Application of Measurement and

Evaluation in Psychomotor Domain

AMIR RIFAAT

BRIEF CONTENTS

Test, measurement and evaluation

definition

Purpose of measurement and evaluation

Psychomotor domain

• Introduction

• Planning, construction and provision score

• Test procedures

• Safety aspect during test

Cognitive domain

• Introduction

• Planning, construction and provision score

• Test procedures

• Safety aspect during test

Affective domain

• Introduction

• Planning, construction and provision score

• Test procedures

• Safety aspect

TEST, MEASUREMENT & EVALUATIONMEASUREMENT

• Define as the act of assessing (Morrow, Jackson, Disch, & Mood, 2011).

• For example, people will ask the number of days per week they engage in moderate-to-vigorous physical activity.

TEST

• Defined as an instrument or tool used to make the measurement (Morrow et al., 2011).

• This tool can be written, oral, physiological, psychological, or can be a mechanical device.

• For example, in order to determine the number of days per week they engage in moderate-to-vigorous physical activity, they might use self-report, direct observation or instruments.

EVALUATION

• Defined as a statement of quality, goodness, merit, value, or worthiness about what has been assessed (Morrow et al., 2011). Evaluation involves decision making.

• For example, when the number of days per week they engage in moderate-to-vigorous physical activity had been determine, the results will be compared to the standard guidelines for physical activity.

RELATIONSHIP AMONG TEST, MEASUREMENT, & EVALUATION

PURPOSE OF MEASUREMENT & EVALUATION

• An initial test and evaluation that allows the coach to group students based on their abilities.

• Example, to teach a badminton class with half have the basic and half do not have the basic.

Placement

• Evaluation of test results in determine weaknesses or deficiencies in athletes, medical patients and fitness program participants.

Diagnosis

• To predict future results from present or past data.

• Example, the exercise epidemiologist may use physical activity pattern, cardiovascular endurance measures, blood pressure, body fat, or other factors to predict the risk of developing cardiovascular disease.

Prediction

• The measurement and evaluation process will motivated the program participants. People need the challenge and stimulation they get based on evaluation of their achievement.

• Example, when knowing the BMI of the body is on overweight category, this evaluation will lead the person to increase physical activity behaviors.

Motivation

• In training, set of objectives must be established which the participants’ achievement levels can be evaluated.

• Example, athletes should increase the performance gradually based on the objective set by the coach in order to be evaluated in the next competition.

Achievement

• Conduct program evaluation in future to justify the treatment, instruction and training programs.

Program evaluation

PURPOSE OF MEASUREMENT & EVALUATION

THREE DIFFERENT TAXONOMY OF PSYCHOMOTOR DOMAIN

• Reactions that are not learned, such as an involuntary reactionReflex movements

• Basic movements such as walking, or grasping.

Fundamental movements

• Response to stimuli such as visual and auditory.Perceptual abilities

• Stamina that must be developed for further development such as strength and agility.

Physical abilities (fitness)

• Advanced learned movements as one would find in sports or actingSkilled movements

• Use effective body language, such as gestures and facial expressions

Non-discursive communication

Harrow (1972)

• The ability to use sensory cues to guide motor activity.

Perception (awareness)

• Readiness to act. It includes mental, physical, and emotional sets. Set

• The early stages in learning a complex skill that includes imitation and trial and errorGuided response

• Learned responses have become habitual and the movements can be performed with some confidence and proficiency.

Mechanism (basic proficiency)

Simpson (1972)

• The skillful performance of motor is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy.

Complex Overt Response (expert)

• Skills are well developed and the individual can modify movement patterns to fit special requirements.

Adaptation

• Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills.

Origination

• Observing and patterning behavior after someone else. Imitation

• Being able to perform certain actions by memory or following instructionsManipulation

• Refining, becoming more exact. Performing a skill within a high degree of precisionPrecision

• Coordinating and adapting a series of actions to achieve harmony and internal consistency.

Articulation

• Mastering a high level performance until it become second-nature or natural, without needing to think much about it.

Naturalization

THREE DIFFERENT TAXONOMY OF PSYCHOMOTOR DOMAIN

Dave (1975)

COMPONENTS OF PSYCHOMOTOR DOMAIN

Physical (posture test)

Motor (agility)

Fitness (cardiorespiratory, strength)

Play (sport skill)

There are two categories of physical fitness:-

Health-related fitness

Physical fitness which primarily associated with disease prevention and

functional of health.

Skill-related fitness

The ability to perform during games and sports or

performance fitness. It is the condition of the body or

specific muscles to achieve primary goal of improving

skill.

PHYSICAL FITNESS

HEALTH-RELATED FITNESS• Ability to continue

training the cardiovascular system for a long period of time

Cardiovascular fitness

• Ratio of water, bone, muscle, and fat in the body

Body composition

• Capacity of the muscle to exert a submaximal force through a given range of motion or single point over a given time

Muscular endurance

• Ability of the muscle to exert a maximal force through a given range of motion or at a single given point

Muscular strength

• Ability of the joint to move through a full range of motion

Flexibility

EXAMPLES OF HEALTH-RELATED FITNESS TEST (CV-FITNESS)

Continuous tests to exhaustion (MAX)

• Multistage Shuttle Run Test (see also the similar Aero Test, and PACER test. Also called the beep, bleep test etc. - see variations)

• Yo-Yo endurance tests - a beep type test with rest periods developed for intermittent sports.

• Maximal Oxygen Consumption Test (VO2max)

• Vmax - simplified version of the VO2max test.

• Bruce Protocol Test

EXAMPLES OF HEALTH-RELATED FITNESS TEST (CV-FITNESS)

Intermittent Tests (MAX)

• Yo-Yo intermittent tests

Walking / Running Tests (MAX)

• 1 mile Rockport Walk Test

• 1 Mile Walk Test

• 2.4 km run test

• 6 minute run

• 6 minute walk test

• 12 minute Cooper test

• 15 minute Balke test

EXAMPLES OF HEALTH-RELATED FITNESS TEST (CV-FITNESS)

Cycle Tests (SUBMAX)

• Astrand-Rhyming Bicycle Ergometer Test

Cycle Tests (SUBMAX)

• Astrand-Rhyming Bicycle Ergometer Test

• YMCA 3-Minute Step Test

EXAMPLES OF HEALTH-RELATED FITNESS TEST (BC-FITNESS)

MEASUREMENTS

• Skinfold measurement

• Girth measurements

• Body Weight

• Hydrostatic Weighing (also known as Hydrodensitometry or underwater weighing)

CALCULATIONS

• Body Mass Index (BMI)

• Waist to Hip Ratio

EXAMPLES OF HEALTH-RELATED FITNESS TEST (MS-FITNESS)

MUSCLE STRENGTH

• 1RM Tests (also 1-RM Bench Press)

• Isokinetic Strength Tests

• Handgrip Strength Test

• Abdominal Strength Test (7 Stage)

• Abdominal Strength Test (4 Level)

• Straight Leg Ab Strength Test

• Isometric Back Strength

• Isometric Leg Strength

EXAMPLES OF HEALTH-RELATED FITNESS TEST (ME-FITNESS)

UPPER BODY

• Push Up (maximum)

• Dips

• Bench Press Max Reps

CORE

• Abdominal Endurance Tests

• Curl Ups (Pres Challenge)

• 30sec Sit-Up Test(Eurofit)

• Crunches (situps) (PFT)

• Side Ramp

• Leg Raises

LOWER BODY

• Squat Test (test at home)

• Single Leg Squat

EXAMPLES OF HEALTH-RELATED FITNESS TEST (FLEX)

INDIRECT METHODS

•Trunk and Lower Body

•Sit and Reach Test (general procedure and guide to variations).

•V-Sit test

•Groin Flexibility test

•calf muscle flexibility test

•Trunk Rotation Test

•Upper Body

•Shoulder Rotation

•Shoulder Flexion:

DIRECT METHODS

•Trunk and Lower Body

•90/90 (AKE) hamstring test

•Straight Leg Raise

•Modified Thomas Testcatego

SKILL-RELATED FITNESS• Ability to rapidly

change the position of the entire body in space with speed and accuracy

Agility

• Ability to move the body or certain part of the body swiftly and perform a movement within a short time period

Speed

• Amount of work performed per unit of time

Power

• Ability to use senses, such as seeing and hearing together with body parts in performing motor tasks smoothly and accurately

Coordination

• Ability to control or stabilize the equilibrium while moving or stationary position

Balance

• Relates to the time elapsed between stimulation and the beginning of reaction to it

Reaction time

EXAMPLES OF SKILL-RELATED FITNESS TEST (AGILITY)

TESTS

• Illinois Agility Run

• Shuttle Run test (25 yards)

• Zig Zag Test

• 505 agility test

• Hexagon test

• Quadrant Jump Test

• T-Test

• 10 meter shuttle

• Quick Feet Test

• Side-step Test

EXAMPLES OF SKILL-RELATED FITNESS TEST (SPEED)

TESTS

• Sprint Tests (general)

• 30 yard dash, 20 meter dash, 30 meter dash, 40 yard dash, 40 meter sprint, 50 meter sprint,60 yard dash, 60 meter sprint.

• sprint from home to first base for baseball players

• sprint 3/4 court for basketball players

• Accelerometers and GPS can be used to measure speed.

• Cycling 40m Sprint Test

• Swimming 100m Test

• Upper Body Speed: plate tapping test

• Speed/Agility Tests: 10x5m Shuttle. See also all Agility Tests which inherently measure speed.

• Punching Speed

EXAMPLES OF SKILL-RELATED FITNESS TEST (BALANCE)

TESTS

• Flamingo Balance

• Stork Stand Test

• Stick Lengthwise Test

• Beam Walk

• Bass Test

• Balance Beam Test

• Balance Board Test

• Standing Balance Test

EXAMPLES OF SKILL-RELATED FITNESS TEST (POWER)

Jumping and Running Tests

• Vertical Jump Test

• Bosco Ergo Jump Tests: Squat Jump, Squat Jump with extra weight, Counter Movement Jump, Abalakov Jump, Drop Jump, Repetitive Jump. More about the Bosco Protocols

• Standing Long (Broad) Jump Test

• 3 Hop Test

• 2 hop jump

Throwing and hitting tests

• Seated Medicine Ball Throw

• Overhead Medicine Ball Throw

• Overhead Powerball Throw (kneeling)

• Standing Medicine Ball Throw

• Overhead Power Ball Throw

• Power Ball Chest Launch

• Shot Put Back Throw

EXAMPLES OF SKILL-RELATED FITNESS TEST (COORDINATION)

TESTS

•Wall-Toss Test

•Block Transfer

•Soda Pop Test

•Minnesota Rate of Manipulation Test

•Plate Tapping

•Light Board Test

EXAMPLES OF SKILL-RELATED FITNESS TEST (REACTION TIME)

TESTS

• Click reaction time

• Reaction Time Ruler Test

• Reaction Stick Timers

• Light Board Reaction Timer

• SVT Reaction Test

• Reaction Timer Gadgets

• Groningen Reaction Time Test

• Batak Reaction Board Test

• Make your own Reaction Timer

PLANNING PSYCHOMOTOR TEST

Review criterion for a good test in term of validity, reliability, constructive, and objective of the test.

Determine what test should be applied based on health-related fitness and skill-related fitness (muscular strength test, muscular endurance test,

cardiovascular test, flexibility test, body composition test, speed test, agility test, power test, body coordination test, balance test and reaction time

test).

Test should be based on four components of psychomotor domain which are physical, motor, fitness and play. The test should be started with

physical and then motor, fitness and lastly play.

Get to know the subject (individual with abilities, athletes, individual with health problems, youth, adults and aging person).

PLANNING PSYCHOMOTOR TEST

Pilot test (test the instrument that been chosen on friends).

Select the method chosen and construct the test items.

Review the literature to know the method been used in term of instruments and procedures. Determine the exact testing

procedures.

Analyze the sport to determine skills that need to be measured.

PLANNING PSYCHOMOTOR TEST

Reevaluate the test.

Construct a test manual which shows description of the test, instruments that been used, and scoring system.

Find established norms for score reference.

Determine reliability, validity, and objectivity of the test.

PRE-TEST CONSTRUCTION

1. Develop the test schedule which includes the days and minutes for testing order in which items will be administered.

2. Plan appropriate test procedure.

3. Practice the similar activities.

4. Prepare the score sheet.

5. Train assistants so that the assistant will be familiar with the responsibilities, safety precautions, and prepared for unplanned development.

DURING TEST CONSTRUCTION

1. Organize the group.

2. Test instruction include demonstration so that they know the way todo the test.

3. Go through scoring and norms so that they know what to betargeted.

4. Explained about the safety precaution.

5. Form a smaller group to handle it easily,

6. Administer the test.

7. For those who not participate in the test, get appropriate activity forthem.

POST-TEST CONSTRUCTION

1. Score all the items.

2. Use norms if it need the norms.

3. Make a descriptive statistics (mean, mode, median, standard deviation, and range).

4. Interpret the results.

5. Plan for future on how to improve.

6. Evaluate the test.

HOW TO CONSTRUCT A TEST?

• When conducting a test, there must be components that should be listed which are:-

1. Test

2. Objective

3. Validity

4. Equipment

5. Procedures

6. Scoring

7. Norms

VERTICAL JUMP TEST

Test

• Vertical Jump (Texas Governor’s Commission on Physical Fitness)

Objective

• Using a doubled foot takeoff, to jump vertically as high as possible with maximum effort.

Validity

• Construct validity of jumping ability

Equipment

• A smooth wall of sufficient height, a measuring tape and a chalk. Sometimes, using Vertecand jump mat.

VERTICAL JUMP TEST

Procedure

• Secure the subject standing height by having him/her stand with heels togetheron the floor and the side of his dominant hand holding a piece of chalk, next tothe wall. From this position, the subject reaches upward as high as possible andmarks on the wall. To execute the jump, the subject squats next to the wall,jumps as high as possible, and marks the wall. Once in the starting position, thesubject should not walk in or step into the jump.

Scoring

• The height of the jump is the measured distance between the standing andjumping heights. Measurements accurate to the nearest inch are precise enoughfor reliable results. Give three trials, the first, at three-quarter speed to familiarizethe subject with the procedure and to serve as specific warm-up. The score isthe mean of the last two trials to the nearest half-inch.

VERTICAL JUMP TEST

Norms

• The following normative data (Chu 1996) has been obtained from the results of tests conducted with world class athletes.

% Rank Females Males

91-100 76.20 - 81.30 cm 86.35 - 91.45 cm

81 - 90 71.11 - 76.19 cm 81.30 - 86.34 cm

71 - 80 66.05 - 71.10 cm 76.20 - 81.29 cm

61 - 70 60.95 - 66.04 cm 71.10 - 76.19 cm

51 - 60 55.90 - 60.94 cm 66.05 - 71.09 cm

41 - 50 50.80 - 55.89 cm 60.95 - 66.04 cm

31 - 40 45.71 - 50.79 cm 55.90 - 60.94 cm

21 - 30 40.65 - 45.70 cm 50.80 - 55.89 cm

11 - 20 35.55 - 40.64 cm 45.70 - 50.79 cm

1 - 10 30.50 - 35.54 cm 40.65 - 45.69 cm

• The following are national norms for 16 to 19 year olds (Davis, 2000).

• The following table is for adult athletes (20+) (Arkinstall, 2010).

Gender Excellent Above

average

Average Below

average

Poor

Male >65cm 50 - 65cm 40 - 49cm 30 - 39cm <30cm

Female >58cm 47 - 58cm 36 - 46cm 26 - 35cm <26cm

Gender Excellent Above

average

Average Below

average

Poor

Male >70cm 56 - 70cm 41 - 55cm 31 - 40cm <30cmFemale >60cm 46 - 60cm 31 - 45cm 21 - 30cm <20cm

SAFETY ASPECT

• Before the test, the equipment must be make sure to be appropriate and not worn out. Run a check on the equipment so that the tester will be sure that the equipment is ready to be used.

• When deciding if any test is safe, the consideration of the technique used and the load, as well as the subject condition, such as injury history and fitness level.

• Increasing the speed of any test can increase the risk of injury.

• Avoid or modify any test that causes you pain or discomfort. Don’t ignore the subject body’s signals of fatigue, discomfort and pain.

• Injuries need rest – trying to ‘work through’ the pain will cause more damage to soft muscle tissue and delay healing.

SAFETY ASPECT

Stop testing immediately

• Stop the testing and seek medical help if the subject experience symptoms such as:

• Discomfort or pain

• Chest pain or other pain that could indicate a heart attack, including pain in the neck and jaw, pain travelling down the arm or pain between the shoulder blades

• Extreme breathlessness

• A very rapid or irregular heartbeat during exercise.

SAFETY ASPECT

Warming up, cooling down and stretching safety

• Warm-up (five to 10 minutes) should gradually warm subject muscles and body temperature. The type of activity done in the warm-up should include major muscle groups that will be used in the testing. Warm-up could begin with a low intensity activity such as brisk walking or jogging. Stretching should be performed once the muscles have been warmed, as the stretching of cold muscles is less effective. It is also important to stretch after activity to assist recovery. In the end of testing, slow down gradually to a light jog or brisk walk, then finish off with five to 10 minutes of stretching (emphasize the major muscle groups you have used during your activity). This helps to reduce muscle soreness and stiffness.

SAFETY ASPECT

Water consumption safety

• During test, the subject can lose around fluid. One of the first symptoms of dehydration is fatigue, which causes a significant drop in sporting performance. It may also cause the subject to experience cramps, heat stress and heat stroke. Suggestions include:

• Avoid starting the test dehydrated. Drink plenty of fluids for several hours prior to test.

• If the subject is well hydrated, then he/she should be able to pass a good volume of clear urine in the hour before test.

• Drink at least 500 ml (2 cups) an hour before test.

• Drink at least 150 ml every 15 minutes during test.

• During test take advantage of all breaks in play to drink up.

• After test, drink more to ensure that the subject is fully rehydrated.