Lecture 5 Flashcards
methods of assessment
- norm-referenced “above average for her age group”
- criterion referenced “meets criteria to advance to next swimming level”
- standardized strategies- Canada Fitness Test (controlled environment)
- alternative strategies- functional relevance? Can skill translate to real situations
- rubrics score 1-5 of volleyball serve technique
- task analysis: breakdown of skills to know specifically what to work on
- ecological assessment- all components of going bowling
- portfolios- videos, peer evaluations, self-reflection, logs
- combination of techniques
affective (socio-emotional) domain
- students must also sow skills such as:
- etiquette
- fairness
- communication with peers and instructor to participate fully in a physical activity setting
tests and measures
- milani-camparetti test: used to assess motor development from birth to 24 months
- 27 items including head and body control, primitive reflexes, righting reactions
- observe and score the child on whether reflexes present or not
- easy, short, good reliability
fundamental movements pre school and early elementary
- test of gross motor development
- norm-and criterion-referenced
- assesses skill sequence development not outcome (how far, how fast)
- locomotor subtest- run, gallop, hop
- object control subtest- dribble, catch, kick, throw
- two tries, one point for meeting criteria (provided to tester)- norm tables available /.5 years 3-8 years
brockport physical fitness
- health-related, criterion referenced test for ages 10-17 with or without disabilities
- 27 test items to choose from in different areas; body comp, muscle functioning and aerobic functioning
- usually choose 4-6 items for each area
- DVD: steps for a personalized test
brockport 5 steps
- Identify and select health-related concerns
- Establish a personalized fitness profile
- Select components and subcomponents
- Select test items
- Select standards to evaluate
cardiovascular assessment
- 1 mile run/walk
- beep test
- target aerobic test- using HR monitor
muscular endurance assessment
- isometric push up
- bench press
- wheelchair ramp test
the importance of task analysis
- being able to breakdown a skill into manageable parts requires practice
- traditional task analysis: task of a skill broken down from the easiest to hardest
- teacher or coach must identify main skill objective or goal
ex) jumping rope
1. Jump over line (task) face line, parallel to line, sideways to line
2. Jump over still rope: face line, parallel to line, sideways to line
3. Jump over wiggly rope with verbal cue: parallel, sideways to line
benefits
- recognition of progress
- avoiding off task behavior
- maintaining self-esteem
- mastering small parts of a skill is empowering
biomechanical task analysis
-break down the skill into focal points that, when put together, create the outcome skill
tennis backstroke:
-watch ball throughout skill
-move to ball quickly with correct footwork
-racquet brought back early in sequence
-transfer weight
teacher driven
ecological task analysis
- includes the learner much more than the other two types (interaction of their skill and movement patterns, the environment, the movement goal, the conditions under which the skill is performed as well as the intent of the student)
- less directed, more student-centered that gives control to the student through choice
four steps task analysis
- Determine the goal that want to accomplish
- Provide choice of setting, equipment, movement skill to the student
- The student trials the movement and the teacher manipulate a variable to be more successful next trial
- once best choice are made, proper instruction is given to accomplish the goal to the best of the student’s ability
example task analysis
Example:
goal: kicking a ball and hitting a target
choice: size and type of ball
size of the target: placement of target (high, low)
distance: from target
manipulation: teacher notices best effort from medium gator ball
instruction: teacher shows how to correctly kick gator ball with follow through, weight transfer
outcome:
activity analysis
- optimizing student success with an activity
- look at the demands of the activity, the tasks involved and all other factors included to see if the activity is suitable for your group
- ex) complexity of rules, guidelines regarding equipment use, cooperation requirements
