Measurement in Physical Education

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

chapter 5
motor fitness tests

The term "motor fitness" became popular during World War II. It may be defined as a limited phase of motor ability, emphasizing capacity for vigorous work. The aspects selected for emphasis are endurance, power, strength, agility, flexibility, and balance. More specifically, motor fitness might be referred to as efficient performance in such basic requirements as running, jumping, dodging, falling, climbing, swimming, lifting weights, carrying loads, and enduring sustained effort in a variety of situations. This type of measurement logically reflects the kind of fitness required of most military personnel. Numerous tests of motor fitness were devised and used in the various branches of the armed services.

The ease of administration, the small amount of training required for testing, and the economy of equipment involved contribute to the utility of these tests. The test results may be used to show the fitness status of the pupil, to measure improvement, and to serve as a basis for general ability classification in the physical education program. Although certain of the tests have norms constructed from a Sigma or T-scale, it is recommended that each teacher construct norms from his own pupils. He will then know that the scaled scores apply to his own group. Such factors as age, height, and weight of participants, and nature and intensity of the program will affect the norms.

Motor fitness tests are not beyond the reach of any school system desirous of initiating a measurement program. The tests are functional as well as objective in measuring a certain phase of fitness. It is possible to train student leaders to help in the administration of the test batteries. Because the tests are self-administered, the pupils may practice on their own to gain higher scores, at the same time increasing fitness.

It should be remembered that before data are collected for use in evaluation, as well as for constructing norms, the pupils should have sufficient experience with the test items. During the practice sessions the youngsters may become oriented as to the proper execution of the test as

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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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