Measurement in Physical Education

By Donald K. Mathews; Nancy Allison Close | Go to book overview

were ones which would aid in diagnosis of motor and neurological deficiencies. Since Oseretsky published his test there have been several revisions, the most recent one by Kershner and Dusewicz. Their version reduces the time required for administration through the use of group techniques. Forty-six items constitute the complete test battery, among them the following:

Task. Hop on one foot completely around a chair in a counterclockwise direction. Then repeat using other foot.

Criterion. Score positive if subject is able to hop around chair as directed without suspended foot touching floor and without any part of body touching chair. (One success in four trials = ½ point per leg)

Task. Walk backwards, heel to toe with hands on hips, along a straight line 2 yards long and 2 inches wide.

Criterion. Score positive if subject is able to walk the length of the line backwards as directed, touching toe of moving foot to heel of stationary foot on each step taken and keeping both feet continually on the line. (One success in four trials = 1 point)

Task. Balance a yardstick on end, vertically, on the palm side of the tip of one forefinger.

Criterion. Score positive if subject is able to initiate balancing of yardstick and then maintain balance for ten seconds. (One success in four trials = 1 point)

Task. Extending arms out to sides and holding arm and wrist joints rigid, describe circles with forefingers.

Criterion. Score positive if subject can continue circular movement of forefingers for ten seconds without moving hands, wrists, or arms. (One success in four trials = 1 point)

Task. Rub abdomen with one hand, with circular motion of arm. Pat top of head with the other hand, using up and down motion of arm.

Criterion. Score positive if both actions can be performed simultaneously without interruption for ten seconds. (One success in four trials = 1 point).

Kraus-Weber tests (Page 97). Good muscular tonus is essential for learning motor movements. The Kraus-Weber tests provide an easy way of evaluating minimum muscular fitness.

The stunts and exercises contained in the perceptual survey may also be used as activities for the development of neuromuscular coordination.

The stunts and exercises which have been mentioned here are only a few of the infinite combinations of activities which may be employed. You as a teacher should evaluate the neuromuscular status of your pupils.


BIBLIOGRAPHY

1. Anderson, Theresa W.: "Weighted Strength Tests for the Prediction of Athletic Ability in High School Girls". Research Quart., Vol. 7, No. 1, March, 1936.

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Measurement in Physical Education
Table of contents

Table of contents

  • Title Page i
  • Preface v
  • Contents vii
  • Chapter 1 Approach to Measurement and Evaluation 1
  • Bibliography 23
  • Chapter 2 Test Selection 25
  • Chapter 3 Analysis of Test Scores 33
  • Bibliography 71
  • Chapter 4 Measuring Strength 72
  • Bibliography 107
  • Chapter 5 Motor Fitness Tests 109
  • Bibliography 156
  • Chapter 6 General Motor Ability 157
  • Bibliography 201
  • Chapter 7 Sports Skill Testing 204
  • Bibliography 228
  • Chapter 8 Cardiovascular Tests 229
  • Bibliography 258
  • Chapter 9 Nutritional Measurements and Somatotype 260
  • Bibliography 295
  • Chapter 10 Evaluation of Body Mechanics 297
  • Introduction 297
  • Bibliography 336
  • Chapter 11 Evaluation of Social Development 338
  • Bibliography 358
  • Chapter 12 Sports Knowledge Tests 360
  • Bibliography 372
  • Chapter 13 Marking in Physical Education 374
  • Bibliography 390
  • Chapter 14 Organization and Administration of the Measurement Program 391
  • Bibliography 404
  • Appendix a Table of Square Roots of Numbers from 1 to 1000 405
  • Appendix B Suggested Laboratory Exercises 416
  • Appendix C the New Britain System 420
  • Appendix D Norms for Aahper Youth Fitness Test 428
  • Appendix E Norms for Kirchner Motor Fitness Test 452
  • Appendix F Norms for Oregon Motor Fitness Test 456
  • Index 463
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