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PRESENTATION BY:
Miss. Rabiya Husain
Lecturer, IGIPESS, University of Delhi
2
Barrow General Motor Ability Test: Introduction
 Constructed by: Dr. Harold Marion Barrow
 Constructed in the year:1954
 Purpose of the test: To measure general motor fitness of
high school boys and college men.
 Total test batteries: Two
 Test battery 1: Six items
 Test battery 2: Three items
 Purpose of constructing test battery 2: To get it done
indoor as well as in less time duration as the relationship
of three item test was 0.92 with 29 item test, whereas six
item test showed a correlation coefficient of 0.95.
Dr. Harold M. Barrow
3
Introduction contd. Standing
Broad
Jump
POWER
Test
Battery
1
Zig-Zag
Run
AGILITY
Medicine Ball
Put
STRENGTH
Softball Throw
ARM-SHOULDER
COORDINATION
Wall Pass
EYE-HAND
COORDINATION
60 Yard
Dash
SPEED
4
Introduction contd.
Standing
Broad
Jump
POWER
Zig-Zag
Run
AGILITY
Medicine Ball
Put
STRENGTH
Test
Battery
2
5
Standing Broad Jump
 Purpose: To determine explosive leg strength of the subject
 Objective: To perform horizontal jump as far as possible
 Equipments Required: 5 by 12 feet flat, clean and non-slippery field
area marked with take-off line and parallel lines 2 inches apart/ long
jump pit; measuring tape, lime powder
 Pre-Test Instructions:
i. The subject needs to stand behind the take-off line before jumping.
ii. Subject needs to jump with both the feet and should land the same
way. And should avoid falling backward.
 Test Administration:
i. Subject will stand behind the take-off line, keeping both feet slightly
apart and parallel to each.
ii. The subject will then lean forward, swinging arms back and bending
both knees to gain momentum.
6
Standing Broad Jump contd.
iii. The jump will be performed by extending knees and
swinging arms forward to provide forward drive.
iv. The subject jumps forward as far as possible, landing on both feet
without falling backwards. Distance will be measured from the
back of the heel to the take-off line.
7
Standing Broad Jump contd.
 Scoring: The longest distance jumped – the best of three attempts
will be considered as score which will be measured in feet and
inches.
8
Zig-Zag Run
 Purpose: To determine agility and speed of the subject.
 Objective: To complete a zig-zag path as fast as possible.
 Equipments Required: Stopwatch, cones and a flat and clean field
with marking of 16 by 10 feet area.
 Pre-Test Instructions:
9
i. The subject needs to stand behind
the starting cone and should only
start on the “Go” signal.
ii. The cones should neither be
grasped while running around
them nor to be misplaced in any
way.
iii. If foul occurs, then whole run is to
be repeated.
Zig-Zag Run contd.
Test Administration:
i. The assistant marks
out a rectangle of 16
by 10 feet with four
cones placed at the
corner and a cone in
the centre (as
illustrated in the
diagram).
ii. The subject will
stand behind the
“Starting Cone”.
iii. The assistant gives
the command "GO"
and starts the
stopwatch. 10
A
B
E D
C
Zig-Zag Run contd.
iv. The subject will run as fast as possible and completes three circuits
of zig-zag pathway and will stop at “Finish Cone”.
v. The assistant stops the stopwatch and records the time when the
subject's torso crosses the finish cone.
 Scoring: The final score is the time
taken to run the three rounds of the
figure-of-eight. The score will
be measured in seconds.
11
Six-Pound Medicine Ball Put
 Purpose: To determine arm and shoulder girdle strength, power,
agility, speed, balance, arm and shoulder girdle coordination.
 Objective: To throw the medicine ball as far as possible.
 Equipments Required: Flat and clean field with marking space of
approximately 90 by 20 feet, 2 restraining parallel lines 15 feet
apart, 6 pound medicine ball; measuring tape
 Pre-Test Instructions:
i. The medicine ball is not to be thrown but to be put by the subject.
ii. The subject needs to stand between the two restraining lines and
the ball is to be put straight down the course.
iii. Subject will get three attempts to throw the ball.
iv. Foul counts a trial and in case of three continuous or more fouls
the subject will be asked to re-attempt until a fair put.
12
Six-Pound Medicine Ball Put contd.
 Test Administration:
i. The subject stand between two restraining lines.
ii. The subject attempts proper medicine ball put as far as
possible without stepping on or over the restraining line.
iii. He should hold the ball at neck and shoulder and thrust it
away from his body at an angle of approximately 45 degree
using one hand.
13
Six-Pound Medicine Ball Put contd.
 Scoring: The maximum distance out of three trials of putting
the medicine ball will be the final score noted to the nearest
foot.
14
15
SBJ (inches) Zig-Zag Run (sec.) Medicine Ball Put (feet) T-Score
Upto 68 29.5 and more Upto 22 20
69-72 29.4-28.7 23-25 25
73-76 28.6-27.9 26-28 30
77-80 27.8-27.2 29-31 35
81-84 27.1-26.4 34-34 40
85-88 26.3-25.6 35-38 45
89-92 25.5-24.8 39-41 50
93-96 24.7-24.0 42-44 55
97-100 23.9-23.2 45-47 60
101-104 23.1-22.5 48-51 65
105-108 22.4-21.1 52-54 70
109-112 21.6-20.9 55-57 75
113 and above 20.8 or less 58 and above 80
Norms of Three Item Barrow Motor Ability Test for College Men (17-20 Years)
16
A follow-up study of the barrow motor ability test of
freshmen students in basic physical education classes at
Kansas State University during 1966-67 was conducted by
Kenneth Joe Russell in the year 1967. He used the following
norms in scoring the test that were established by Dr. Barrow
in his study completed in 1953.
17
18
19
20
References
 Kansal, D.K. (2018). Test, Evaluation, Accreditation, Measurements and Standards:
General Motor Ability Testing. Delhi: Kk Publications.
 Wasuja, M., Kumar, R., Pramanik, T.N., Kumar, A., Mehta, V., Mohammad, A., Das,
A., Dubey, B.K., Bhatt, S.D., & Kaush, R. (2020). Physical Education Class XII: Test
and Measurement in Sports. New Delhi: Central Board of Secondary Education.
 Russell, K.J.(1967). A Follow-Up of the Barrow Motor Ability Test of Freshmen
Students in Basic Physical Education Classes at Kansas State University During
1966-67 (Master’s report, Kansas State University Manhattan, Kansas)
https://cutt.ly/GktyFO2
 Sharma, R., Nathial, M.S. (2016). A Comparative Study of the Components of Motor
Fitness in Male Kabaddi and Kho-Kho Players. International Journal of Research in
Economics and Social Sciences, 6(7), 116-121.
 Available from: https://www.sarthaks.com/298430/explain-the-barrow-motor-ability-
test (Accessed on 15/4/2021)
 Available from: https://www.brianmac.co.uk/zigzag.htm (Accessed on 15/4/2021)
 Available from: https://www.youtube.com/watch?v=UTVRPWrhIOY (Accessed on
17/4/2021)
21
22

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Barrow Motor Ability Test - TEST, MEASUREMENT AND EVALUATION IN PHYSICAL EDUCATION

  • 1. PRESENTATION BY: Miss. Rabiya Husain Lecturer, IGIPESS, University of Delhi
  • 2. 2
  • 3. Barrow General Motor Ability Test: Introduction  Constructed by: Dr. Harold Marion Barrow  Constructed in the year:1954  Purpose of the test: To measure general motor fitness of high school boys and college men.  Total test batteries: Two  Test battery 1: Six items  Test battery 2: Three items  Purpose of constructing test battery 2: To get it done indoor as well as in less time duration as the relationship of three item test was 0.92 with 29 item test, whereas six item test showed a correlation coefficient of 0.95. Dr. Harold M. Barrow 3
  • 4. Introduction contd. Standing Broad Jump POWER Test Battery 1 Zig-Zag Run AGILITY Medicine Ball Put STRENGTH Softball Throw ARM-SHOULDER COORDINATION Wall Pass EYE-HAND COORDINATION 60 Yard Dash SPEED 4
  • 6. Standing Broad Jump  Purpose: To determine explosive leg strength of the subject  Objective: To perform horizontal jump as far as possible  Equipments Required: 5 by 12 feet flat, clean and non-slippery field area marked with take-off line and parallel lines 2 inches apart/ long jump pit; measuring tape, lime powder  Pre-Test Instructions: i. The subject needs to stand behind the take-off line before jumping. ii. Subject needs to jump with both the feet and should land the same way. And should avoid falling backward.  Test Administration: i. Subject will stand behind the take-off line, keeping both feet slightly apart and parallel to each. ii. The subject will then lean forward, swinging arms back and bending both knees to gain momentum. 6
  • 7. Standing Broad Jump contd. iii. The jump will be performed by extending knees and swinging arms forward to provide forward drive. iv. The subject jumps forward as far as possible, landing on both feet without falling backwards. Distance will be measured from the back of the heel to the take-off line. 7
  • 8. Standing Broad Jump contd.  Scoring: The longest distance jumped – the best of three attempts will be considered as score which will be measured in feet and inches. 8
  • 9. Zig-Zag Run  Purpose: To determine agility and speed of the subject.  Objective: To complete a zig-zag path as fast as possible.  Equipments Required: Stopwatch, cones and a flat and clean field with marking of 16 by 10 feet area.  Pre-Test Instructions: 9 i. The subject needs to stand behind the starting cone and should only start on the “Go” signal. ii. The cones should neither be grasped while running around them nor to be misplaced in any way. iii. If foul occurs, then whole run is to be repeated.
  • 10. Zig-Zag Run contd. Test Administration: i. The assistant marks out a rectangle of 16 by 10 feet with four cones placed at the corner and a cone in the centre (as illustrated in the diagram). ii. The subject will stand behind the “Starting Cone”. iii. The assistant gives the command "GO" and starts the stopwatch. 10 A B E D C
  • 11. Zig-Zag Run contd. iv. The subject will run as fast as possible and completes three circuits of zig-zag pathway and will stop at “Finish Cone”. v. The assistant stops the stopwatch and records the time when the subject's torso crosses the finish cone.  Scoring: The final score is the time taken to run the three rounds of the figure-of-eight. The score will be measured in seconds. 11
  • 12. Six-Pound Medicine Ball Put  Purpose: To determine arm and shoulder girdle strength, power, agility, speed, balance, arm and shoulder girdle coordination.  Objective: To throw the medicine ball as far as possible.  Equipments Required: Flat and clean field with marking space of approximately 90 by 20 feet, 2 restraining parallel lines 15 feet apart, 6 pound medicine ball; measuring tape  Pre-Test Instructions: i. The medicine ball is not to be thrown but to be put by the subject. ii. The subject needs to stand between the two restraining lines and the ball is to be put straight down the course. iii. Subject will get three attempts to throw the ball. iv. Foul counts a trial and in case of three continuous or more fouls the subject will be asked to re-attempt until a fair put. 12
  • 13. Six-Pound Medicine Ball Put contd.  Test Administration: i. The subject stand between two restraining lines. ii. The subject attempts proper medicine ball put as far as possible without stepping on or over the restraining line. iii. He should hold the ball at neck and shoulder and thrust it away from his body at an angle of approximately 45 degree using one hand. 13
  • 14. Six-Pound Medicine Ball Put contd.  Scoring: The maximum distance out of three trials of putting the medicine ball will be the final score noted to the nearest foot. 14
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  • 16. SBJ (inches) Zig-Zag Run (sec.) Medicine Ball Put (feet) T-Score Upto 68 29.5 and more Upto 22 20 69-72 29.4-28.7 23-25 25 73-76 28.6-27.9 26-28 30 77-80 27.8-27.2 29-31 35 81-84 27.1-26.4 34-34 40 85-88 26.3-25.6 35-38 45 89-92 25.5-24.8 39-41 50 93-96 24.7-24.0 42-44 55 97-100 23.9-23.2 45-47 60 101-104 23.1-22.5 48-51 65 105-108 22.4-21.1 52-54 70 109-112 21.6-20.9 55-57 75 113 and above 20.8 or less 58 and above 80 Norms of Three Item Barrow Motor Ability Test for College Men (17-20 Years) 16
  • 17. A follow-up study of the barrow motor ability test of freshmen students in basic physical education classes at Kansas State University during 1966-67 was conducted by Kenneth Joe Russell in the year 1967. He used the following norms in scoring the test that were established by Dr. Barrow in his study completed in 1953. 17
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  • 21. References  Kansal, D.K. (2018). Test, Evaluation, Accreditation, Measurements and Standards: General Motor Ability Testing. Delhi: Kk Publications.  Wasuja, M., Kumar, R., Pramanik, T.N., Kumar, A., Mehta, V., Mohammad, A., Das, A., Dubey, B.K., Bhatt, S.D., & Kaush, R. (2020). Physical Education Class XII: Test and Measurement in Sports. New Delhi: Central Board of Secondary Education.  Russell, K.J.(1967). A Follow-Up of the Barrow Motor Ability Test of Freshmen Students in Basic Physical Education Classes at Kansas State University During 1966-67 (Master’s report, Kansas State University Manhattan, Kansas) https://cutt.ly/GktyFO2  Sharma, R., Nathial, M.S. (2016). A Comparative Study of the Components of Motor Fitness in Male Kabaddi and Kho-Kho Players. International Journal of Research in Economics and Social Sciences, 6(7), 116-121.  Available from: https://www.sarthaks.com/298430/explain-the-barrow-motor-ability- test (Accessed on 15/4/2021)  Available from: https://www.brianmac.co.uk/zigzag.htm (Accessed on 15/4/2021)  Available from: https://www.youtube.com/watch?v=UTVRPWrhIOY (Accessed on 17/4/2021) 21
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