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Background Developmental Coordination Disorder (DCD) affects around 5% of the global population, but difficulties in accessing specialist diagnoses lead to underdiagnosis. In Spain, there are no school-based screening protocols for motor coordination difficulties with published evidence of reliability and validity, and specialist assessment is only available through overburdened healthcare services. Despite its prevalence, DCD often goes undetected due to limited access to assessments and the lack of easy-to-use tools in educational settings. FUNMOVES was developed to assess fundamental motor skills (FMS) and has shown promising signs of validity and reliability in the UK. It allows entire classes to be screened during a single Physical Education (PE) session, helping identify children with motor difficulties. Aim To adapt FUNMOVES to the Spanish school context and evaluate its psychometric properties and diagnostic accuracy when used by PE teachers. Methods FUNMOVES was translated and culturally adapted for Spain. Structural validity was assessed using Rasch analysis with data from 243 children. Convergent validity was evaluated in a subsample of 50 children by comparing FUNMOVES with the MABC-2, the gold-standard motor assessment. Results Rasch analysis confirmed the unidimensionality and local independence of the Spanish FUNMOVES, with good model fit. Some item thresholds were initially disordered but were corrected through rescoring. Using the MABC-2 10th percentile in total score as the criterion for motor impairment, FUNMOVES showed moderate accuracy (AUC = 0.78), with 80% sensitivity and 68% specificity at the 17th percentile cut-off. It also showed a high negative predictive value (0.89). Broadening the diagnostic criteria did not significantly improve accuracy. Implications The Spanish FUNMOVES shows initial structural and convergent validity for school-based FMS screening. Its simplicity, low cost, and scalability support early detection and intervention. The tool is freely available and can be implemented using existing school resources in one PE session, potentially accelerating the diagnostic process.背景 发育性协调障碍（Developmental Coordination Disorder, DCD）影响全球约5%的人口，但由于专科诊断资源可及性不足，该病常出现漏诊情况。在西班牙，目前尚无具备已发表信效度证据的、针对动作协调困难的校内筛查方案，专科评估仅能通过负担过重的医疗服务体系获取。尽管患病率可观，但受限于评估途径匮乏且教育场景中缺乏易用工具，发育性协调障碍往往难以被早期识别。 FUNMOVES旨在评估基本动作技能（Fundamental Motor Skills, FMS），在英国已展现出良好的信效度应用潜力。该工具可在单节体育（Physical Education, PE）课程中完成整班学生的筛查，助力识别存在动作困难的儿童。 研究目的 本研究旨在将FUNMOVES适配至西班牙校园场景，并评估体育教师使用该工具时的心理测量学特性与诊断准确性。 研究方法 研究人员完成了FUNMOVES的西班牙语翻译与文化适配工作。针对243名儿童的数据集，采用拉施分析（Rasch analysis）评估其结构效度。在由50名儿童组成的子样本中，以金标准动作评估工具MABC-2作为参照，对FUNMOVES的聚合效度进行验证。 研究结果 拉施分析证实，西班牙版FUNMOVES具备单维性与局部独立性，模型拟合度良好。初始阶段存在部分条目阈值紊乱问题，经重新计分后得到修正。以MABC-2总分的10百分位数作为运动功能受损的判定标准，FUNMOVES展现出中等诊断准确度（受试者工作特征曲线下面积Area Under Curve, AUC=0.78）；在17百分位数截断值下，其灵敏度为80%，特异度为68%，同时具备较高的阴性预测值（0.89）。放宽诊断标准并未显著提升诊断准确度。 研究启示 西班牙版FUNMOVES在校园场景下的基本动作技能筛查中，初步展现出结构效度与聚合效度。该工具操作简便、成本低廉且易于规模化推广，可为早期筛查与干预提供支持。本工具可免费获取，且可依托现有校内资源在单节体育课中完成实施，有望加速诊断流程。