Evaluating Performance In Physical Education

EVALUATING PERFORMANCE IN PHYSICAL EDUCATION B. DON FRANKS Temple University HELGA DEUTSCH University of Illinois ACADEMIC PRESS New York and London A Subsidiary of Harcourt Brace Jovanovich, Publishers COPYRIGHT © 1973, BY A C A D E M I C PRESS, I N C . ALL RIGHTS RESERVED. NO PART O F THIS PUBLICATION MAY BE REPRODUCED OR TRANSMITTED IN ANY FORM OR BY ANY MEANS, ELECTRONIC OR MECHANICAL, INCLUDING PHOTOCOPY, RECORDING, OR ANY INFORMATION STORAGE AND RETRIEVAL SYSTEM, WITHOUT PERMISSION IN WRITING FROM THE PUBLISHER. A C A D E M I C PRESS, I N C . I l l Fifth Avenue, New York, New York 10003 United Kingdom Edition published by A C A D E M I C PRESS, INC. (LONDON) LTD. 24/28 Oval Road, London NW1 LIBRARY O F CONGRESS CATALOG CARD N U M B E R : 72-88369 PRINTED IN THE UNITED STATES OF AMERICA Preface Evaluation is an important and necessary function of all teachers. The teacher is charged with the responsibility of evaluating students, the curriculum, and teaching methods. Tests play a vital role in this process. The teacher of physical education is faced with many problems common to any teacher, as well as with some problems which are unique to this field. This book includes much of the conventional material, such as the place of testing in physical education, selection, construction, and administration of written, performance, and fitness tests, as well as some elementary statistics which are important in the evaluation and interpretation of students , scores. The unique features of the book include its flexibility, the introduction of nonparametric statistics, a section on subjective evaluation, and a theoretical model for physical performance and fitness. Nonparametric statistics are included because we believe they are more practical for application by the public school teacher. This is true mainly because they do not demand as strict adherence to the theoretical assumptions underlying parametric statistical techniques. They are also easier to use (without the necessity of computer or calculator) and are easier to teach to students who may lack a good background in mathematics. The inclusion of a section on subjective evaluation should be of value to all teachers in the field since much of our evaluation is subjective in nature. It is an attempt at resolving such problems as how to evaluate movements which take short periods of time. The physical educator must be able to make subjective judgments systematically according to a predetermined objective scheme. A third feature of the book is the presentation of a model for physical performance and fitness. The content of the model is not as important as the hierarchical concept that will allow students to place different components of performance and fitness into perspective. Although this book was written primarily for students just beix X Preface ginning their study of evaluating performance, there is a flexibility which allows it to be adapted for more advanced students. The potential flexibility can be seen in Chapters 5 and 6 (Interpretation of Test Scores and Optional Supplement to Interpretation of Test Scores) in which both the simpler (nonparametric) and more complex (parametric) statistical procedures are included. The statistical procedures that would be most appropriate for the background and interests of a particular class can be chosen. The major source of flexibility for the other portions of the book will be in the use made of the problems at the end of each chapter. Many have assisted us directly and indirectly in this endeavor. Although they did not collaborate with us directly, we were certainly influenced by the teaching and ideas of such men as T. K. Cureton, A. W. Hubbard, and G. C. Moore. More directly, we appreciate the initial involvement and continual encouragemen