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| Preface | |
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| Measurement, Evaluation, Assessment, and Statistics | |
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| Reasons for Measurement, Evaluation, and Assessment by the Physical Educator | |
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| Motivation | |
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| Diagnosis | |
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| Classification | |
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| Achievement | |
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| Evaluation of Instruction and Programs | |
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| Prediction | |
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| Research | |
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| Why Statistics? | |
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| Analyze and Interpret Data | |
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| Interpret Research | |
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| Standardized Test Scores | |
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| Determine the Worth (Validity and Reliability) of a Test | |
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| Chapter Review Questions | |
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| Describing and Presenting a Distribution of Scores | |
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| Statistical Terms | |
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| Scales of Measurement | |
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| Nominal Scale | |
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| Ordinal Scale | |
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| Interval Scale | |
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| Ratio Scale | |
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| Normal Distribution | |
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| Analysis of Ungrouped Data | |
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| Score Rank | |
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| Measures of Central Tendency | |
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| The Mean | |
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| The Median | |
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| The Mode | |
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| Which Measure of Central Tendency Is Best for Interpretation of Test Results? | |
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| Measures of Variability | |
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| The Range | |
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| The Quartile Deviation | |
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| The Standard Deviation | |
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| Relationship of Standard Deviation and Normal Curve | |
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| Which Measure of Variability Is Best for Interpretation of Test Results? | |
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| Percentiles and Percentile Ranks | |
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| Frequency Distribution | |
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| Graphs | |
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| Standard Scores | |
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| z-Scores | |
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| T-Scores | |
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| Percentiles | |
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| Statistics Software | |
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| Review Problems | |
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| Chapter Review Questions | |
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| Investigating the Relationship between Scores | |
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| Linear Correlation | |
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| Scattergram | |
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| Spearman Rank-Difference Correlation Coefficient | |
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| Pearson Product-Moment Correlation Coefficient | |
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| Interpretation of the Correlation Coefficient | |
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| Significance of the Correlation Coefficient | |
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| Coefficient of Determination | |
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| Negative Correlation Coefficients | |
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| Correlation, Regression, and Prediction | |
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| Review Problems | |
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| Chapter Review Questions | |
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| Investigating the Difference in Scores | |
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| Testing for Significant Difference between Two Means | |
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| Dependent and Independent Variables | |
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| The Null Hypothesis | |
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| Degrees of Freedom | |
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| Level of Significance | |
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| Standard Error of the Mean | |
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| Standard Error of the Difference between Means | |
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| t-Test for Independent Groups | |
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| t-Test for Dependent Groups | |
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| Review Problems | |
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| Testing for Significant Difference among Three or More Means | |
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| Special Terms and Symbols | |
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| Analysis of Variance for Independent Groups | |
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| Post Hoc Test For Independent Groups | |
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| Analysis of Variance for Repeated Measures | |
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| Post Hoc Test for Repeated Measures | |
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| Review Problems | |
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| Chapter Review Questions | |
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| What Is a Good Test? | |
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| Criterion-Referenced Measurement | |
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| Norm-Referenced Measurement | |
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| Validity | |
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| Validity of Criterion-Referenced Tests | |
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| Validity of Norm-Referenced Tests | |
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| Factors Affecting Validity | |
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| Reliability | |
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| Reliability of Criterion-Referenced Tests | |
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| Reliability of Norm-Referenced Tests | |
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| Factors Affecting Reliability | |
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| Objectivity | |
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| Administrative Feasibility | |
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| Review Problems | |
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| Chapter Review Questions | |
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| Construction of Knowledge Tests | |
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| Steps in Construction of a Test | |
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| Test Planning | |
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| Test Item Construction | |
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| Test Administration | |
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| Item Analysis | |
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| Item Revision | |
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| Objective Test Items | |
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| True-False Items | |
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| Multiple-Choice Items | |
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| Matching Items | |
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| Short-Answer and Completion Items | |
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| Essay Test Items | |
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| Review Problems | |
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| Chapter Review Questions | |
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| Assessing and Grading the Students | |
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| Characteristics of Authentic Assessment | |
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| Formal Record Keeping | |
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| Natural Surroundings | |
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| Formative and Summative Assessment | |
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| Technique (Form) and End Result | |
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| Self-Assessment and Peer Assessment | |
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| Portfolio Assessment | |
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| National Association for Sport and Physical Education (NASPE) | |
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| Grading | |
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| Use of Grades | |
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| Students | |
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| Parents | |
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| Teachers | |
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| Administrators | |
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| Factors Used in Grading | |
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| Affective Factors | |
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| Cognitive Factors | |
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| Psychomotor Factors | |
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| Criteria for Grades | |
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| Methods of Grading | |
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| Norm-Referenced Grading | |
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| Criterion-Referenced Grading | |
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| Which Method of Grading Is Best? | |
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| Weighting of Factors | |
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| Reporting of Final Grades | |
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| Review Problem | |
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| Chapter Review Questions | |
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| Construction and Administration of Psychomotor Tests | |
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| Test Construction Guidelines | |
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| Know What Is Required of a Good Test | |
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| Define the Performance to Be Measured | |
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| Analyze the Performance | |
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| Review the Literature | |
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| Devise the Test Items | |
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| Prepare the Directions | |
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| Have the Test Reviewed by Your Peers | |
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| Administer the Test to a Small Group of Students | |
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| Determine the Validity, Reliability, and Objectivity | |
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| Develop the Norms | |
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| Determine Intercorrelations | |
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| Test Administration Responsibilities | |
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| Pre-test Responsibilities | |
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| Testing Responsibilities | |
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| Post-test Responsibilities | |
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| Types of Psychomotor Tests | |
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| Review Problem | |
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| Chapter Review Questions | |
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| Agility | |
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| Why Measure Agility? | |
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| Responsibilities after Measurement | |
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| Tests of Agility | |
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| Activities to Develop Agility | |
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| Changes in the Height of the Body in lumps | |
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| Changes in Distance | |
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| Changes in Direction | |
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| Other Agility Activities | |
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| Review Problems | |
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| Chapter Review Questions | |
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| Balance | |
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| Why Measure Balance? | |
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| Responsibilities after Measurement | |
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| Tests of Balance | |
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| Static Balance Tests | |
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| Dynamic Balance Tests | |
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| Activities to Develop Balance | |
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| Static Balance Activities | |
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| Dynamic Balance Activities | |
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| Recapturing Balance Activities | |
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| Review Problems | |
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| Chapter Review Questions | |
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| Cardiorespiratory Fitness | |
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| Why Measure Cardiorespiratory Fitness? | |
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| Pre-Test/Pre-Activity Screening | |
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| Responsibilities after Measurement | |
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| Tests of Cardiorespiratory Fitness | |
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| Development of Cardiorespiratory Fitness | |
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| Review Problems | |
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| Chapter Review Questions | |
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| Flexibility | |
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| Why Measure Flexibility? | |
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| Responsibilities after Measurement | |
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| Tests of Flexibility | |
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| Exercises to Develop Flexibility | |
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| Neck | |
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| Shoulder and Upper Chest | |
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| Upper Back | |
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| Lower Back | |
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| Trunk | |
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| Posterior Hip, Upper Leg, and Lower Back | |
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| Anterior Hip and Thigh | |
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| Groin Area | |
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| Posterior Lower Leg | |
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| Foot and Ankle | |
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| Review Problems | |
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| Chapter Review Questions | |
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| Muscular Strength, Endurance, and Power | |
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| Why Measure Muscular Strength, Endurance, and Power? | |
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| Responsibilities after Measurement | |
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| Tests of Muscular Strength and Endurance | |
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| Tests with Weight-Training Equipment | |
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| Tests Requiring Limited Equipment | |
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| Tests of Muscular Power | |
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| Exercises to Develop Muscular Strength and Endurance | |
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| Posterior Upper Arms, Shoulders, Chest, and Upper Back | |
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| Anterior Upper Arms, Shoulders, Chest, and Upper Back | |
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| Abdomen | |
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| Lateral Trunk | |
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| Lower Back and Buttocks | |
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| Lateral Hips and Thighs | |
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| Upper Legs | |
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| Lower Legs | |
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| Review Problems | |
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| Chapter Review Questions | |
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| Anthropometry and Body Composition | |
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| Why Measure Body Structure and Composition? | |
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| Responsibilities after Measurement | |
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| Body Type Classification (Somatotyping) | |
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| Height-Weight Tables | |
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| Elbow Breadth | |
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| Ankle Girth | |
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| Body Composition | |
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| Bioelectrical Impedance Analysis (BIA) | |
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| Air Displacement Plethysmography (BOD POD) | |
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| Dual-Energy X-Ray Absorptiometry (DXA) | |
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| Underwater Weighing | |
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| Skinfold Tests | |
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| Estimating Percent Body Fat | |
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| Optimal Percent Body Fat and Desirable Body Weight | |
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| Cooper Method for Determining Ideal Weight | |
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| Body Mass Index (BMI) | |
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| Fat Distribution | |
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| Review Problems | |
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| Chapter Review Questions | |
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| Physical Fitness | |
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| Why Measure Physical Fitness? | |
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| Guidelines for the Administration and Use of Fitness Tests | |
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| Norm-Referenced Standards versus Criterion-Referenced Standards | |
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| Responsibilities after Measurement | |
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| Tests of Health-Related Physical Fitness | |
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| Tests of Skill-Related Physical Fitness | |
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| Review Problems | |
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| Chapter Review Questions | |
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| Older Adults | |
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| Why Measure Functional Fitness? | |
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| Responsibilities after Measurement | |
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| Testing Guidelines | |
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| Tests of Functional Fitness | |
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| Physical Activity for the Older Adult | |
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| Activity | |
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| Frequency | |
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| Duration | |
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| Intensity | |
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| Review Problems | |
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| Chapter Review Questions | |
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| Special-Needs Populations | |
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| Why Measure Special-Needs Populations? | |
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| Norm-Referenced or Criterion-Referenced Tests? | |
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| Responsibilities after Measurement | |
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| Perceptual-Motor Performance Tests | |
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| Motor Performance Tests | |
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| Physical Fitness Tests | |
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| Review Problems | |
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| Chapter Review Questions | |
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| Sports Skills | |
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| Why Measure Sports Skills? | |
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| Responsibilities after Measurement | |
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| Individual and Dual Sports | |
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| Archery | |
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| Badminton | |
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| Golf | |
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| Handball | |
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| Racquetball | |
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| Tennis | |
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| Team Sports | |
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| Basketball | |
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| Field Hockey | |
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| Football | |
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| Soccer | |
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| Softball | |
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| Volleyball | |
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| Review Problems | |
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| Chapter Review Questions | |
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| Sources of Additional Sports Skills Tests | |
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| Archery | |
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| Badminton | |
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| Basketball | |
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| Bowling | |
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| Field Hockey | |
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| Football | |
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| Golf | |
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| Handball | |
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| Racquetball | |
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| Soccer | |
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| Softball | |
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| Swimming | |
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| Tennis | |
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| Volleyball | |
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| Appendixes | |
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| Values of the Correlation Coefficient (r) | |
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| Critical Values of t (Two-Tailed Test) | |
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| F-Distribution | |
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| Values of the Studentized Range (q) | |
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| References and Additional Reading | |
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| Index | |