1. What’s My Score? Evaluation in Physical & Health Education
Chapter 10
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2. Objectives
To develop an appreciation of the usefulness and application of testing, measurement, and evaluation
To outline the criteria for the evaluation and selection of tests in physical and health education
To become familiar with a variety of practical and economical tests that are useful to physical education teachers and students in various performance areas
To administer these tests in a reliable and valid manner
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3. Introduction
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4. Introduction Evaluative decisions are made everyday
The soundness of these decisions varies with the information used to make them
Many of our decisions are based on the results of past or current research and testing that has been conducted
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5. The Decision-Making Process
ACCUMULATE INFORMATION
MAKE A DECISION
ORGANIZE
INFORMATION
EVALUATE INFORMATION
DRAW CONCLUSIONS
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6. Factors to be Considered in the Process…
MAKE A DECISION
ACCUMULATE INFORMATION
VALIDITY
ORGANIZE
INFORMATION
RELIABILITY
OBJECTIVITY
EVALUATE INFORMATION
DRAW CONCLUSIONS
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7. Purposes of Testing and Evaluation
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8. Purposes of Testing and Evaluation
The use of specific tests to evaluate performance can be a great source of motivation
However, valid, reliable, and effective tests must be selected in order to benefit the individual being tested
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9. Six Purposes of Testing and Evaluation
Placement
Diagnosis
Prediction
Motivation
Achievement
Program Evaluation
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10. 1. Placement
Initial tests can be used to group individuals on the basis of skill level or ability
Such grouping allows for the most efficient and effective use of time for training
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11. 2. Diagnosis After administering a test, the results must be evaluated
Performances can be evaluated
Deficiencies and weaknesses can be identified
These results determine what specific areas should be focused on during training
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12. 3. Prediction
Specialized tests can be used to predict future results and performance
These tests have varying degrees of success in their capacity to predict future events
Tests and measurements assist in the accuracy of our predictions
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13. 4. Motivation
Most individuals need the proper motivation if they are to put forth their full effort
Measurement and evaluation can be stimulating and challenging enough to increase individuals’ motivation levels
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14. 5. Achievement Measurement and tests allow achievement to be evaluated
In order to objectively and accurately measure achievement, a set of objectives must be established prior to testing
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15. 6. Program Evaluation
Allows for the determination of whether a program has successfully achieved its objectives
Often related to budgetary constraints
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16. Norms - Your Reference Perspective
Norm-referenced standards are established from numerous previous trials
The standards reflect achievement relative to a clearly defined subgroup or population
These standards allow comparison of one’s performance against pre-established norms
Can be used to identify athletic talent based on an individual’s performance relative to established norms
Can indicate where improvements are needed
Can provide a starting reference point from which to compare subsequent performances
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17. Reliability and Validity
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18. Reliability
Refers to the consistency or repeatability of test scores, data, or observations
A test is reliable if measurements are the same each time the test is administered to the same individual
Using a target on a dart board as an example, reliability refers to the ‘clustering’ or ‘spread’ in reference to the placement of each dart thrown
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19. Reliability refers to the consistency of test scores
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20. Validity
A trait that is possessed by the instrument or test being used
The extent to which a test measures what it proposes to measure
Using a target on a dart board as an example, validity refers to the placement of each dart thrown relative to an established standard or intended target (distance from the ‘bull’s eye’)
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21. Validity
Validity refers to the extent to which a test measures what it proposes to measure
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22. Reliability and Validity
In order to be deemed valid, a test must be reliable and relevant, and measure what it reports to measure
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23. Assessing Physical Fitness
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24. Fitness Tests Measuring Aerobic Capacity 12-Minute Run-Walk Test
1-Mile Run or Walk Test
2400-Metre Endurance run
YMCA 3-Minute Step Test
Queen’s College Step Test
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25. Measuring Aerobic Capacity
Aerobic capacity is a reflection of an individual’s cardiorespiratory endurance
Aerobic capacity can be measured with the use of either laboratory or field tests
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26. Measuring Aerobic Capacity - Lab Tests
In the laboratory, measurement of VO2 max is achieved during a graded exercise test to exhaustion
Laboratory tests can be rigorous, time-consuming, and require the use of expensive equipment
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27. Measuring Aerobic Capacity - Field Tests
Field test are often used as an alternative to lab tests as they predict VO2 max using various calculations
Some of these involve running tests and step tests
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28. Measuring Aerobic Capacity - Field Tests
Aerobic capacity is estimated from the heart rate response or recovery heart rate following activity
Standardization of tests is crucial to the accuracy of field tests
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29. 12-Minute Run-Walk Test Can be used with: Equipment required:
Males and females, from junior high school to college age
Equipment required:
Stopwatch, whistle, distance markers
Goal of test:
To run or walk around a predetermined course as many times as possible in 12 minutes
Test Score:
Distance covered during 12-minute run-walk test in kilometres
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30. 12-Minute Run-Walk Test Standards
Fitness Category
Distance Covered by Age (years)
13-19
20-29
30-39
Superior
(males)
≥3.01
≥2.85
≥2.74
(females)
≥2.45
≥2.35
≥2.25
Excellent
Good
Fair
Poor
Very Poor
≤2.08
≤1.95
≤1.90
≤1.60
≤1.53
≤1.52
Fitness classifications based on distance covered (km)
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31. 1-Mile Run or Walk Test Can be used with: Equipment required:
Males and females, aged 5 through adulthood
Equipment required:
Stopwatch, a course or track of known dimensions
Goal of test:
To run or walk a 1-mile distance in the shortest time possible
Test Score:
Time taken to run 1-mile in minutes and seconds
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32. Norms (min:sec) for the 1-mile run
1-Mile Run or Walk Test
Percentile
Males
Females 90
11:08
11:45 75
11:42
12:49 50
12:38
13:15 25
13:38
14:12 10
14:37
15:03
Norms (min:sec) for the 1-mile run
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33. 1-Mile Run or Walk Test VO2 Max Prediction Equation:
VO2 max = (0.0769) x W - (0.3877) x A + (6.315) x G - (3.2469) x T - (0.1565) x HR
Where,
VO2 max = maximum aerobic capacity in ml/kg/min
W = weight in pounds
A = age in years
G = gender (0 for females, 1 for males)
T = 1-mile walk time in minutes
HR = heart rate in beats per minute
Note - this equation is appropriate for individuals aged years
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34. 2400-Metre Endurance Run Can be used with:
Males and females, aged 5 through adulthood
Equipment required:
Stopwatch, a course or track of known dimensions
Goal of test:
To run a 2400-metre distance in the shortest time possible
Test Score:
Time to complete run in minutes and seconds
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35. YMCA 3-Minute Step Test Can be used with: Equipment required:
Large groups of people; unfit individuals
Equipment required:
A 12” bench, a metronome set at 96 beats per minute, a watch, and a timer
Goal of test:
To step at a cadence of 96 beats per minute up and down a bench for three minutes
Test Score:
One-minute recovery heart rate
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36. Queen’s College Step Test
Can be used with:
Males and females, college age or older
Equipment required:
Bleachers or any bench at a height of 16-17”, a metronome, and a stopwatch
Goal of test:
To step at a specific cadence (96 for males; 88 for females) up and down a bench for three minutes
Test Score:
15-second recovery heart rate
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37. Queen’s College Step Test
VO2 Max Prediction Equation:
VO2 max (males) = (HR)
VO2 max (females) = (HR)
Where,
VO2 max = maximum aerobic capacity in ml/kg/min
HR = heart rate in beats per minute
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38. Fitness Tests Measuring Body Composition YMCA Skinfold Test
Circumference (Girth) Measurements
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