Chapter 12: Principles of Test Selection and Administration Flashcards
Reasons for testing
- Assessment of athletic talent
- Identification of physical abilities in need of improvement
Why is it important to assess athletic talent?
Testing enables coaches to determine if a player has the basic physical abilities to compete at a given level, provided skill can be developed
Test
A procedure for assessing ability in a particular endeavor
Field Test
A test used to assess ability that is performed away from the laboratory and does not require extensive training or expensive equipment
Measurement
The process of collecting test data
Evaluation
The process of analyzing test results for the purpose of making decisions
Pretest
- A test administered before the beginning of training to determine the athletes initial basic ability levels
- Allows the coach to design a program in keeping with the athletes current training level and training objectives
Midtest
A test administered one or more times during the training period to assess progress and modify the program as needed to maximize benefit
Formative Evaluation
Periodic reevaluation based on midtests administered during the training, usually at regular intervals
Posttest
A test administered after the training period to determine the success of the training program in achieving the training objectives
Validity
Refers to the degree to which a test or test item measures what it is supposed to measure
Types of validity
- Construct validity
- Face validity
- Content validity
- Criterion-Reference validity
Construct Validity
- The ability of a test to represent the underlying construct
- Refers to overall validity, or the extent to which the test actually measure what it is designed to measure
What criteria must be met for a test to be valid?
- Measure abilities important in the sport
- Produce repeatable results (see reliability)
- Measure individual results
- Appear meaningful
- Be adequately difficult
- Differentiate between levels of ability
- Permit accurate scoring
- Include a sufficient number of trials
- Withstand statistical analysis
Face Validity
The appearance to the athlete and other casual observers that the test measures what it is purported to measure
Content Validity
Te assessment by experts that the testing covers all relevant subtopics or component abilities in appropriate proportions
Criterion-Referenced Validity
The extent to which test scores are associated with some other measure of the same ability
Types of Criterion-Referenced Validity
- Concurrent/Convergent
- Predictive
- Discriminant
Concurrent Validity
The extent to which test scores are associated with those of other accepted tests that measure the same ability
Convergent Validity
- A type of concurrent validity
- Evidenced by high positive correlation between results of the test being assessed and those of the recognized measure of the construct (the “gold standard”)
- A test is preferable to the gold standard if it exhibits convergent validity but is less demanding
Predictive Validity
The extent to which the test score corresponds with future behavior or performance
Discriminant Validity
The ability of a test to distinguish between two different constructs
- Evidenced by a low correlation between the results of the test and those of test of a different construct
- Good discriminant validity in a battery of tests prevents waste in time, energy, and resources
Reliability
The degree of consistency or repeatability of a test
Test-Retest Reliability
Statistical correlation of scores from 2 administrations
Factors which can cause difference between two scores
- Intrasubject (within subjects) variability
- Lack of interrater (between raters) reliability or agreement
- Intrarater (within raters) variability
- Failure of the test itself to provide consistent results
Intrasubject Variability
A lack of consistent performance by the person being tested
Interrater Reliability/Agreement
- AKA objectivity
- The degree to which different raters agree in their test results over time or on repeated occasions
Intrarater Variability
Lack of consistent scores by a given tester
Considerations for test selection
- Metabolic energy system specificity
- Biomechanical movement pattern specificity
- Experience and training status
- Age and sex
- Environmental factors
Metabolic Energy System Specificity
A valid test must emulate the energy requirements of the sport for which ability is being assessed
Biomechanical Movement Pattern Specificity
The test should mimic the movements required by the sport
Experience and Training Status
- Technique-dependent tests are appropriate for experience athletes, not novices
- The athlete should be familiar with the physical requirements of the test
Age and Sex
Make sure the test is age and sex appropriate
Environmental Factors
Factors such as temperature, humidity, and altitude can influence test performance, so testers should try to standardize environmental conditions as much as possible
Considerations for test administration
- Health and safety
- Selection and training of testers
- Test organization and efficiency
- Athlete prep and instruction
Test Battery
- Multiple tests grouped together
- Tests should be separated by at least 5 minutes to prevent fatigue accumulation
Test Sequencing
- Non-fatiguing tests
- Agility tests
- Max power and strength tests
- Sprint tests
- Local muscular endurance tests
- Fatiguing anaerobic capacity tests
- Aerobic capacity tests
