meeting the program objectives. Because of the stable nature of strength, the test results are reliable and objective. The fact that strength is related to ability in skills and is affected by organic drains and to some extent by emotional disturbances lends validity to these tests.
In almost any measuring instrument devised for use with human beings, shortcomings are always present. This is true with the strength tests that have been presented in this chapter. It would be foolhardy not to recognize the limitations accompanying each test. However, it is just as reckless not to measure at all, merely because a test is not perfect. Think, for example, of the skiers who will sit in front of the fire in the evening by the hour and argue over the advantages of various waxes and combinations that should be used, depending upon the snow conditions. Certainly, they all do not agree. However, by the same token, because of obvious shortcomings in certain waxing combinations, the skiers do not throw away the waxes and ski on bare boards. After all, the value of skiing goes beyond the type of wax used. So too, in physical education we should concern ourselves more with the program that results from testing, and not so much with the test.
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