualized learning interventions.
From a broader perspective, the study contributes to the development of contextually relevant and psychometrically robust assessment tools for adolescent motor competency, bridging the gap between global assessment frameworks and the realities of Indonesian The research also strengthens the foundation for implementing data-driven and outcome-oriented physical education programs.
In essence, this investigation advances the scientific understanding of reliable motor competency evaluation in youth populations and offers practical implications for enhancing curriculum quality, teacher assessment capacity, and long-term student development in physical education.
ACKNOWLEDGMENTS
The authors would like to express their sincere gratitude to the Ministry of Higher Education.
Science, and Technology for supporting this research through the BIMA Research Grant Program 2025, one of the competitive funding schemes aimed at fostering research productivity and quality among lecturers and students across Indonesia.
This support was Journal of SPORT (Sport.
Physical Education.
Organization.
Recreation, and Trainin.
Vol.
2025 | 530-552
ISSN
: 2620-7699 (Onlin.
ISSN : 2541-7126 (Prin.
instrumental in facilitating the successful implementation of the study and in strengthening the academic contribution of Indonesian researchers to the global scientific community.
CONFLICT OF INTERESTS
The study's authors report no conflicts of interest pertinent to the research, its authorship, or publication.
REFERENSI