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Measurement by the Physical Educator : Why and How

ISBN: 9780697294883 | 0697294889
Edition: 3rd
Format: Hardcover
Publisher: McGraw Hill College Div
Pub. Date: 9/1/1997

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Table of Contents
Prefacexiii
Measurement, Evaluation, Assessment, and Statistics
1(4)
Reasons for Measurement, Evaluation, and Assessment by the Physical Educator
2... MORE
Motivation
2(1)
Diagnosis
2(1)
Classification
3(1)
Achievement
3(1)
Evaluation of Instruction and Programs
3(1)
Prediction
3(1)
Research
4(1)
Why Statistics?
4(1)
Analyze and Interpret Data
4(1)
Interpret Research
4(1)
Standardize Test Scores
4(1)
Determine the Worth (Validity and Reliability) of a Test
4(1)
Using the Microcomputer
5(12)
Terms and Concepts
6(1)
Functions of the Microcomputer
7(1)
Computer Hardware
7(5)
Input Devices
8(1)
Central Processing Unit (CPU)
9(1)
Storage (Drives and Disks)
9(1)
Output
10(2)
Computer Software
12(2)
What Applications Software Do You Need?
12(1)
Factors to Consider When Purchasing Applications Software
13(1)
You Need a Communications Program!
13(1)
Essential Computer Skills
14(1)
Starting Up Your Computer
14(1)
Menus and Prompts
14(1)
Disk Format
14(1)
Opening, Naming, Saving, and Closing Your Files
14(1)
Copy Disk
15(1)
Use and Care of the Floppy Disk
15(1)
Multimedia PCs
15(1)
Review Problems
16(1)
Describing and Presenting a Distribution of Scores
17(28)
Statistical Terms
17(1)
Scales of Measurement
18(2)
Nominal Scale
19(1)
Ordinal Scale
19(1)
Interval Scale
19(1)
Ratio Scale
19(1)
Normal Distribution
20(2)
Analysis of Ungrouped Data
22(12)
Score Rank
22(1)
Measures of Central Tendency
22(3)
Which Measure of Central Tendency Is Best for Interpretation of Test Results?
25(1)
Measures of Variability
26(5)
Relationship of Standard Deviation and Normal Curve
31(3)
Which Measure of Variability Is Best for Interpretation of Test Results?
34(1)
Percentiles and Percentile Ranks
34(1)
Review Problems
34(1)
Analysis of Grouped Data
35(4)
Measures of Central Tendency
37(2)
Measures of Variability
39(1)
Review Problems
39(1)
Graphs
40(1)
Histogram
40(1)
Frequency Polygon
41(1)
Standard Scores
41(2)
z-Scores
41(1)
T-Scores
42(1)
Percentiles
43(1)
Review Problem
43(2)
Investigating the Relationship of and Differences in Scores
45(20)
Correlation
45(4)
Scattergram
46(1)
Spearman Rank-Difference Correlation Coefficient
47(1)
Pearson Product-Moment Correlation Coefficient
47(2)
Interpretation of the Correlation Coefficient
49(2)
Significance of the Correlation Coefficient
50(1)
Coefficient of Determination
50(1)
Negative Correlation Coefficients
51(1)
Other Correlation Techniques
51(1)
Phi Coefficient
51(1)
Point Biserial Coefficient
51(1)
Biserial Correlation Coefficient
51(1)
Tetrachoric Correlation Coefficient
51(1)
Review Problems
52(1)
Testing for Significant Difference Between Two Means
52(5)
The Null Hypothesis
52(1)
Degrees of Freedom
53(1)
Level of Significance
53(1)
Standard Error of the Mean
53(2)
Standard Error of the Difference Between Means
55(1)
t-Test for Independent Groups
55(1)
t-Test for Dependent Groups
55(2)
Review Problems
57(1)
Testing for Significant Difference Among Three or More Items
57(6)
Special Terms and Symbols
57(1)
Analysis of Variance for Independent Groups
58(2)
Post Hoc Test
60(1)
Analysis of Variance for Repeated Measures
60(2)
Post Hoc Test
62(1)
Intraclass Correlation Coefficient
63(1)
Statistics Software
63(1)
Review Problems
64(1)
What Is a Good Test?
65(10)
Criterion-Referenced Measurement
65(1)
Norm-Referenced Measurement
66(1)
Validity
66(3)
Validity of Norm-Referenced Tests
67(1)
Validity of Criterion-Referenced Tests
68(1)
Factors Affecting Validity
69(1)
Reliability
69(3)
Reliability of Norm-Referenced Tests
70(1)
Reliability of Criterion-Referenced Tests
71(1)
Factors Affecting Reliability
71(1)
Objectivity
72(1)
Administrative Feasibility
72(1)
Review Problems
73(2)
Construction of Knowledge Tests
75(14)
Steps in Construction of a Test
75(5)
Test Planning
75(2)
Test Item Construction
77(1)
Test Administration
77(1)
Item Analysis
77(2)
Item Revision
79(1)
Objective Test Items
80(5)
True-False Items
80(2)
Multiple-Choice Items
82(1)
Short-Answer and Completion Items
83(1)
Matching Items
84(1)
Essay Test Items
85(2)
Guidelines for Writing Essay Items
85(1)
Guidelines for Scoring Essay Items
86(1)
Examples of Essay Items
86(1)
Review Problems
87(2)
Assessing and Grading the Students
89(14)
Characteristics of Authentic Assessment
90(2)
Formal Record Keeping
90(1)
Natural Surroundings
90(1)
Formative and Summative Assessment
90(1)
Technique (Form) and End Result
90(1)
Self-Assessment and Peer Assessment
90(1)
Portfolio Assessment
91(1)
Grading
92(1)
Use of Grades
92(1)
Students
92(1)
Parents
92(1)
Teachers
93(1)
Administrators
93(1)
Factors Used in Grading
93(3)
Affective Factors
93(1)
Cognitive Factors
94(1)
Psychomotor Factors
94(2)
Criteria for Grades
96(1)
Methods of Grading
96(4)
Norm-Referenced Grading
96(3)
Criterion-Referenced Grading
99(1)
Which Method of Grading Is Best?
100(1)
The Weighting of Factors
100(1)
Reporting of Final Grades
101(1)
Review Problem
102(1)
Construction of Psychomotor Tests
103(6)
Know What Is Required of a Good Test
103(1)
Define the Performance to Be Measured
103(1)
Analyze the Performance
104(1)
Review the Literature
104(1)
Devise the Test Items
104(1)
Prepare the Directions
104(1)
Have the Test Reviewed by Your Peers
104(1)
Administer the Test to a Small Group of Students
105(1)
Determine the Validity, Reliability, and Objectivity
105(1)
Tournament Play
105(1)
Previously Validated Test
105(1)
Ratings of Experts
105(1)
Develop the Norms
106(1)
Intercorrelations
106(1)
Review Problems
107(2)
Testing in the Psychomotor Domain
109(4)
Test Administration Responsibilities
109(2)
Pretest Responsibilities
109(1)
Testing Responsibilities
110(1)
Posttest Responsibilities
110(1)
Types of Psychomotor Tests
111(2)
Agility
113(8)
Why Measure Agility?
113(1)
Tests of Agility
114(4)
Activities of Develop Agility
118(2)
Changes in the Height of the Body
119(1)
Changes in Distance
119(1)
Changes in Direction
119(1)
Other Agility Activities
119(1)
Review Problems
120(1)
Balance
121(6)
Why Measure Balance?
121(1)
Tests of Balance
122(3)
Static Balance Tests
122(1)
Dynamic Balance Tests
123(2)
Activities to Develop Balance
125(1)
Static Balance Activities
126(1)
Dynamic Balance Activities
126(1)
Recapturing Balance Activities
126(1)
Review Problems
126(1)
Cardiorespiratory Fitness
127(12)
Why Measure Cardiorespiratory Fitness?
127(1)
Tests of Cardiorespiratory Fitness
128(9)
Development of Cardiorespiratory Fitness
137(1)
Review Problems
138(1)
Flexibility
139(12)
Why Measure Flexibility?
139(1)
Tests of Flexibility
140(5)
Exercises to Develop Flexibility
145(4)
Neck
148(1)
Shoulder and Upper Chest
148(1)
Upper Back
148(1)
Lower Back
148(1)
Trunk
148(1)
Posterior Hip, Upper Leg, and Lower Back
148(1)
Anterior Hip and Thigh
148(1)
Groin Area
149(1)
Posterior Lower Leg
149(1)
Foot and Ankle
149(1)
Review Problems
149(2)
Muscular Strength, Endurance, and Power
151(18)
Why Measure Muscular Strength, Endurance, and Power?
151(1)
Tests of Muscular Strength and Endurance
152(11)
Tests with Weight-Training Equipment
152(1)
Tests Requiring Limited Equipment
153(10)
Muscular Power
163(2)
Exercises to Develop Muscular Strength and Endurance
165(2)
Posterior Upper Arms, Shoulders, Chest, and Upper Back
165(1)
Anterior Upper Arms, Shoulders, Chest, and Upper Back
165(1)
Abdomen
166(1)
Lateral Trunk
166(1)
Lower Back and Buttocks
166(1)
Lateral Hips and Thighs
166(1)
Upper Legs
167(1)
Lower Legs
167(1)
Review Problems
167(2)
Anthropometric Measurement and Body Composition
169(18)
Why Measure Body Structure and Composition?
169(1)
Body Type Classification (Somatotyping)
170(1)
Height-Weight Tables
171(3)
Elbow Breadth
171(3)
Ankle Girth
174(1)
Body Composition
174(9)
Skinfold Tests
175(3)
Estimating Percent Body Fat (Jackson and Pollack 1985)
178(5)
Optimal Percent Body Fat and Desirable Body Weight
183(1)
Cooper Method for Determining Ideal Weight (Cooper 1982)
184(1)
Body Mass Index (BMI)
184(1)
Fat Distribution
184(1)
Weight Loss Programs
184(1)
Review Problems
185(2)
Posture and Body Mechanics
187(10)
Why Measure Posture and Body Mechanics?
187(1)
Measures of Posture
188(3)
Standing Posture Measurement
191(1)
Foot Alignment Measurement
191(1)
Descriptions of Proper Posture and Body Mechanics
191(2)
Standing
191(1)
Walking
191(1)
Running for Speed
192(1)
Running for Distance
192(1)
Sitting
193(1)
Lifting Heavy Objects
193(1)
Lifting an Object from a Height
193(1)
Carrying Heavy Objects
193(1)
Lying
193(1)
Exercises to Correct Postural Deviations (French and Jansma 1982)
193(2)
Lumbar Lordosis
193(1)
Kyphosis
194(1)
Winged Scapula
194(1)
Scoliosis
194(1)
Knock Knee
194(1)
Bowlegs
195(1)
Toeing In and Toeing Out
195(1)
Flatfeet
195(1)
Foot Pronation
195(1)
Review Problems
195(2)
Physical Fitness
197(20)
Why Measure Physical Fitness?
198(1)
Guidelines for the Administration and Use of Fitness Tests (Corbin 1987; Franks, Morrow, and Plowman 1988)
198(1)
Norm-Referenced Standards Versus Criterion-Referenced Standards (Going and Williams 1989; Cureton and Warren 1990)
198(1)
Tests of Health-Related Physical Fitness
199(8)
Tests of Skill-Related Physical Fitness
207(7)
Development of Health-Related and Skill-Related Physical Fitness
214(2)
Review Problems
216(1)
Special Populations
217(12)
Why Measure Special Populations?
218(1)
Norm-Referenced or Criterion-Referenced Tests?
219(1)
Perceptual-Motor Performance Tests
219(1)
Motor Performance Tests
220(3)
Physical Fitness Tests
223(4)
Review Problems
227(2)
Sports Skills
229(28)
Why Measure Sports Skills?
229(1)
Individual and Dual Sports
230(10)
Archery
230(1)
Badminton
230(2)
Golf
232(1)
Handball
233(2)
Racquetball
235(1)
Tennis
236(4)
Team Sports
240(14)
Basketball
240(3)
Field Hockey
243(1)
Football
244(2)
Soccer
246(1)
Softball
246(5)
Volleyball
251(3)
Review Problems
254(1)
Sources of Additional Sports Skills Tests
254(3)
Archery
254(1)
Badminton
254(1)
Basketball
254(1)
Bowling
255(1)
Field Hockey
255(1)
Football
255(1)
Golf
255(1)
Handball
255(1)
Racquetball
255(1)
Soccer
255(1)
Softball
255(1)
Swimming
255(1)
Tennis
256(1)
Volleyball
256(1)
Affective Behavior
257(22)
Why Measure Affective Behavior?
258(1)
Uses for Groups
258(1)
Uses for Individuals
258(1)
Categories of Measures
258(1)
Types of Items
259(1)
Likert Scale
259(1)
Semantic Differential
259(1)
Rating Scale
260(1)
Questionnaire
260(1)
Instruments for Measurement of Affective Behavior
260(16)
Social Behavior
260(1)
Attitudes
261(7)
Sportsmanship
268(3)
Leadership
271(1)
Competition Anxiety
271(3)
Other Measures
274(2)
Review Problems
276(2)
Sources of Additional Instruments for Measurement of Affective Behavior
278(1)
Attitudes
278(1)
Body Image
278(1)
Self-Esteem
278(1)
Sportsmanship
278(1)
REFERENCES AND ADDITIONAL READING279(8)
APPENDICES287(10)
A Square Root Example
287(1)
B Values of the Correlation Coefficient (r)
288(1)
C Critical Values of t (Two-Tailed Test)
289(1)
D F Distribution
290(4)
E Values of the Studentized Range (q)
294(3)
Index297

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