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EXCI 352 > Principles of test selection & administration > Flashcards

Principles of test selection & administration Flashcards

1
Q

Reasons for testing (5)

A
  • Ax of athletic talent
  • Identification of physical abilities & areas in need of improvement
  • Setting of realistic goals using baseline measurements
  • Evaluation of progress
  • Identification of physical staleness, burnout & overtraining
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2
Q

The process of collecting data

A

Measurement

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3
Q

A test administered one or more times during training period to assess progress and modify the program as needed to maximize benefit

A

Midtest

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4
Q

A procedure for assessing ability in a particular endeavor

A

Test

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5
Q

Periodic reevaluation based on midtests administered during the training, usually at regular intervals

A

Formative evaluation

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6
Q

The process of analyzing test results for the purpose of making decisions

A

Evaluation

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7
Q

A test administered after the training period to determine the success of the training program achieving the training objectives

A

Posttest

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8
Q

A test used to assess ability that is performed away from the laboratory and does not require extensive training or expensive equipment

A

Field test

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9
Q

A test administered before the beginning of training to determine the athlete’s initial basic ability levels

A

Pretest

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10
Q

Types of validity (4)

A
  • Construct validity
  • Face validity
  • Content validity
  • Criterion-referenced validity
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11
Q

Types of reliability (4)

A
  • Test-retest reliability
  • Intrasubject variability
  • Interrater reliability
  • Intrarater variability
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12
Q

What is validity?

A

Is the degree to which a test or test item measures what it is supposed to measure

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13
Q

The most important characteristics of testing

A

Validity

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14
Q

Is the ability of a test to represent the underlying construct

A

Construct validity

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15
Q

What does construct mean?

A

Is the theory developed to organize & explain some aspects of existing knowledge & observations

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16
Q

What 3 things are secondary to construct validity?

A

Face validity
Content validity
Criterion-referenced validity

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17
Q

Is the appearance to the athlete & other casual observers that the test measures what it is supposed to measure
Generally informal and nonquantitative

A

Face validity

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18
Q

Is the assessment by experts that the testing covers all relevant subtopics or component abilities in appropriate proportions

A

Content validity

19
Q

Example, for soccer players, a test battery should include tests for what? (4)

A

Sprinting speed
Agility
Coordination
Kicking power

20
Q

Is the extent to which test scores are associated with some other measure of the same ability
Is often estimated statistically

A

Criterion-referenced validity

21
Q

Types of criterion-referenced validity

A

Concurrent validity
Predictive validity
Discriminant validity

22
Q

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

A

Concurrent validity

23
Q

What is the type of validity related to “the gold standard”?

A

Convergent validity

24
Q

Is the extent to which the test score corresponds with future behavior or performance

A

Predictive validity

25
Q

Is the ability of a test to distinguish between 2 different constructs & is evidenced by a low correlation between the results of the test & those of a different construct

A

Discriminant validity

26
Q

Reliability

A

Is a measure of the degree of consistency or repeatability of a test

27
Q

T or F: a test must be reliable to be valid

A

TRUE

28
Q

T or F: a reliable test may not be valid

A

TRUE because it may not measure what it is supposed to measure

29
Q

What are the factors that produce measurement error?

A

Intrasubject variability
Lack of interrater reliability or agreement
Intrarater variability
Failure of the test itself to provide consistent results

30
Q

Sources of interrater differences are variations in: (3)

A
  • Calibration of testing devices
  • Preparation of athletes
  • Administration of the test
31
Q

Sources of intrarater error (5)

A
  • Unintentional leniency
  • Inadequate training
  • Inattentiveness
  • Lack of concentration
  • Failure to follow standardized procedures
32
Q

Test selection should be based on which components?

A

Metabolic energy system specificity
Biomechanical movement pattern specificity
Athlete experience and training status
Age and sex
Environmental factors

33
Q

Effects of high ambient temperature + high humidity?

A
  • Impair endurance exercise performance
  • Lower the validity of aerobic endurance tests
  • Pose health risks
34
Q

Effects of altitude

A
  • Impair performance on aerobic endurance tests
  • Does not impair performance on tests of strength and power
35
Q

What are the components of test administration? (7)

A

Health and safety considerations
Selection and training of testers
Recording forms
Test format
Testing batteries & multiple testing trials
Sequence of tests
Preparing athletes for testing

36
Q

The Strength & Conditioning Professional must:
- be aware of testing conditions that can threaten the health of athletes.
- be observant of signs and symptoms of health problems that warrant exclusion from testing.
- remain attentive to the health status of athletes, especially before, during, and after maximal exertions

A

Health and safety considerations

37
Q

Testers
- should be well trained.
- should posses a thorough understanding of all procedures & protocols.
- should perform & score all tests correctly.
- must have sufficient practice.
- should be trained to explain & administer the tests as consistently as possible.

A

Selection and training of testers

38
Q

Scoring forms should:
- be developed before the testing session
- have space for all test results & comments

A

Recording forms

39
Q
  • Consider whether athletes will be tested all at once or in groups.
  • The same tester should administer a given test to all athletes if possible.
  • Each tester should administer one test at a time, especially when the tests require complex movements.
A

Test format

40
Q
  • Duplicate test setups can be used for large groups.
  • When multiple trials of a test or a batteryof tests are performed, allow complete recovery between trials.
A

Testing batteries and multiple testing trials

41
Q

Fundamental principle with test sequencing?

A

One test should not affect the performance of a subsequent test

42
Q

From 1 to 7, what is the sequence of tests?

A
  1. Non fatiguing tests
  2. Agility tests
  3. Maximum power & strength tests
  4. Sprint tests
  5. Local muscular endurance tests
  6. Fatiguing anaerobic capacity tests
  7. Aerobic capacity tests
43
Q

The instructions should cover:
- the purpose of the test,
- how it is to be performed,
- the amount of warm-up recommended,
- the number of practice attempts allowed,
- the number of trials,
- test scoring,
- criteria for disallowing attempts, &
- recommendations for maximizing performance.

A

Preparing athletes for testing

44
Q

Read slides 45-46

A

Preparing athletes for testing

EXCI 352 (14 decks)

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