©2013, The McGraw-Hill Companies, Inc. All Rights Reserved Chapter 8 Construction and Administration of Psychomotor Tests

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 8-2 Chapter Objectives After completing this chapter, you should be able to 1.Describe the four components of the psychomotor domain. 2. Select psychomotor tests that have been constructed properly. 3. Describe the procedures for construction of a psychomotor test.

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 8-3 Chapter Objectives 4. Describe the pre-test, testing, and post-test responsibilities for the administration of psychomotor tests. 5. Properly administer psychomotor tests. 6. Define motor ability, motor capacity, and motor educability.

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 8-4 Four Fundamental Components of Psychomotor Domain Physical - anatomical or structural status Motor - quality of movement patterns Fitness - quantity of movement; sustained movement Play - represents the culmination of development within the psychomotor domain

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 8-5 Test Construction Guidelines 1. Know What is Required of a Good Test - Validity - Reliability - Objectivity - Administrative Feasibility

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 8-6 Test Construction Guidelines 2. Define the performance to be measured - Sport skill, flexibility, strength, etc. - Define characteristics of group to be measured - Objective measure - Existing tests 3. Analyze the performance - Identify components for successful performance 4. Review the literature - Research tests that measure the same performance or related performance

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 8-7 Test Construction Guidelines 5. Devise the test items - Make the items as realistic as possible - Make the items simple to perform - Make the items practical - Determine the test layout - Make the scoring simple 6. Prepare the directions 7. Have the test reviewed by qualified individuals 8. Administer the test to a small group of subjects

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 8-8 Test Construction Guidelines 9. Determine the validity, reliability, and objectivity - Concurrent validity -- tournament play, previously validated test, and rating of experts 10. Develop the norms 11. Intercorrelations Table 8.1 lists guidelines for construction of psychomotor tests. Table 8.2 indicates how the developers of three tests followed test construction guidelines.

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 8-9 Test Administration Responsibilities Pretest Testing Posttest

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 8-10 Pre-test Responsibilities 1. Develop a test schedule. - days and minutes for testing - order in which items will be administered 2. Plan an appropriate testing procedure. - measure entire class or divide class - appropriate activity for part of class not being tested 3. Provide opportunities for students to practice test items or activities similar to them. - students will know how to perform items - describe purpose of test

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 8-11 Pre-test Responsibilities 4. Prepare the scorecards. - should be easy to read - if not necessary, prepare another way to score test 5. Train all test assistants. - familiar with responsibilities - safety precautions - prepared to deal with unplanned developments 6. Know exactly how to give test instructions. - practice giving instructions - may be wise to write them on paper

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 8-12 Pre-test Responsibilities 7. If needed, plan how to form smaller groups. - plan more than one method (may have some students absent) 8. Review all safety precautions. 9. Provide all necessary equipment and floor or court markings. - complete preparations before group arrives - test equipment

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 8-13 Testing Responsibilities 1.Organize group for instructions. 2. Give test instructions. - always face group - do not attempt to give instructions or demonstrate items with your back to group 3. Demonstrate items. - may demonstrate after small groups are formed - whenever possible, have someone demonstrate items while you describe them

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 8-14 Testing Responsibilities 4. If test assistants are available, form smaller groups (number of groups may depend on number of test items.) 5. Administer test items. - individuals must perform items correctly - validity and reliability of test 6. If time allows, ask group for reaction to test.

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 8-15 Post-test Responsibilities 1. Score all test items. - norms (if available) - may develop own norms - determine descriptive statistics 2. Determine grade (if test is to be use for grade).

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 8-16 Post-test Responsibilities 3. Interpret test results to students. - do as soon as possible after test - if some students did not do well, discuss possible reasons with them 4. Prescribe the appropriate program for the students. - plan programs for improvement 5. Evaluate the test. - fulfill reasons for testing - learning experience for students - pretest, testing, posttest responsibilities

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 8-17 Types of Psychomotor Tests Motor ability - the innate and acquired ability of an individual to perform motor skills of a general nature, exclusive of highly specialized sports or gymnastic skills Measurement of motor ability no longer popular because: 1.Existence of general motor ability questioned; abilities specific to performance task 2. Construct validity of motor ability test batteries has never been established 3. Lack of consensus on what the components of motor ability are

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 8-18 Types of Psychomotor Tests Motor capacity - the individual ’ s potential ability to perform motor skills Motor educability - the individual ’ s ability to learn new motor skills These tests are no longer popular. Prefer to measure physical performance components of: agilitybalance cardiorespiratory endurancemuscular strength flexibilitymuscular endurance

©2013, The McGraw-Hill Companies, Inc. All Rights Reserved 8-19 Types of Psychomotor Tests Success in sports and physical activities is limited without development of these components Health fitness - cardiorespiratory fitness, flexibility, muscular strength, muscular endurance, and body composition Sports skills tests