©2013, The McGraw-Hill Companies, Inc. All Rights Reserved Chapter 9 Agility

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 9-2 Chapter Objectives After completing this chapter, you should be able to 1. Define and measure agility. 2. State why agility should be measured. 3. Describe responsibilities after the measurement of agility and prescribe activities to improve agility.

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 9-3 Agility Agility is the ability to rapidly change the position and direction of the body or body parts (maneuverability of body). Heredity important factor. Depends on strength, speed, coordination, and dynamic balance - improve agility by increasing ability in these areas. Can also improve agility through direct instruction, training, and practice of agility drills Important in all activities and sports.

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 9-4 Agility Tests Serve to identify individuals with poor agility. Test items are usually of three types: 1. Change in running direction - dodge or obstacle run 2. Change in body position - squat thrusts 3. Change in body part direction (rarely used) - test that requires a change in the position of the hands or feet Agility may be specific to an activity or sport.

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 9-5 Why Measure Agility? Agility improvement should be determined through measurement. Individuals with good agility are more likely to enjoy recreational activities. Agility level should not be used in determining grades. Improvement in agility may be limited if instruction time limited.

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 9-6 Why Measure Agility? Agility tests best used for diagnostic purposes (determine which individuals have poor agility). Criterion-referenced measurement more appropriate when measuring agility for diagnostic purposes (acceptable/unacceptable). Prescribe activities designed to improve agility for individuals placed in unacceptable group.

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 9-7 Responsibilities after Measurement Prescribe programs for students with poor agility May need to prescribe programs to improve muscular strength Also may consider programs to improve speed, coordination, and dynamic balance

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 9-8 Tests of Agility Tests presented are practical, inexpensive to administer, and satisfactory for both sexes. Objective coefficients and norms are not reported for all tests. Norms can be developed to meet your specific needs (criterion-referenced standards).

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 9-9 Tests of Agility Tests should be performed on a nonslip surface, and test performers should wear shoes that provide good traction. Test performers should practice tests items and should be familiar with the performance requirements.

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 9-10 Right-Boomerang Run Test objective. To measures running ability. Age level. Ten through college-age. Validity and reliability coefficients reported. See figure 9.1. Table 9.1 reports norms for seventh- and eight- grade males.

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 9-11 Figure 9.1 Right-boomerang run.

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 9-12 Sidestepping Test objective. To measure agility, endurance, and speed of lateral movement. Age level. Nine through seventeen. Face validity; reliability not reported. Two parallel lines are placed on floor 12 feet apart. Sidestep; score is number of lines touched in 30 seconds. Table 9.2 reports norms for males and females, ages nine through seventeen.

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 9-13 SEMO Agility Test Test objective. To measure agility while moving the body forward, backward, and sideward. Age level. High school and college. Validity, reliability, and objectivity coefficients reported. See figure 9.2. Kirby (1971) provides norms for college males.

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 9-14 Figure 9.2 SEMO agility test.

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 9-15 AAHPERD Shuttle Run Test objective. To measure agility while running and changing direction. Age level. Nine through college-age. Validity, reliability, and objectivity not reported. Lines are placed 30 feet apart; time to pick up two blocks on one line and place behind starting line. Table 9.3 reports norms for ages nine through seventeen+.

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 9-16 Barrow Zigzag Run Test objective. To measure agility while running and changing direction. Age level. Junior high though college. Validity, reliability, and objectivity coefficients reported. See figure 9.3. Table 9.4 reports norms for seventh- through eleventh-grade males.

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 9-17 Figure 9.3 Barrow zigzag run.

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 9-18 Hexagon Test Test Objective. To measure agility while double-leg hopping in a circular manner. Age level. High school through adulthood. Face validity; reliability coefficient reported. See figure 9.4. Baechle and Earle (2000) report 50 th percentile values for athletes and sedentary college students; should be interpreted as descriptive values.

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 9-19 T-Test Test Objective. To measure four-directional agility and body control. Age level. High school through adulthood. Validity and reliability coefficients reported. See figure 9.5. Baechle and Earle (2000) reported 50 th percentile values for college athletes and sedentary college students; should be interpreted as descriptive values.

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 9-20 Activities to Develop Agility Activities that may be used to develop agility are described in text. The activities include: Changes in the Height of the Body in Jumps Changes in Distance Changes in Direction Other Agility Activities