Measurement in Physical Education

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

chapter 13
marking in physical education

Youngsters' marks are an extremely important part of the educational program. In addition to the recognized purposes of marks, they probably constitute the single most important instrument of communication between school and parent. Regardless of the value that teachers place on the report card, parents attach a great deal of significance to Johnny's or Mary's marks. Recognizing this fact, school administrators are gradually changing the report card into a much more elaborate instrument. For instance, a card may now contain two or three pages, in which are included marks for aptitude, sociability, attitude, and progress, in addition to the subject or course marks. Also, it is not unusual to find a space for notes written by the homeroom teacher relative to the strengths and weaknesses of the pupil. These may be similar to anecdotal record reports. We can rest assured that for the most part parents carefully study the report card, for it contains meaningful information about their child. Physical educators must come forward with a sound marking system and use to advantage this valuable medium for making clear the aims of their program and profession.

Need for a marking scheme. It is commonly agreed among physical educators that, in most cases, the present practice of marking in physical education leaves much to be desired. For example, in a recent study, conducted among fifty practice teachers who had just returned from their respective schools, it was found that in 80 per cent of the systems the child's mark was based solely on his being present and in uniform daily.5

In an earlier study,9 among twenty-six colleges and universities, the

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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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