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

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

3. 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

4. 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

5. 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

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

7. 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

8. 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

9. Sample Individual Score Sheet

10. Example of a Tester’s Master Sheet

11. 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)

12. 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

13. 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

14. 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)

15. AAHPERD Skills Test Batteries (continued)

16. Skills Test Classification
Objective tests
Subjective ratings
Other tests

17. 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

18. 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

19. 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

20. 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

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

22. 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

23. 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

24. 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

25. 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

26. Standard Error Exemplified by Three Judges’ Ratings

27. 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

28. 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

29. 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

30. 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

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

32. 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)

33. 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

34. 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

35. 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

36. 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)

37. 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

38. 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

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

40. 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)

41. 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