Chapter 12 Shit

Question 1

What are the primary reasons for testing?

Answer 1

-Assessment of athletic talent
+Allows the coach to determine whether an individual has the physical potential to play a sport at the competitive level of the team
-Identification of physical abilities in need of improvement
+Allows the coach to determine which physical abilities should be targeted in the s+c program

Question 2

What are the 8 kinds of validity?

Answer 2

-Construct
-Face
-Content
-Criterion-referenced
+Concurrent validity
+Convergent Validity
+Predictive validity
-Discriminant validity

Question 3

What is construct validity?

Answer 3

-The degree to which a test measures what it is supposed to measure
-To be valid - tests must:
+Measure abilities important in the sport
+Produce repeatable results
+Measure the performance of one athlete at a time
+Appear meaningful
+Be of suitable difficulty
+Be able to differentiate between different levels of ability
+Permit accurate scoring
+Include a sufficient number of trials
+Withstand the test of statistical evaluation
-Given the choice between two valid tests - pick the simplest and most economical in terms of administration

Question 4

What is face validity?

Answer 4

-The appearance to the athlete and other observers that the test measures what it is purported to measure - “the appearance of test validity to nonexperts”
-Athletes are more likely to respond positively and be motivated to perform on tests with adequate face validity

Question 5

What is content validity?

Answer 5

-The assessment by experts that the testing covers all relevant subtropics or component abilities in appropriate proportions needed for the sport

Question 6

What is Criterion-referenced validity?

Answer 6

-The extent to which test scores are associated with some other measure of the same ability - includes three subtypes
+Concurrent
+Convergent
+Predictive

Question 7

What is concurrent validity?

Answer 7

-The extent to which test scores are associated with those of other accepted tests that measure the same ability

Question 8

What is convergent validity?

Answer 8

-A high-positive correlation between results of the test being assessed and those of the recognized measure of the construct (“the gold standard”)

Question 9

What is predictive validity?

Answer 9

-The extent to which the test score corresponds to future performance or behavior in the relevant sport

Question 10

What is discriminant validity?

Answer 10

-The ability of a test to distinguish between two different constructs
-Evidenced by low correlations between results from one test construct vs another - avoids redundancy in the different tests performed

Question 11

What is reliability in a test?

Answer 11

-A measure of the degree of consistency or repeatability of a test
-An athlete whose ability is unchanged should receive the same score on a reliable test
-Tests must be reliable to be valid

Question 12

What is the main way people test reliability?

Answer 12

-Test-retest reliability
+Difference between two scores on the same athlete determine test-retest reliability
+On a reliable test, score differences indicate a measurement error

Question 13

What is TE?

Answer 13

-Typical error of measurement (TE)
+Includes equipment error and biological variation of athletes

Question 14

What can score differences arise from?

Answer 14

-Intrasubject variability
+Lack of consistent performance from a testing athlete
-Lack of interrater reliability or agreement
+The degree to which different raters agree in their test results over time or on repeated occasions - consistency between raters
+Tests need a clearly defined scoring system
+The same scorer should test the same athletes at the beginning and end of a training period
+Poor interrater reliability leads to athletes having artificially inflated scores from lenient testers
-Intrarater variability
+Lack of consistent scores by a given tester
+I.e. coach eager to see improvement may be more lenient on post-testing than pre-testing
+Other causes:
++Inadequate training
++Inattentiveness
++Lack of concentration
++Failure to follow calibration procedures
+Failure of the test itself
++Can occur for various reasons
++I.e. tests requiring techniques that the athletes has not developed consistency
++Technique-dependent tests tend to produce more variability in scoring

Question 15

What does it mean to test based on metabolic energy system specificity?

Answer 15

-A valid test must emulate the energy requirements of the sport for which the ability is being assessed - i.e. phosphagen, glycolytic, oxidative
-Strength and conditioning professional must be familiar with the needs of the sport
-I.e. basketball running mostly anaerobic with specific distances and direction changes
-Tests should simulate the physical movements and energy demands of a real game

Question 16

What does it mean to test biomechanical movement pattern specificity?

Answer 16

-The more similar the test to an important sport movement - the better
+Vertical jump for basketball and volleyball, but not as relevant for hockey
+I.e. football
++D line need pushing strength and 5-15 yard speed
++Wide receiver needs 30-100 yard speed
++Bench press and 15 yard sprint more important for lineman
++30-100 yard sprint more important for receiver

Question 17

How does experience and training status affect testing?

Answer 17

-Technique intensive tests more appropriate for well-trained, experienced athletes
-Specific training experience also relevant
+I.e. 3 mile run for baseball player not appropriate test since player most likely has been doing sprints
+Squat not appropriate for lower body strength if athlete has been using leg press

Question 18

How does age and sex affect testing?

Answer 18

-Age and sex can affect the validity and reliability of tests
+I.e. 1.5 mile run appropriate for aerobic power assessment in college-aged athletes but not for preadolescents without experience and interest in sustained running
+Maximum pull ups may be appropriate for male wrestlers but not females due to substantial difference in upper body strength between men and women
++Prone pull up with supported feet more appropriate for women to test elbow flexion endurance

Question 19

How do environmental factors effect testing?

Answer 19

-Necessary to consider the environment when selecting and administering tests of basic athletic ability
-I.e. high temperature and humidity can impair exercise performance, pose health risks, and lower the validity of aerobic endurance tests
+For aerobic and anaerobic endurance, temperature above 80f and humidity above 50% can impair performance
-Altitude can affect performance as well - give athletes time to adapt to altitude etc.
-Always note environmental conditions on testing reports to help analyze results

Question 20

What are testing health and safety considerations?

Answer 20

-Athletes should be medically cleared for testing beforehand
-Strength and conditioning professional must remain attentive to athlete health status
+Especially important before, during, and after maximal exertion testing
+1 rep max and maximum running tests can uncover or worsen heart problems
-Heat injury is a risk in hot environments
+Athletes should wear light clothing and drink substantial water if testing in heat
-Musculoskeletal injuries can also be a problem during testing - cannot ignore symptoms (i.e. joint pain etc)

Question 21

What situations or symptoms would you want a medical referral for?

Answer 21

-Chest pressure
-Pain or excessive discomfort
-Listlessness
-Light-headedness, dizziness, or confusion
-Headache
-Reddened, cold, or clammy skin
-Irregular pulse
-Bone or joint pain
-Blurred vision, nausea, or shortness of breath
-Rapid pulse
-Weakness not commensurate with the level of exertion

Question 22

How should tests be administered?

Answer 22

-Accurate test results require safety, correctness, and organization
-Testers should be carefully selected and trained
-Tests should be well organized and efficiently administered
-Athletes should be properly prepared and instructed

Question 23

How should testers be selected and trained?

Answer 23

-Administrators should be well-trained and have a thorough understanding of all testing procedures and protocols
-Test supervisor should ensure novice testers follow proper scoring guidelines
-Testers should have practice administering tests beforehand
-Testers should follow identical protocols - i.e. one tester should not give verbal encouragement if another tester does not

Question 24

How are recording forms important for testing?

Answer 24

-Recording forms should be developed before testing
-Space for all test results, comments, and documenting of environmental conditions
-Specific details of setup should be recorded (i.e. pin height of barbell)

Question 25

What should the format of the testing session be?

Answer 25

-A well-organized testing session will enhance the reliability of test measures
-Athletes should be aware of the purpose and procedures of testing
-Planning should address issues such as:
+Testing athletes all at once or in groups
+Which tester will administer which tests to which athletes
++Preferable to have the same tester for all athletes when possible
+Tester should administer only one test at a time
+Planning and practicing will help ensure an efficiently run testing session

Question 26

What considerations should be taken for testing battering and multiple testing trials?

Answer 26

-To improve efficiency, multiple testing stations for each test can be setup
-One tester can administer two non-fatiguing tests in sequence if test reliability can be maintained
+One tester may be able to oversee a vertical jump test following by a static jump test immediately afterward
-When multiple testing trials (i.e. Repeated 1rm tests) or battery of tests performed should allow complete recovery between trials
+At least 2 minutes between attempts that are not close to maximum
+At least 3 minutes between attempts that are close to maximum
-When performing test batteries - tests should have 4 minutes between each separate test to prevent effects of fatigue

Question 27

What is the ideal test sequence?

Answer 27

-One test should not affect performance on subsequent tests
-High skill tests should be performed before fatiguing tests
-Sample logical sequence:
+Non-fatiguing tests (e.g. height, weight, flexibility, vertical jump)
+Agility tests (e.g. T-test, pro agility test)
+Maximum power and strength (e.g. 1rm power clean, 1rm squat)
+Sprint tests (e.g. 40m sprint with splits at 10m and 20m)
+Local muscular endurance tests (e.g. push-up test)
+Fatiguing anaerobic capacity tests (e.g. 300 yd shuttle)
+Aerobic capacity tests (e.g. 1.5 mile run or yo-yo intermittent recovery test)
-Test order should be designed to require minimal recovery between tests to allow more efficient testing session
-If possible, fatiguing anaerobic capacity and aerobic test should be performed on a different day
+If this is not possible, these tests should be performed last after an extended rest period
-If testing is conducted on different days, perform tests at the same time

Question 28

How should you prepare athletes for testing?

Answer 28

-Date, time, and purpose of the test battery should be announced in advance to allow athletes to prepare physically and mentally
-Athletes should be familiar with test content and procedures
-Short supervised pretest practice or familiarization one-to-three days before testing should be performed
+Athletes should perform the tests at less than full intensity to be fully prepared on testing day

Question 29

What should testing instructions cover?

Answer 29

-The purpose of the test
-How the test is to be performed
-Amount of warm-up recommended
-Number of practice tests allowed
-Number of trials
-Test scoring
-Criteria for disallowing attempts
-Recommendations for maximizing performance

Question 30

What are other considerations for testing to ensure a clean session?

Answer 30

-Tester or assistants should demonstrate proper performance when possible
-Athletes should have the chance to ask questions before and after testing
-Athletes should be motivated equally - none should receive special consideration
-Testing reliability improves with proper movement
+Should include a general and specific warm-up that is the same for all athletes
-After dramatically elevated heart rates, athletes should be led through a cooldown
+I.e. after anaerobic capacity testing, athletes should walk or lightly stretch rather than sit or lie down