Chapter 11Chapter 11

Measuring Measuring Psychomotor Performance Psychomotor Performance

and Sports Skillsand Sports Skills

Taxonomy of Motor PerformanceTaxonomy of Motor Performance

• An ordering of information about human An ordering of information about human movement abilitymovement ability

• A hierarchy:A hierarchy:– Each successive movement or ability builds on Each successive movement or ability builds on

the ones beneath itthe ones beneath it

• A basis for setting performance A basis for setting performance expectationsexpectations

• A way to devise strategies for teaching, A way to devise strategies for teaching, coaching, and advisingcoaching, and advising

Taxonomy of theTaxonomy of thePsychomotor DomainPsychomotor Domain(adapted from Harrow, 1972)

Items in a Taxonomy Items in a Taxonomy for Physical Performance for Physical Performance

• Range from most basic, lowest level of Range from most basic, lowest level of physical function—physical function—reflexesreflexes—to nonverbal —to nonverbal communication through purposeful body communication through purposeful body movements—movements—communicative movementcommunicative movement..

• Range from subconscious, instinctual Range from subconscious, instinctual movements to skilled movement requiring movements to skilled movement requiring instruction, practice, and ability.instruction, practice, and ability.

Your ViewpointYour Viewpoint

• Think of your favorite physical activity. Think of your favorite physical activity. Where—on what level of the taxonomy of Where—on what level of the taxonomy of the psychomotor domain—is your skill the psychomotor domain—is your skill level?level?

• What could you do to move to the next What could you do to move to the next higher level?higher level?

Measuring Performance BasedMeasuring Performance Basedon the Psychomotor Taxonomyon the Psychomotor Taxonomy

• Measuring reflexes:Measuring reflexes:– For example, to determine the degree of a For example, to determine the degree of a

spinal cord injury or concussion.spinal cord injury or concussion.

• Measuring basic intentional movements:Measuring basic intentional movements:– To identify problems and develop strategies To identify problems and develop strategies

for overcoming psychomotor difficulties.for overcoming psychomotor difficulties.– Balance testBalance test– Hand steadinessHand steadiness

(continued)(continued)

Measuring PerformanceMeasuring Performance(continued)(continued)

• Measuring sensory ability and response Measuring sensory ability and response to environmental challenges:to environmental challenges:– Two-point touch testTwo-point touch test

• Measuring basic physical skills:Measuring basic physical skills:– To measure the components of physical To measure the components of physical

fitness as well as additional abilities (i.e., fitness as well as additional abilities (i.e., agility and balance)agility and balance)

(continued)(continued)

Measuring PerformanceMeasuring Performance(continued)(continued)

• Measuring skills movements:Measuring skills movements:– To measure a person’s skill in isolation and To measure a person’s skill in isolation and

in context of competitionin context of competition

• Measuring communicative movement:Measuring communicative movement:– To evaluate athletes/movement at the To evaluate athletes/movement at the

highest skill levelhighest skill level– Evaluators, as well as subjects being tested, Evaluators, as well as subjects being tested,

need to have expert knowledge of the sportneed to have expert knowledge of the sport– Involves rubricsInvolves rubrics

Testing Hand SteadinessTesting Hand Steadiness

Tests of Basic Physical SkillsTests of Basic Physical Skills

• Margaria Kalamen test:Margaria Kalamen test:– Power (watts) = body mass Power (watts) = body mass ** vertical distance vertical distance

** 9.8) / time 9.8) / time

• Wingate Anaerobic Power test:Wingate Anaerobic Power test:– Peak power (PP) = force Peak power (PP) = force distance/time distance/time

Ergometer Used in the Wingate Ergometer Used in the Wingate Anaerobic Power TestAnaerobic Power Test

RubricsRubrics

• A ranked set of descriptors that specifies the A ranked set of descriptors that specifies the components of a skill.components of a skill.– High end: The desired level of performance.High end: The desired level of performance.– Low end: The lowest level of performance Low end: The lowest level of performance

imaginable.imaginable.– In between: Every variety of performance one In between: Every variety of performance one

might ever view.might ever view.

• Types:Types:– HolisticHolistic– Primary traitPrimary trait

Sample Rubrics for BasketballSample Rubrics for Basketball

• Holistic rubric:Holistic rubric:– A single large rubric with one global score for A single large rubric with one global score for

all skills demonstrated while playing.all skills demonstrated while playing.

• Primary trait rubric:Primary trait rubric:– May be broken down into offense/defense May be broken down into offense/defense

type plays.type plays.– May be broken down into different types of May be broken down into different types of

shots.shots.– Has greater reliability and objectivity than a Has greater reliability and objectivity than a

holistic rubric.holistic rubric.

Development and Application Development and Application of a Rubricof a Rubric

• Define what is to be measuredDefine what is to be measured• Establish levels and write the rubricEstablish levels and write the rubric• Weight the rubricWeight the rubric• Score the rubricScore the rubric• Create a judging form or sheet Create a judging form or sheet

– Should be based on the rubric, so as to Should be based on the rubric, so as to determine scoresdetermine scores

• Select judgesSelect judges

Sample Primary Trait RubricSample Primary Trait Rubricfor a Cheerleader’s Voice for a Cheerleader’s Voice

and Projection Skilland Projection Skill

Adaptation of a Cheerleader Adaptation of a Cheerleader Scoring SheetScoring Sheet

Cheerleader Scoring SheetCheerleader Scoring Sheet(continued)(continued)

Issues in Measuring Issues in Measuring Human PerformanceHuman Performance

• External validity:External validity:– Can results be generalized to the real Can results be generalized to the real

world?world?

• Ecological validity:Ecological validity:– Was data gathered in an environment Was data gathered in an environment

that is similar to that in which results will that is similar to that in which results will be applied?be applied?

• Interfering variablesInterfering variables(continued)(continued)

More Issues More Issues in Measuring Performancein Measuring Performance

• Using test batteriesUsing test batteries

• OvertestingOvertesting

• Misleading testingMisleading testing

• Resolving deficiencies in the test Resolving deficiencies in the test takers and in the test itselftakers and in the test itself

• Discrimination among skill levelsDiscrimination among skill levels

• Nonteaching applicationsNonteaching applications

Variables That May Interfere Variables That May Interfere with Measurementwith Measurement

• Body fatnessBody fatness

• ExperienceExperience– Learning effect: Those who have taken Learning effect: Those who have taken

a test several times may learn how to a test several times may learn how to achieve a higher score.achieve a higher score.

• Cheating and carelessnessCheating and carelessness

Administering Administering Psychomotor Skills TestsPsychomotor Skills Tests

• Anticipate dangers; safety is of utmost Anticipate dangers; safety is of utmost importanceimportance

• Prepare ahead of time:Prepare ahead of time:– EquipmentEquipment– Scoring sheetsScoring sheets– Trained assistantsTrained assistants

• Take notes to help with test preparation Take notes to help with test preparation the next time.the next time.

Questions to Ask During/After Questions to Ask During/After Test AdministrationTest Administration

• What worked? What What worked? What didn’t?didn’t?

• Is it practical?Is it practical?• Does it have validity?Does it have validity?• What could be done to What could be done to

enhance validity, enhance validity, reliability, and reliability, and objectivity?objectivity?

• How could it be How could it be modified?modified?

• What can be done to What can be done to speed up test speed up test administration?administration?

• What can be done to What can be done to simplify test simplify test administration?administration?

• Is the length Is the length appropriate? What appropriate? What could be cut?could be cut?

• Are there any issues Are there any issues with objectivity?with objectivity?

Designing Psychomotor Designing Psychomotor Skills TestsSkills Tests

• Define the motor skill; what does it entail?Define the motor skill; what does it entail?

• Research to find out what others have Research to find out what others have done.done.

• Design the test to fit circumstances/ability Design the test to fit circumstances/ability levels being measured.levels being measured.

• Conduct trial run.Conduct trial run.

• Evaluate trial run. Evaluate trial run.

• Modify the test and repeat the process.Modify the test and repeat the process.

Your ViewpointYour Viewpoint

• When you were in school, did you take any When you were in school, did you take any skills tests in PE class? What do you skills tests in PE class? What do you remember about how those tests were remember about how those tests were administered? administered?

• Did you feel they were fair and objective? Did you feel they were fair and objective?

• Were the scoring and evaluation accurate?Were the scoring and evaluation accurate?

• If you were asked to improve this year’s If you were asked to improve this year’s version of the test, what would you change?version of the test, what would you change?