Measurement by the Physical Educator: Why and How

Title
Contents
1 Measurement, Evaluation, Assessment, and Statistics
	Reasons for Measurement, Evaluation, and Assessment by the Physical Educator
		Motivation
		Diagnosis
		Classification
		Achievement
		Evaluation of Instruction and Programs
		Prediction
		Research
	Why Statistics?
		Analyze and Interpret Data
		Interpret Research
		Standardized Test Scores
		Determine the Worth (Validity and Reliability) of a Test
	Chapter Review Questions
2 Describing and Presenting a Distribution of Scores
	Statistical Terms
	Scales of Measurement
		Nominal Scale
		Ordinal Scale
		Interval Scale
		Ratio Scale
	Normal Distribution
	Analysis of Ungrouped Data
		Score Rank
	Measures of Central Tendency
		The Mean
		The Median
		The Mode
		Which Measure of Central Tendency Is Best for Interpretation of Test Results?
	Measures of Variability
		The Range
		The Quartile Deviation
		The Standard Deviation
		Relationship of Standard Deviation and Normal Curve
		Which Measure of Variability Is Best for Interpretation of Test Results?
	Percentiles and Percentile Ranks
	Frequency Distribution
	Graphs
	Standard Scores
		z-Scores
		T-Scores
		Percentiles
	Statistics Software
	Review Problems
	Chapter Review Questions
3 Investigating the Relationship between Scores
	Linear Correlation
		Scattergram
		Spearman Rank-Difference Correlation Coefficient
		Pearson Product-Moment Correlation Coefficient
	Interpretation of the Correlation Coefficient
		Significance of the Correlation Coefficient
		Coefficient of Determination
		Negative Correlation Coefficients
	Correlation, Regression, and Prediction
	Review Problems
	Chapter Review Questions
4 Investigating the Difference in Scores
	Testing for Significant Difference between Two Means
		Dependent and Independent Variables
		The Null Hypothesis
		Degrees of Freedom
		Level of Significance
		Standard Error of the Mean
		Standard Error of the Difference Between Means
		t-Test for Independent Groups
		t-Test for Dependent Groups
	Review Problems
	Testing for Significant Difference among Three or More Means
		Special Terms and Symbols
		Analysis of Variance for Independent Groups
		Post Hoc Test for Independent Groups
		Analysis of Variance for Repeated Measures
		Post Hoc Test for Repeated Measures
	Review Problems
	Chapter Review Questions
5 What Is a Good Test?
	Criterion-Referenced Measurement
	Norm-Referenced Measurement
	Validity
		Validity of Criterion-Referenced Tests
		Validity of Norm-Referenced Tests
		Factors Affecting Validity
	Reliability
		Reliability of Criterion-Referenced Tests
		Reliability of Norm-Referenced Tests
		Factors Affecting Reliability
	Objectivity
	Administrative Feasibility
	Review Problems
	Chapter Review Questions
6 Construction of Knowledge Tests
	Steps in Construction of a Test
		Test Planning
		Test Item Construction
		Test Administration
		Item Analysis
		Item Revision
	Objective Test Items
		True-False Items
		Multiple-Choice Items
		Matching Items
	Short-Answer and Completion Items
	Essay Test Items
	Review Problems
	Chapter Review Questions
7 Assessing and Grading the Students
	Characteristics of Authentic Assessment
		Formal Record Keeping
		Natural Surroundings
		Formative and Summative Assessment
		Technique (Form) and End Result
		Self-Assessment and Peer Assessment
		Portfolio Assessment
		National Association for Sport and Physical Education (NASPE)
	Grading
	Use of Grades
		Students
		Parents
		Teachers
		Administrators
	Factors Used in Grading
		Affective Factors
		Cognitive Factors
		Psychomotor Factors
	Criteria for Grades
	Methods of Grading
		Norm-Referenced Grading
		Criterion-Referenced Grading
	Which Method of Grading Is Best?
	Weighting of Factors
	Reporting of Final Grades
	Review Problem
	Chapter Review Questions
8 Construction and Administration of Psychomotor Tests
	Test Construction Guidelines
		Know What Is Required of a Good Test
		Define the Performance to Be Measured
		Analyze the Performance
		Review the Literature
		Devise the Test Items
		Prepare the Directions
		Have the Test Reviewed by Your Peers
		Administer the Test to a Small Group of Students
		Determine the Validity, Reliability, and Objectivity
		Develop the Norms
		Determine Intercorrelations
	Test Administration Responsibilities
		Pre-test Responsibilities
		Testing Responsibilities
		Post-test Responsibilities
	Types of Psychomotor Tests
	Review Problem
	Chapter Review Questions
9 Agility
	Why Measure Agility?
	Responsibilities after Measurement
	Tests of Agility
	Activities to Develop Agility
		Changes in the Height of the Body in Jumps
		Changes in Distance
		Changes in Direction
		Other Agility Activities
	Review Problems
	Chapter Review Questions
10 Balance
	Why Measure Balance?
	Responsibilities after Measurement
	Tests of Balance
		Static Balance Tests
		Dynamic Balance Tests
	Activities to Develop Balance
		Static Balance Activities
		Dynamic Balance Activities
		Recapturing Balance Activities
	Review Problems
	Chapter Review Questions
11 Cardiorespiratory Fitness
	Why Measure Cardiorespiratory Fitness?
	Pre-Test/Pre-Activity Screening
	Responsibilities after Measurement
	Tests of Cardiorespiratory Fitness
	Development of Cardiorespiratory Fitness
	Review Problems
	Chapter Review Questions
12 Flexibility
	Why Measure Flexibility?
	Responsibilities after Measurement
	Tests of Flexibility
	Exercises to Develop Flexibility
		Neck
		Shoulder and Upper Chest
		Upper Back
		Lower Back
		Trunk
		Posterior Hip, Upper Leg, and Lower Back
		Anterior Hip and Thigh
		Groin Area
		Posterior Lower Leg
		Foot and Ankle
	Review Problems
	Chapter Review Questions
13 Muscular Strength, Endurance, and Power
	Why Measure Muscular Strength, Endurance, and Power?
	Responsibilities after Measurement
	Tests of Muscular Strength and Endurance
		Tests with Weight-Training Equipment
		Tests Requiring Limited Equipment
	Tests of Muscular Power
	Exercises to Develop Muscular Strength and Endurance
		Posterior Upper Arms, Shoulders, Chest, and Upper Back
		Anterior Upper Arms, Shoulders, Chest, and Upper Back
		Abdomen
		Lateral Trunk
		Lower Back and Buttocks
		Lateral Hips and Thighs
		Upper Legs
		Lower Legs
	Review Problems
	Chapter Review Questions
14 Anthropometry and Body Composition
	Why Measure Body Structure and Composition?
	Responsibilities after Measurement
	Body Type Classification (Somatotyping)
	Height–Weight Tables
		Elbow Breadth
		Ankle Girth
	Body Composition
		Bioelectrical Impedance Analysis (BIA)
		Air Displacement Plethysmography (BOD POD)
		Dual-Energy X-Ray Absorptiometry (DXA)
		Underwater Weighing
		Skinfold Tests
		Estimating Percent Body Fat
	Optimal Percent Body Fat and Desirable Body Weight
		Cooper Method for Determining Ideal Weight
	Body Mass Index (BMI)
	Fat Distribution
	Review Problems
	Chapter Review Questions
15 Physical Fitness
	Why Measure Physical Fitness?
	Guidelines for the Administration and Use of Fitness Tests
	Norm-Referenced Standards versus Criterion-Referenced Standards
	Responsibilities after Measurement
	Tests of Health-Related Physical Fitness
	Tests of Skill-Related Physical Fitness
	Review Problems
	Chapter Review Questions
16 Older Adults
	Why Measure Functional Fitness?
	Responsibilities after Measurement
	Testing Guidelines
	Tests of Functional Fitness
	Physical Activity for the Older Adult
		Activity
		Frequency
		Duration
		Intensity
	Review Problems
	Chapter Review Questions
17 Special-Needs Populations
	Why Measure Special-Needs Populations?
	Norm-Referenced or Criterion- Referenced Tests?
	Responsibilities after Measurement
	Perceptual-Motor Performance Tests
	Motor Performance Tests
	Physical Fitness Tests
	Review Problems
	Chapter Review Questions
18 Sports Skills
	Why Measure Sports Skills?
	Responsibilities after Measurement
	Individual and Dual Sports
		Archery
		Badminton
		Golf
		Handball
		Racquetball
		Tennis
	Team Sports
		Basketball
		Field Hockey
		Football
		Soccer
		Softball
		Volleyball
	Review Problems
	Chapter Review Questions
	Sources of Additional Sports Skills Tests
		Archery
		Badminton
		Basketball
		Bowling
		Field Hockey
		Football
		Golf
		Handball
		Racquetball
		Soccer
		Softball
		Swimming
		Tennis
		Volleyball
APPENDIXES
	A Values of the Correlation Coefficient (r)
	B Critical Values of t (Two-Tailed Test)
	C F-Distribution
	D Values of the Studentized Range (q)
REFERENCES AND ADDITIONAL READING
INDEX