Assessment of Sport Skills and Motor Abilities C H A P T E R 11 Assessment of Sport Skills and Motor Abilities Chapter 11

Objectives Differentiate between skills and abilities Apply sound testing procedures in ability and skill assessment Develop psychomotor tests with sufficient reliability and validity (continued)

Objectives (continued) Differentiate among and be able to use various types of sport skills tests Define and delineate the basic motor abilities Develop tests and test batteries to select, classify, and diagnose athletes based on psychomotor tests

Measurement of Human Performance Skills are learned traits based on the abilities that a person has (more sport specific) Abilities are more innate than skills (more general) Badminton serve, volleyball spike are specific skills; both skills involve similar overarm patterns Overarm pattern is considered an ability Measurement of sport skills and motor abilities is one of the fundamental aspects of the measurement of human performance The definition of the trait to be measured is important in determining the manner in which it will be measured

AAHPERD Guidelines for Sport Skills and Motor Performance Tests Performance tests should have at least minimally acceptable validity and reliability, low cost, and be relatively easy to administer Tests should be of reasonable difficulty and have set criteria or guidelines The results should be meaningful to both the researcher and participant

Effective Testing Procedures Procedure for psychomotor testing are the same as those for written tests Three phases: Pretest duties Testing duties Posttest duties

Pretest Duties Planning is the first element of preparing to administer tests Tester must be familiar with the test, items to be administered, the facilities, and necessary equipment and markings Examinee needs to be exposed to the test and allowed time to practice Order of testing administration needs to be considered

Additional Pretest Considerations Will you need an assistant? This will help determine type of score sheet to use The testing environment largely affects which type of score sheet is most appropriate Next two slides present examples of score sheets

Sample Individual Score Sheet

Example of a Tester’s Master Sheet

Pretest and Testing Duties Prepare the test location as early as possible Address any safety concerns Give students opportunity to warm up for a physical performance test If any “hints” are given make sure they are consistent across all participants and trials to avoid bias Administer the test (second phase)

Posttest Duties Final phase involves transcribing the test results and analyzing the scores Each time results are transcribed they should be proofread by another person Analysis depends on the purpose of testing If individual performance is important, use norm- reference analysis If comparing performance with standard is important, use criterion-referenced analysis

Issues in Skills Testing Two important factors to consider in addition to reliability and validity Feasibility Best way to evaluate the skill May need to compromise between choosing an extremely objective and reliable test and one that is more gamelike or real

AAHPERD Skills Test Batteries AAHPERD test selection guide indicates Skills test should include primarily skills of the sport (not to exceed four) Acceptable reliability and validity Not have high intercorrelations Be able to validly discriminate among performance levels AAHPERD tests are designed primarily for the beginning-level performer (continued)

AAHPERD Skills Test Batteries (continued)

Skills Test Classification Objective tests Subjective ratings Other tests

Objective Tests Four primary classifications 1. Accuracy-based skills tests 2. Repetitive-performance tests 3. Total body movement tests 4. Distance or power performance tests Some tests may be combinations of two of these classifications

Accuracy-Based Tests Usually involve the skill of throwing or hitting an object Primary issue associated with accuracy tests is the development of a scoring system that provides reliable yet valid results Also must consider the number of repetitions necessary to produce reliable results

Repetitive-Performance Tests Tests that involve continuous performance of an activity for a specified period of time Usually have a high degree of reliability but may not replicate game situations, causing decreased validity Extremely important to make sure the test participants use the correct form

Total Body Movement Tests (Speed Tests) High degree of reliability because of large amount of inter-participant variability Can be administered quickly but have two inherent problems Test must approximate game performance (flat speed is not always required in the game) For evaluation, performance time is the valid criterion; for performance efficiency, performance speed is the valid criterion

Total Body Movement Tests Performance ratio can be used to reduce or eliminate the speed problem Performance ratio = Performance time ÷ Movement time

Distance or Power Performance Tests Assess participant’s ability to project an object for maximum displacement or force One problem is ensuring these tests are performed in a gamelike manner Determine whether the test requires or accounts for any correction for accuracy

Subjective Ratings The value a rater places on a skill or performance based on personal observation Two problems with subjective ratings are defining criteria and ensuring consistency among raters Single rater may be biased Several ratings may increase reliability but will also decrease feasibility

Types of Rating Scales Relative scales are scored by comparing performance to that of others in the same group Absolute ratings are evaluated on a fixed scale; performance is compared with a predetermined standard

Common Errors in Rating Scales Halo effect Rater elevates a person’s score because of bias Standard error One rater uses a standard different from that of other raters (see table 11.5) Central-tendency error Hesitancy of raters to assign extreme ratings

Standard Error Exemplified by Three Judges’ Ratings

Suggestions for Improving Rating Scales Develop well-constructed scales Thoroughly train the raters Explain common rating errors to the raters Allow raters ample time to observe behaviors Use multiple raters whenever possible

Other Tests Performance-based testing Trials-to-criterion Assessment of the actual performance (e.g., total scores from archery rounds) Trials-to-criterion Participant performs a skill until he or she reaches a certain criterion performance Good method for reducing test administration time; especially useful in a teaching situation

Testing Motor Abilities General motor ability (GMA) Refers to the overall proficiency in performing a wide variety of sport-related tasks Motor educability The ability to learn a variety of motor skills Specificity Motor abilities unique to individual psychomotor task

Measurement Aspects of the Domain of Human Performance Broad area of human performance is referred to as the domain of human performance Areas within the broad domain are considered subdomains Examining subdomains allows you to understand the qualities necessary to perform various tasks

Primary Subdomains of Human Performance Muscular strength Speed Agility Anaerobic power Flexibility Balance Kinesthetic perception

Purposes of Human Performance Analysis Selection Ability of a test to discriminate among levels of ability Classification Clustering participants into groups for which they are best suited (continued)

Purposes of Human Performance Analysis (continued) Diagnosis Used in sport to design individualized training programs to help improve performance Prediction Examines the future potential of performers Some overlap exists between selection and prediction

Beneficial Functions of Performance Testing (MacDougall & Wenger 1991) Indicates athletes’ strengths and weaknesses within the sport and provides baseline data for individualized training Provides feedback on effectiveness of training Provides information about current performance status Is an educational process to help better monitor performance

Procedures for Effective Testing Include variables relevant to the sport Select reliable and valid tests Develop sport-specific test protocols Control administration rigidly Maintain athletes’ right to respect Repeat the testing periodically Interpret the results to both the coach and athlete directly

10 Golden Rules for Testing Competitive Athletes Test for things that make sense Test because you believe it will make a difference Test with a performance-focused goal Use a battery of tests and report the results in a profile Try to provide test results as quickly as possible (continued)

10 Golden Rules for Testing Competitive Athletes (continued) Be aware of possible effects on other aspects of performance Don’t necessarily rely on previously developed tests; develop your own Keep records Remember the Max – Min – Con Principle Educate athletes about testing

Sports Analytics: The Emergence of Moneyball The application of statistical analyses to sports Saves decision makers time by providing all the relevant information necessary for player evaluation in an efficient manner Provides insight into novel ways to determine who is the best player suited for their system

Sports Analytics: Three Essential Components Data management Predictive models Information systems

Sports Analytics: Five Basic Questions What was the thought process that led to the analysis? What is the context of the result? How much uncertainty is in the analysis? How does the result inform the decision making process? How can we further reduce the uncertainty? (Alamar 2013, p. 55)

Summary Assessment of psychomotor ability is an essential task that may confront you as a human performance professional Reliable and valid testing program will help you become a respected professional Selecting valid tests that meet your test objectives and are feasible in terms of time and effort is the most important consideration