Measurement in Physical Education

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

physical education program are screened Out. However, just because the physician has found cause to exclude a child from physical education is not sufficient reason for the youngster to be placed on the shelf and forgotten. Rather, the physical educator should work with the medical specialist to determine if a less strenuous program might be established for the child, depending, of course, upon the condition or illness. Figure 118 contains a questionnaire that may prove useful with children who have received medical excuses. Quite frequently there are situations in which the child would gain much if the physical educator and the medical people would more closely coordinate then efforts.

Selection of tests in the program. Tests in physical education may be classified into eight areas, as follows: physiological; body mechanics; nutrition; strength; motor fitness; general motor ability; skills, and social evaluation. Certainly the physical educator must limit his choice of tests relevant to the needs in the program. However, lie should include as a minimum some type of evaluation in the areas of general physical fitness and body, mechanics.

Once tests of general fitness and body mechanics screening evaluation have been administered, the youngsters who are found to be deficient constitute for the most part the development and remedial group. It is with this group that more definitive measurements remedial to the deficiency may be applied. Such evaluation might include nutritional tests, physiological tests, and the more specific measures found in the area of body mechanics.

Skill and knowledge tests, its wits stated earlier, are to be used for marking, classification, equating teams, and determining progress. As there are tests for almost every skill, it is recommended that only the major activities in the program be evaluated in order to expedite the measurement scheme.

The use of rating scales and similar tests for evaluating social efficiency should be used with prudence. However, the characteristics included in the rating scales may effectively be used its it criterion in the subjective evaluation of children's behavior patterns. Those Youngsters who have all apparent unsatisfactory level of adjustment should be more carefully observed. It is with these youngsters that the anecdotal record may prove helpful in determining the cause or causes of maladjustment, and provide useful information in constructing it program for the child. It seems doubtful, in respect to the advantages that would be forthcoming, that a rating sheet should be kept on every child. Perhaps the most practical method of evaluating group structure and individual status, for the physical educator, is use of sociometric tests.


BIBLIOGRAPHY

1. Barrow, Harold M.: The ABC's of Testing. Journal AAHPER, May-June 1962, pp. 35-37.

2. Mathews, Donald K.: "Comparison of Testers and Subjects in Administering Physical Fitness Index Tests". Research Quart., 24:442-445, 1953.

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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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