Principles of test selection & administration Flashcards
Reasons for testing (5)
- 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
The process of collecting data
Measurement
A test administered one or more times during training period to assess progress and modify the program as needed to maximize benefit
Midtest
A procedure for assessing ability in a particular endeavor
Test
Periodic reevaluation based on midtests administered during the training, usually at regular intervals
Formative evaluation
The process of analyzing test results for the purpose of making decisions
Evaluation
A test administered after the training period to determine the success of the training program achieving the training objectives
Posttest
A test used to assess ability that is performed away from the laboratory and does not require extensive training or expensive equipment
Field test
A test administered before the beginning of training to determine the athlete’s initial basic ability levels
Pretest
Types of validity (4)
- Construct validity
- Face validity
- Content validity
- Criterion-referenced validity
Types of reliability (4)
- Test-retest reliability
- Intrasubject variability
- Interrater reliability
- Intrarater variability
What is validity?
Is the degree to which a test or test item measures what it is supposed to measure
The most important characteristics of testing
Validity
Is the ability of a test to represent the underlying construct
Construct validity
What does construct mean?
Is the theory developed to organize & explain some aspects of existing knowledge & observations
What 3 things are secondary to construct validity?
Face validity
Content validity
Criterion-referenced validity
Is the appearance to the athlete & other casual observers that the test measures what it is supposed to measure
Generally informal and nonquantitative
Face validity
Is the assessment by experts that the testing covers all relevant subtopics or component abilities in appropriate proportions
Content validity
Example, for soccer players, a test battery should include tests for what? (4)
Sprinting speed
Agility
Coordination
Kicking power
Is the extent to which test scores are associated with some other measure of the same ability
Is often estimated statistically
Criterion-referenced validity
Types of criterion-referenced validity
Concurrent validity
Predictive validity
Discriminant validity
Is the extent to which test scores are associated with those of other accepted tests that measure the same ability
Concurrent validity
What is the type of validity related to “the gold standard”?
Convergent validity
Is the extent to which the test score corresponds with future behavior or performance
Predictive validity
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
Discriminant validity
Reliability
Is a measure of the degree of consistency or repeatability of a test
T or F: a test must be reliable to be valid
TRUE
T or F: a reliable test may not be valid
TRUE because it may not measure what it is supposed to measure
What are the factors that produce measurement error?
Intrasubject variability
Lack of interrater reliability or agreement
Intrarater variability
Failure of the test itself to provide consistent results
Sources of interrater differences are variations in: (3)
- Calibration of testing devices
- Preparation of athletes
- Administration of the test
Sources of intrarater error (5)
- Unintentional leniency
- Inadequate training
- Inattentiveness
- Lack of concentration
- Failure to follow standardized procedures
Test selection should be based on which components?
Metabolic energy system specificity
Biomechanical movement pattern specificity
Athlete experience and training status
Age and sex
Environmental factors
Effects of high ambient temperature + high humidity?
- Impair endurance exercise performance
- Lower the validity of aerobic endurance tests
- Pose health risks
Effects of altitude
- Impair performance on aerobic endurance tests
- Does not impair performance on tests of strength and power
What are the components of test administration? (7)
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
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
Health and safety considerations
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.
Selection and training of testers
Scoring forms should:
- be developed before the testing session
- have space for all test results & comments
Recording forms
- 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.
Test format
- 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.
Testing batteries and multiple testing trials
Fundamental principle with test sequencing?
One test should not affect the performance of a subsequent test
From 1 to 7, what is the sequence of tests?
- Non fatiguing tests
- Agility tests
- Maximum power & strength tests
- Sprint tests
- Local muscular endurance tests
- Fatiguing anaerobic capacity tests
- Aerobic capacity tests
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.
Preparing athletes for testing
Read slides 45-46
Preparing athletes for testing
