Principles of test selection & administration

Question 1

Reasons for testing (5)

Answer 1

• Ax of athletic talent
• Identification of physical abilities & areas in need of improvement
• Setting of realistic goals using baseline measurements
• Evaluation of progress
• Identification of physical staleness, burnout & overtraining

Question 2

The process of collecting data

Answer 2

Measurement

Question 3

A test administered one or more times during training period to assess progress and modify the program as needed to maximize benefit

Answer 3

Midtest

Question 4

A procedure for assessing ability in a particular endeavor

Answer 4

Test

Question 5

Periodic reevaluation based on midtests administered during the training, usually at regular intervals

Answer 5

Formative evaluation

Question 6

The process of analyzing test results for the purpose of making decisions

Answer 6

Evaluation

Question 7

A test administered after the training period to determine the success of the training program achieving the training objectives

Answer 7

Posttest

Question 8

A test used to assess ability that is performed away from the laboratory and does not require extensive training or expensive equipment

Answer 8

Field test

Question 9

A test administered before the beginning of training to determine the athlete’s initial basic ability levels

Answer 9

Pretest

Question 10

Types of validity (4)

Answer 10

• Construct validity
• Face validity
• Content validity
• Criterion-referenced validity

Question 11

Types of reliability (4)

Answer 11

• Test-retest reliability
• Intrasubject variability
• Interrater reliability
• Intrarater variability

Question 12

What is validity?

Answer 12

Is the degree to which a test or test item measures what it is supposed to measure

Question 13

The most important characteristics of testing

Answer 13

Validity

Question 14

Is the ability of a test to represent the underlying construct

Answer 14

Construct validity

Question 15

What does construct mean?

Answer 15

Is the theory developed to organize & explain some aspects of existing knowledge & observations

Question 16

What 3 things are secondary to construct validity?

Answer 16

Face validity
Content validity
Criterion-referenced validity

Question 17

Is the appearance to the athlete & other casual observers that the test measures what it is supposed to measure
Generally informal and nonquantitative

Answer 17

Face validity

Question 18

Is the assessment by experts that the testing covers all relevant subtopics or component abilities in appropriate proportions

Answer 18

Content validity

Question 19

Example, for soccer players, a test battery should include tests for what? (4)

Answer 19

Sprinting speed
Agility
Coordination
Kicking power

Question 20

Is the extent to which test scores are associated with some other measure of the same ability
Is often estimated statistically

Answer 20

Criterion-referenced validity

Question 21

Types of criterion-referenced validity

Answer 21

Concurrent validity
Predictive validity
Discriminant validity

Question 22

Is the extent to which test scores are associated with those of other accepted tests that measure the same ability

Answer 22

Concurrent validity

Question 23

What is the type of validity related to “the gold standard”?

Answer 23

Convergent validity

Question 24

Is the extent to which the test score corresponds with future behavior or performance

Answer 24

Predictive validity

Question 25

Is the ability of a test to distinguish between 2 different constructs & is evidenced by a low correlation between the results of the test & those of a different construct

Answer 25

Discriminant validity

Question 26

Reliability

Answer 26

Is a measure of the degree of consistency or repeatability of a test

Question 27

T or F: a test must be reliable to be valid

Answer 27

TRUE

Question 28

T or F: a reliable test may not be valid

Answer 28

TRUE because it may not measure what it is supposed to measure

Question 29

What are the factors that produce measurement error?

Answer 29

Intrasubject variability Lack of interrater reliability or agreement Intrarater variability Failure of the test itself to provide consistent results

Question 30

Sources of interrater differences are variations in: (3)

Answer 30

- Calibration of testing devices - Preparation of athletes - Administration of the test

Question 31

Sources of intrarater error (5)

Answer 31

- Unintentional leniency - Inadequate training - Inattentiveness - Lack of concentration - Failure to follow standardized procedures

Question 32

Test selection should be based on which components?

Answer 32

Metabolic energy system specificity Biomechanical movement pattern specificity Athlete experience and training status Age and sex Environmental factors

Question 33

Effects of high ambient temperature + high humidity?

Answer 33

- Impair endurance exercise performance - Lower the validity of aerobic endurance tests - Pose health risks

Question 34

Effects of altitude

Answer 34

- Impair performance on aerobic endurance tests - Does not impair performance on tests of strength and power

Question 35

What are the components of test administration? (7)

Answer 35

Health and safety considerations Selection and training of testers Recording forms Test format Testing batteries & multiple testing trials Sequence of tests Preparing athletes for testing

Question 36

The Strength & Conditioning Professional must: - be aware of testing conditions that can threaten the health of athletes. - be observant of signs and symptoms of health problems that warrant exclusion from testing. - remain attentive to the health status of athletes, especially before, during, and after maximal exertions

Answer 36

Health and safety considerations

Question 37

Testers - should be well trained. - should posses a thorough understanding of all procedures & protocols. - should perform & score all tests correctly. - must have sufficient practice. - should be trained to explain & administer the tests as consistently as possible.

Answer 37

Selection and training of testers

Question 38

Scoring forms should: - be developed before the testing session - have space for all test results & comments

Answer 38

Recording forms

Question 39

- Consider whether athletes will be tested all at once or in groups. - The same tester should administer a given test to all athletes if possible. - Each tester should administer one test at a time, especially when the tests require complex movements.

Answer 39

Test format

Question 40

- Duplicate test setups can be used for large groups. - When multiple trials of a test or a batteryof tests are performed, allow complete recovery between trials.

Answer 40

Testing batteries and multiple testing trials

Question 41

Fundamental principle with test sequencing?

Answer 41

One test should not affect the performance of a subsequent test

Question 42

From 1 to 7, what is the sequence of tests?

Answer 42

1. Non fatiguing tests 2. Agility tests 3. Maximum power & strength tests 4. Sprint tests 5. Local muscular endurance tests 6. Fatiguing anaerobic capacity tests 7. Aerobic capacity tests

Question 43

The instructions should cover: - the purpose of the test, - how it is to be performed, - the amount of warm-up recommended, - the number of practice attempts allowed, - the number of trials, - test scoring, - criteria for disallowing attempts, & - recommendations for maximizing performance.

Answer 43

Preparing athletes for testing

Question 44

Read slides 45-46

Answer 44

Preparing athletes for testing