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research methods of human kinetics > Lecture 10 > Flashcards

Lecture 10 Flashcards

1
Q

What are the 9 steps of a research proposal

A
  1. introduction
  2. problem statement
  3. hypothesis
  4. literature review
  5. methods
  6. limitations
  7. significance
  8. references
  9. appendix items
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2
Q

(blank)-The extent to which a test (or indicator/instrument) accurately measures what it is supposed to – 4 types

A

validity

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3
Q

(blank) Validity
• Degree to which a measure ‘obviously’ involves the performance being measured
• Weakest type of validity
• The test “seems” to be valid
• No quantification about how well the test measures the dependent variable
– e.g., 50 m sprint used to assess running speed
• Taken at face value

A

face/logical

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4
Q

(blank) Validity
• Degree to which an instrument accurately measures a theoretical construct or trait it was designed to measure
– e.g., depression, anxiety, intelligence
• Used when the dependent variable is difficult to measure and there is no established gold standard
• Often assessed by:
– Correlation
– Known group difference method
• Comparing test scores between groups that should differ

A

construct

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5
Q

(blank) Validity
– Degree to which a measure/test is related to the criterion (gold standard)
– A method to establish the validity of a new test
– Both tests performed on the same sample at the same time (concurrently)
• Body fat: BIA vs. DXA
• CV Fitness: Step test vs. VO2max
• Physical & Mental Health: SF-8 vs. SF-36

A

concurrent

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6
Q

(blank) Validity
– Degree to which scores of predictor accurately predict criterion (can compare to gold
standard)
– A test is developed to predict a criterion measure
– Correlation between the test and criterion is used to determine validity
• Injury prediction: do scores on
Functional Movement Screen predict injury?

A

predictive

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7
Q

Which 2 types of validity are content and criterion related?

A

content related:
face validity
construct validity

criterion related:
concurrent validity
predictive validity

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8
Q

(blank)-Measures the consistency or repeatability of test scores or data.
– Keep in mind that measures can be reliable but NOT valid….BUT measures can never be valid if not reliable

• Methods of establishing
– Stability (test - re-test)
– Alternate Forms (parallel)
– Internal Consistency
– Inter-rater
A

reliability

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9
Q

(blank) Reliability
• Same test is administered on two-separate occasions
and the results are correlated
– Test-retest method
• Not good for tests where learning is a performance
factor
• Good to evaluate the measurement skill of a laboratory
device or technician

A

stability

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10
Q

(blank) Forms
• measures the correlation between two ‘equivalent’
versions of a test.
– You use it when you have two different
assessment tools or sets of questions designed
to measure the same thing.
• If there is a high correlation between the tests,
they can be said to be consistent/reliable

A

alternate

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11
Q

(blank) Consistency
• Used to show how consistent the scores of a test are
within itself
– Correlation between multiple items in a test intended
to measure the same construct
• The questions within themselves are consistent
• Split-Half Method
– A correlation is performed on the results of two
halves of one test. If they are highly correlated, the
test has internal consistency
• Good for written tests
• Numerous physical performance trials

A

internal

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12
Q

The (blank) method assesses the internal consistency of a test, such as psychometric tests and questionnaires. … This is done by comparing the results of one half of a test with the results from the other half. A test can be split in half in several ways, e.g. first half and second half, or by odd and even numbers.

A

split-half

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13
Q

(blank) Reliability

• Test of the objectivity between testers

A

inter-rater

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14
Q

• (blank) – Do the same thing twice, is it stable?
• (blank) – If you used another option, are scores
related?
• (blank) – Within itself it is reliable
• (blank) – multiple researchers making observations
or ratings about the same topic

A

stability
alternate
internal consistency
inter-rater

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15
Q

• When you step on a scale 1 minute later the number is
the exact same (blank)

• When two people evaluate someone’s performance after
the job interview, they rate on the same scale(blank)

• Whether you complete the Pittsburgh or Edinburgh
depression scale, you get the same diagnosis(blank)

A

stability

inter-rater reliability

alternate

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16
Q

(blank) correlation (r): relationship between two
variables
• Coefficient values may range from -1 to +1
• where 0 is weak relation and 1 is a perfect relation

A

pearson

17
Q

Positive correlation
– (blank) number on variable X and Y
– E.g. Long jump: relationship between
distance and power test is positive. Why?

A

high

18
Q

Negative correlation
– (blank) number on variable X
– (blank) number on variable Y
– E.g. Long jump: Relationship between jumping
distance and running time is almost always negative.
Why?

A

high

low

19
Q 
(blank) Coefficients (R)
• comparing two values for 
same variable
• The two scores are 
correlated and the reliability 
coefficient is produced
For example: 
R >.85 (or higher) for maximal 
physical effort tests and precise 
laboratory tests
A

reliability

20
Q 
Cronbach’s (blank) α : Internal 
Consistency
–Reliability of 
questionnaire 
items/scales
– α >.70 
(acceptable)
A

alpha

21
Q

(blank) is concerned with getting the right assessment and (blank) is getting the assessment right

A

validity

reliability

22
Q

4 sources of (blank):
– Participants
• Mood, motivation, health, fatigue, prior knowledge ,
familiarity with test
– Testing
• Standardization of all test activities for all participants
– Scoring
• Competence, experience, attention to detail of scorers
(RAs)
– Instrumentation
• Maintenance and calibration

A

error

23
Q

While (blank) validity relates to how well a study is conducted, (blank) validity relates to how applicable the findings are to the real world

A

internal

external

24
Q

• (blank)
– Assigning numbers to various levels of a particular
concept
– Provides an indirect measure of the concept of
interest
– e.g. On a scale of 1 – 5 rank your mood
• Used to obtain information on almost any topic, object,
or subject
– Attitude, opinion, behaviour, performance,
perception

A

scaling

25
Q
  1. (blank) Scale
    • Measures degree of agreement or disagreement
    • Can be considered Ordinal or Interval – every score
    has a meaning!
    • 5 or 7-point Likert are most common
    – Can have up to 9 points
    • Provide wider choice of expression than yes/no
A

likert

26
Q

(blank) Differential Scale
• Measures attitudes and concepts
• Interval score or ordinal – not assigned a meaning or #
to each score
• Uses bipolar adjectives describing a topic; usually along
a 7-point scale

A

semantic

27
Q

(blank) Scale
• Numerical, verbal, checklist or ranking
• Items rated by selecting a point on the scale
corresponding to their impression of the item

A

rating

28
Q

(blank) Order Scale
• Items ranked, usually in terms of preference or
importance
• Ordinal scores
• Best for ranking 5 to 7 items
– Higher numbers of ranking results in less accuracy

A

rank

29
Q

(blank) Errors

• Leniency
– Overly generous rating

• Central tendency errors
– Most ratings in middle of scale
• i.e., Avoiding low or high ratings

• Halo effect
– Previous impressions/knowledge influence ratings

• Proximity errors
– Rate more characteristics similar when they follow in
close proximity

• Observer bias error
– Rating influenced by personal bias

• Observer expectation error
– Rating influenced by what you expect to see

A

rating

30
Q 
What is (blank)?
• “the study of the distribution and 
determinants of health-related 
events or disease in specified 
populations, and the application of 
this study to the control of health 
problems”
A

epidemiology

31
Q 
• Distribution
– Frequency
• Prevalence: # of existing cases 
(proportion)
– Tells us how much = burden of 
disease
• Incidence: # of new cases (rate)
– Tells us how fast something is 
spreading
• Mortality rate: death rate
– Patterns: Person, place, time

• Determinants
– Defined characteristics associated with change
in health

• Application
– Translation of knowledge to practice

What are these 3 characteristics of?

A

epidemiology

32
Q

(blank)
measured using the case fatality ratio = case fatality rate = CFR

the number of deaths due to a disease as a proportion of the number of people diagnosed with the disease.

A

virulence

33
Q

(blank) (IFR): The number of individuals
who die of the disease among all infected individuals
(symptomatic and asymptomatic).

A

infection fatality ratio

34
Q

difference between prevalence and incidence?

A

Prevalence refers to proportion of persons who have a condition at or during a particular time period, whereas incidence refers to the proportion or rate of persons who develop a condition during a particular time period.

35
Q 
Development of (blank) Epidemiology
• Early studies
– *Framingham Heart Study
– *London Busmen/British Civil Servants
– Tecumseh Health Study
– *Harvard Alumni Health Study
– Minnesota studies
• More recent health studies
– INTERHEART Study
– Nurses Health Survey
– Canadian Community Health Survey
– Canadian Health Measures Survey
A

exercise

36
Q

Purposes of (blank) Methods
• Quantifying the magnitude of health problems
• Identifying the factors that cause disease
• Providing quantitative guidance for the allocation of
public health resources
• Monitoring the effectiveness of prevention strategies
using population-wide surveillance programs

A

epidemiologic

37
Q

– (blank ) study design:
• Describes relationship between basic characteristics and disease states
• Useful for developing and crudely testing hypotheses

– (observational) study design
• The development of disease or health outcome is observed and compared among those that participate in different levels of physical activity.
– Levels of physical activity participation are self selected by the individual and not under control of the investigator.

– (experimental) study design
• Random assignment of physical activity levels to individuals without the disease or health outcome of interest
• These individuals are then followed for a period of time to compare their development of the disease or health outcome of interest.

Commonly Used (blank) Designs in Epidemiological Studies

• Observational study designs:
– Cross-sectional
– Case-control
– Cohort

• Experimental study design:
– Clinical trial

A

descriptive

observational

experimental

research

research methods of human kinetics (10 decks)

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