Chapter 9 Agility

Chapter Objectives After completing this chapter, you should be able to 1. Define and measure agility. 2. State why agility should be measured. 3. Prescribe activities to improve agility.

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.

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.

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.

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.

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).

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.

Right-Boomerang Run Test objective. To measures running ability. Age level. Ten through college-age. Validity and reliability coefficients reported. Table 9.1 reports norms for seventh- and eight-grade males. Figure 9.1 Right-boomerang run

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.

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. Kirby (1971) provides norms for college males. Figure 9.2 SEMO agility test

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+.

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 (next slide). Table 9.4 reports norms for seventh- through eleventh-grade males.

Figure 9.3 Barrow zigzag run.

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