Ch14 (264 277)

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Ch14 (264 277)

  1. 1. C H A P T E R Principles of Test Selection and Administration Everett Harman and Clay Pandorf 1 4
  2. 2. Chapter Outline  Reasons for testing  Testing terminology  Evaluation of test quality  Test selection  Test administration
  3. 3. Reasons for Testing  Assessment of athletic talent  Identification of physical abilities in need of improvement  Setting of realistic goals  Evaluation of progress
  4. 4. Testing Terminology  Test  Field test  Measurement  Evaluation  Pretest  Midtest  Formative evaluation  Posttest
  5. 5. Evaluation of Test Quality  Validity is the degree to which a test or test item measures what it is intended to measure; this is the most important characteristic of testing.  Reliability is a measure of the degree of consistency or repeatability of a test. A test must be reliable to be valid; highly variable results have little meaning.
  6. 6. Types of Validity  Construct validity—ability of a test to represent the underlying construct  Face validity—the appearance that the test measures what it is purported to measure  Content validity—the assessment that the testing covers all relevant subtopics  Criterion-referenced validity—the extent to which test scores are associated with some other measure of the same ability
  7. 7. Reliability Factors that produce measurement error include the following:  Instrasubject variability—lack of consistent performance by the person tested  Interrater reliability—the degree to which different raters agree  Failure of the test itself to provide consistent results  Intrarater variability—the lack of consistent scores by a given tester
  8. 8. Test Selection Factors  Metabolic specificity  Sport specificity  Experience and training status  Age and sex  Environmental factors
  9. 9. Test Administration  Staff should ensure health and safety of athletes.  Testers should be carefully selected and trained.  Tests should be well organized and administered efficiently.  Athletes should be properly prepared and instructed.
  10. 10. Aerobic Endurance Testing in the Heat  Use an indoor facility, or test during the morning or early evening.  Ask athletes to drink plenty of fluids before, during, and after exercise.  Watch for symptoms of heatstroke or heat exhaustion.  Discourage use of salt tablets.  Keep the athlete’s bodily stores of magnesium and potassium high.  Monitor athletes’ heart rates during and immediately following exercise.  Allow athletes to acclimatize to the heat by starting with shorter workouts.  Do not test on an unusually warm day.
  11. 11. Table 14.1 Temperature Limits at Various Ranges of Relative Humidity for Strenuous Exercise Testing Relative humidity (%) Temperature limit (°F) 0 95 1-20 90 21-50 85 51-90 80 91-100 75
  12. 12. T ests requiring high-skill movements, such as reaction and coordination tests, should be administered before tests that are likely to produce fatigue and confound the results of subsequent tests. 
  13. 13. Sequence of Tests  Nonfatiguing tests  Agility tests  Maximum power and strength tests  Sprint tests  Local muscular endurance tests  Fatiguing anaerobic capacity tests  Aerobic capacity tests
  14. 14. T he clarity and simplicity of instructions have a direct bearing on the reliability and objectivity of a test. 

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