Construct Validity of the TGMD 483 483 Christina Evaggelinou and Areti Papa are with the Department of Physical Educa- tion and Sports Sciences, Aristotle University of Thessaloniki, Department of Physical Edu- cation and Sports Sciences, 62100, Serres, Greece. E-mail: < Evaggeli@phed-sr.auth.gr>. Nikolaos Tsigilis is with the Department of Physical Education and Sports Science at the University of Thessaly, Greece. Construct Validity of the Test of Gross Motor Development: A Cross-Validation Approach Christina Evaggelinou Aristotle University of Thessaloniki, Greece Nikolaos Tsigilis University of Thessaly, Greece Areti Papa Aristotle University of Thessaloniki, Greece This study was designed to examine the underlying structure of the Test of Gross Motor Development (TGMD) in Ulrich (1985). The TGMD was ad- ministered to 644 children who were randomly divided into two groups (cali- bration group and validation group). The calibration group (n = 324) included 150 boys and 174 girls, and the validation group included 160 boys and 160 girls, ranging from 3 to 10 years. A two-factor model was postulated and sup- ported. According to the model, seven variables measuring children’s ability for moving into space loaded on one factor (locomotor skills), while five vari- ables measuring children’s ability for controlling objects loaded on the other factor (object control skills). In addition, the proposed model was found to be invariant across the two groups. Good cross-generalizability of the TGMD appears to support its validity. Physical educators working with young chil- dren may use it with confidence when assessing and planning physical educa- tion programs involving locomotor and object control skills. Physical education programs in the elementary school are an integral part of the total school curriculum. Physical educators working with young children with or without disabilities must constantly make decisions about the quality of ser- vices to be provided. Systematic assessment and use of reliable and valid instru- ments is an essential aspect of any planning process and can lead to a more effective and efficient program of services (Bailey & Wolery, 1989). Gross motor development is a major component of most preschool and el- ementary education programs, including those in special education (Ulrich, 1985). ADAPTED PHYSICAL ACTIVITY QUARTERLY, 2002, 19, 483-10 © 2002 Human Kinetics Publishers, Inc. ADAPTED PHYSICAL ACTIVITY QUARTERLY, 2002, 19, 483-495 © 2002 Human Kinetics Publishers, Inc.