Purpose:
This study aims to analyse the effects of app-assisted instruction on the development and assessment of fundamental motor skills in early elementary school children. Specifically, it investigates whether the integration of digital tools, alongside traditional teaching methods, influences the motor performance outcomes measured by the Test of Gross Motor Development - 3, as well as the reliability of assessments conducted with technological support.

Methods:
A total of 62 children (mean age = 8.03 ± 1.38 years) were assessed using the Test of Gross Motor Development – 3, comparing traditional and app-assisted instructional methods.

Results:
The analysis of Test of Gross Motor Development – 3 scores showed similar mean performances between traditional and app-assisted methods; however, the reliability ranged from poor to fair, particularly affecting locomotor and ball skills. Tasks such as running, galloping, and hopping showed low consistency ( between 0.068 and 0.216), while lateral running presented the highest reliability among locomotor skills (α = 0.345). In ball skills, only bouncing and underhand throwing reached fair reliability (α = 0.28). These findings suggest that while app-assisted instruction may enhance engagement, it can influence task execution and scoring consistency, reinforcing the need for evaluator supervision and proper training when incorporating digital tools. While most skill means were similar between methods, lateral run (app: M = 7.27, SD = 1.40 vs. trad: M = 6.79, SD = 2.11) demonstrated higher consistency (α = 0.345). Among ball skills, underhand throwing showed better agreement (α = 0.284), suggesting certain tasks benefit more from standardised visual instruction. No statistical corrections for multiple comparisons were applied given the exploratory nature of the analysis.

Conclusions:
It is concluded that technology can complement, but not replace, traditional motor assessment methods.