OBJECTIVE: The psychometric properties of the Motor Behavior Checklist (MBC) were examined. METHOD: A normative database of primary students (N = 841), rated by their physical educators in school settings, were used to investigate the construct validity of the MBC, the internal consistency, the reproducibility, and the interrater agreement. RESULTS: Psychometric results supported the model. Confirmatory factor analyses revealed a second-order model with two (Externalizing and Internalizing) broadband domains and seven problems scales: Lack of Attention (10 items), Hyperactivity/Impulsivity (14 items), Rules Breaking (7 items), Low Energy (4 items), Stereotyped Behaviors (2 items), Lack of Social Interaction (10 items), and Lack of Self-Regulation (12 items). CONCLUSION: Although MBC for children is not a diagnostic tool itself, it can provide valid complementary information on attentional, emotional, and developmental problems in children when used by physical educators in school settings.
OBJECTIVE: The psychometric properties of the Motor Behavior Checklist (MBC) were examined. METHOD: A normative database of primary students (N = 841), rated by their physical educators in school settings, were used to investigate the construct validity of the MBC, the internal consistency, the reproducibility, and the interrater agreement. RESULTS: Psychometric results supported the model. Confirmatory factor analyses revealed a second-order model with two (Externalizing and Internalizing) broadband domains and seven problems scales: Lack of Attention (10 items), Hyperactivity/Impulsivity (14 items), Rules Breaking (7 items), Low Energy (4 items), Stereotyped Behaviors (2 items), Lack of Social Interaction (10 items), and Lack of Self-Regulation (12 items). CONCLUSION: Although MBC for children is not a diagnostic tool itself, it can provide valid complementary information on attentional, emotional, and developmental problems in children when used by physical educators in school settings.