Validating the dance fundamental movement skills assessment for balance
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The Dance Fundamental Movement Skills Assessment (DFMS-A) examines fundamental movement skills as described by Footprints Dance Project in their teaching resource: Footprints Movement Tool. It was designed to inform teaching practice, highlighting students’ strengths and weaknesses. In addition to providing holistic assessment for the whole dancer, the DFMS-A provides an extended score range encompassing the higher level of corporal expectation demanded of dancers, as opposed to pass/fail metrics (normal/abnormal). The current study aims to evaluate the validity and reliability of the balance component of the DFMS-A using a sample population from the University. The DFMS-A was compared with three standard physical assessments of balance: Y balance test, Single Leg Stance (SLS) test, and Functional reach test. Pearson Correlations demonstrated significant correlations between the DFMS-A and Y balance and SLS tests respectively (r = 0.745–0.974; p < 0.008), with minimal correlation found with the Functional Reach test. Intra-rater reliability was tested 1.5 years after the original assessment was completed, and demonstrated high reliability (>85%). These positive results support the use of the DFMS-A as a comprehensive balance assessment with more depth than current tests, suggesting it may warrant further testing in other aspects of functional movement such as weight transfer and body alignment.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it