Basic concepts of test theory.
A measurement or test taken to determine an athlete's condition or ability is called a test. Any test involves measurement. But not every change serves as a test. The measurement or test procedure is called testing.
A test based on motor tasks is called motor. There are three groups of motor tests:
- 1. Test exercises, performing which the athlete receives the task to show maximum result.
- 2. Standard functional tests, during which the task, the same for everyone, is dosed either according to the amount of work performed, or according to the magnitude of physiological changes.
- 3. Maximum functional tests, during which the athlete must show maximum results.
High quality testing requires knowledge of measurement theory.
Basic concepts of measurement theory.
Measurement is the identification of correspondence between the phenomenon being studied, on the one hand, and numbers, on the other.
The fundamentals of measurement theory are three concepts: measurement scales, units of measurement and measurement accuracy.
Measurement scales.
The scale of measurement is the law by which numerical value assigned to the measured result as it increases or decreases. Let's look at some of the scales used in sports.
Name scale (nominal scale).
This is the simplest of all scales. In it, numbers act as labels and serve to detect and distinguish objects under study (for example, the numbering of players on a football team). The numbers that make up the naming scale are allowed to be changed by metas. In this scale there are no relations like “ more-- less”, so some believe that the use of a naming scale should not be considered a measurement. When using a scale, names, only some mathematical operations can be carried out. For example, its numbers cannot be added or subtracted, but you can count how many times (how often) a particular number appears.
Order scale.
There are sports where the athlete’s result is determined only by the place taken in the competition (for example, martial arts). After such competitions, it is clear which of the athletes is stronger and which is weaker. But how much stronger or weaker it is impossible to say. If three athletes took first, second and third places, respectively, then what the difference in their sportsmanship is remains unclear: the second athlete may be almost equal to the first, or may be weaker than him and be almost identical to the third. The places occupied in the order scale are called ranks, and the scale itself is called rank or non-metric. In such a scale, its constituent numbers are ordered by rank (i.e., occupied places), but the intervals between them cannot be accurately measured. Unlike the naming scale, the order scale allows not only to establish the fact of equality or inequality of measured objects, but also to determine the nature of inequality in the form of judgments: “more is less,” “better is worse,” etc.
Using order scales, you can measure qualitative indicators that do not have a strict quantitative measure. These scales are especially widely used in humanities: pedagogy, psychology, sociology.
Order scales can be applied to ranks larger number mathematical operations, than to the numbers of the naming scale.
Interval scale.
This is a scale in which numbers are not only ordered by rank, but also separated by certain intervals. The feature that distinguishes it from the ratio scale described below is that the zero point is chosen arbitrarily. Examples could be calendar time (the beginning of chronology in different calendars was established for random reasons), joint angle (the angle at the elbow joint with full extension of the forearm can be taken equal to either zero or 180°), temperature, potential energy lifted load, potential electric field etc.
Interval scale measurement results can be processed by all mathematical methods, except for calculating ratios. These interval scales provide an answer to the question: “how much more,” but do not allow us to state that one value of a measured quantity is so many times greater or less than another. For example, if the temperature increased from 10 to 20 C, then it cannot be said that it has become twice as warm.
Relationship scale.
This scale differs from the interval scale only in that it strictly defines the position zero point. Thanks to this, the ratio scale does not impose any restrictions on the mathematical apparatus used to process observational results.
In sports, ratio scales measure distance, strength, speed, and dozens of other variables. The ratio scale also measures those quantities that are formed as differences between numbers measured on the interval scale. Thus, calendar time is counted on a scale of intervals, and time intervals - on a scale of ratios. When using a ratio scale (and only in this case!) the measurement of any quantity is reduced to experimental determination the ratio of this quantity to another similar one, taken as a unit. By measuring the length of the jump, we find out how many times this length is greater than the length of another body taken as a unit of length (a meter ruler in a particular case); By weighing a barbell, we determine the ratio of its mass to the mass of another body - a single “kilogram” weight, etc. If we limit ourselves only to the use of ratio scales, then we can give another (narrower, more specific) definition of measurement: to measure a quantity means to find experimentally its relation to the corresponding unit of measurement.
Units of measurement.
In order for the results of different measurements to be compared with each other, they must be expressed in the same units. In 1960, the International General Conference on Weights and Measures adopted International system units, abbreviated as SI (from initial letters words System International). Currently, the preferred application of this system in all fields of science and technology has been established, in national economy, as well as when teaching.
The SI currently includes seven basic units independent from each other (see table 2.1.)
Table 1.1.
From the indicated basic units, the units of other physical quantities are derived as derivatives. Derived units are determined on the basis of formulas that relate to each other physical quantities. For example, the unit of length (meter) and the unit of time (second) are basic units, and the unit of speed (meter per second) is a derivative.
In addition to the main ones, the SI identifies two additional units: radian is a unit of plane angle and steradian is a unit of solid angle (angle in space).
Measurement accuracy.
No measurement can be made absolutely accurately. The measurement result inevitably contains an error, the magnitude of which is smaller, the more accurate the measurement method and measuring device. For example, using a regular ruler with millimeter divisions, it is impossible to measure length with an accuracy of 0.01 mm.
Basic and additional error.
Basic error is the error of the measurement method or measuring device, which occurs in normal conditions their applications.
Additional error is the error of a measuring device caused by deviation of its operating conditions from normal ones. It is clear that instruments designed to operate at room temperature will not give accurate readings if used in the summer at a stadium under the scorching sun or in the winter in the cold. Measurement errors may occur when the voltage electrical network or battery power supply is below normal or inconsistent in value.
Absolute and relative errors.
Value E = A--Ao, equal to the difference between the reading of the measuring device (A) and the true value of the measured value (Ao) is called the absolute measurement error. It is measured in the same units as the measured quantity itself.
In practice, it is often convenient to use not the absolute, but the relative error. The relative measurement error is of two types - real and reduced. The actual relative error is the ratio absolute error to the true value of the measured quantity:
A D =---------* 100%
The given relative error is the ratio of the absolute error to the maximum possible meaning measured quantity:
Up =----------* 100%
Systematic and random errors.
Systematic is an error whose value does not change from measurement to measurement. Due to this feature, systematic error can often be predicted in advance or, in as a last resort, detected and eliminated at the end of the measurement process.
The method for eliminating systematic error depends primarily on its nature. Systematic measurement errors can be divided into three groups:
errors known origin and a known value;
errors of known origin but unknown magnitude;
errors of unknown origin and unknown magnitude. The most harmless are the errors of the first group. They are easily removed
by introducing appropriate corrections to the measurement result.
The second group includes, first of all, errors associated with the imperfection of the measurement method and measuring equipment. For example, the error in measuring physical performance using a mask for collecting exhaled air: the mask makes breathing difficult, and the athlete naturally demonstrates physical performance that is underestimated compared to the true one measured without a mask. The magnitude of this error cannot be predicted in advance: it depends on individual abilities the athlete and his well-being at the time of the study.
Another example of a systematic error in this group is the error associated with imperfect equipment, when the measuring device deliberately overestimates or underestimates true meaning measured quantity, but the magnitude of the error is unknown.
Errors of the third group are the most dangerous; their occurrence is associated both with the imperfection of the measurement method and with the characteristics of the object of measurement - the athlete.
Random errors arise under the influence of various factors that cannot be predicted in advance or accurately taken into account. Random errors cannot be eliminated in principle. However, using the methods mathematical statistics, it is possible to estimate the magnitude of the random error and take it into account when interpreting the measurement results. Without statistical processing, measurement results cannot be considered reliable.
Description of the presentation by individual slides:
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Physical qualities are usually called congenital (genetically inherited) morphofunctional qualities, thanks to which physical (materially expressed) human activity is possible, which receives its full manifestation in an appropriate way. motor activity. The main physical qualities include strength, speed, endurance, flexibility, and agility.
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Motor abilities are individual characteristics that determine the level of a person’s motor capabilities (V.I. Lyakh, 1996). The basis of a person’s motor abilities is physical qualities, and the form of manifestation is motor abilities and skills. Motor abilities include strength, speed, speed-strength, motor-coordination abilities, general and specific endurance
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Scheme of systematization of physical (motor) abilities Physical (motor) abilities Conditioning (energy) Strength Combinations of conditioning abilities Endurance Speed Flexibility Coordination (information) CS related to separate groups motor actions, special CS Specific CS Combinations of coordination abilities Combinations of conditioning and coordination abilities
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YOU CAN GET ACCURATE INFORMATION ABOUT THE LEVEL OF DEVELOPMENT OF MOTOR ABILITIES /high, medium, low/ USING TESTS /or control exercises/.
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With the help of control tests (tests), it is possible to identify absolute (explicit) and relative (hidden, latent) indicators of these abilities. Absolute indicators characterize the level of development of certain motor abilities without taking into account their influence on each other. Relative indicators allow us to judge the manifestation of motor abilities taking into account this influence.
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The above-mentioned physical abilities can be represented as existing potentially, i.e. before the start of any motor activity or activities (they can be called potential abilities) and as actually manifesting themselves at the beginning (including when performing motor tests) and in the process of performing this activities (current physical abilities).
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With a certain degree of convention, we can talk about ELEMENTARY and physical abilities COMPLEX physical abilities
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RESEARCH RESULTS ALLOW TO DISTINCTION THE FOLLOWING PHYSICAL ABILITIES SPECIAL SPECIFIC GENERAL KS
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Special physical abilities refer to homogeneous groups holistic motor actions or activities: running, acrobatic and gymnastic exercises on apparatus, throwing motor actions, sports games(basketball, volleyball).
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We can talk about specific manifestations of physical abilities as components that make up their internal structure.
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Thus, the main components of a person’s coordination abilities are: the ability to navigate, balance, respond, differentiate movement parameters; ability to rhythm, rearrangement of motor actions, vestibular stability, voluntary muscle relaxation. These abilities are specific.
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The main components of the structure of speed abilities are considered to be the speed of response, the speed of a single movement, the frequency of movements and the speed manifested in integral motor actions.
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Manifestations of strength abilities include: static (isometric) strength, dynamic (isotonic) strength - explosive, shock-absorbing force.
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The structure of endurance is very complex: aerobic, requiring oxygen sources of energy breakdown for its manifestation; anaerobic (glycolytic, creatine phosphate energy sources - without the participation of oxygen); endurance of various muscle groups in static poses - static endurance; endurance in dynamic exercises performed at a speed of 20-90% of the maximum.
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Less complex are the manifestations (forms) of flexibility, where active and passive flexibility are distinguished.
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General physical abilities should be understood as potential and realized opportunities of a person, determining his readiness for successful implementation motor actions of different origin and meaning. Special physical abilities are a person’s capabilities that determine his readiness to successfully carry out motor actions of similar origin and meaning. Therefore, tests provide information primarily about the degree of formation of special and specific physical (speed, coordination, strength, endurance, flexibility) abilities.
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Special physical abilities are a person’s capabilities that determine his readiness to successfully carry out motor actions of similar origin and meaning. Therefore, tests provide information primarily about the degree of formation of special and specific physical (speed, coordination, strength, endurance, flexibility) abilities.
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The objectives of testing are to identify the levels of development of conditioning and coordination abilities, to assess the quality of technical and tactical readiness. Based on the test results, you can: compare the preparedness of both individual students and entire groups living in different regions and countries; conduct sports selection for practicing one or another sport, for participation in competitions; exercise largely objective control over the education (training) of schoolchildren and young athletes; identify the advantages and disadvantages of the means used, teaching methods and forms of organizing classes; finally, justify the norms (age-specific, individual) physical fitness children and teenagers.
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Along with the above tasks in practice different countries testing objectives boil down to the following: to teach schoolchildren themselves to determine the level of their physical fitness and plan the necessary complexes for themselves physical exercise; encourage students to further improve their physical condition (shape); don't know so much baseline development of motor ability, how much does it change over certain time; encourage students who have achieved high results, but not so much for a high level, but for the planned increase in personal results.
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A test is a measurement or test taken to determine a person's ability or condition.
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Only those tests (samples) that meet special requirements: the purpose of any test (or tests) must be defined; a standardized test measurement methodology and testing procedure should be developed; it is necessary to determine the reliability and information content of the tests; test results can be presented in the appropriate evaluation system
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Test. Testing. Testing result The system of using tests in accordance with the task, the organization of conditions, the performance of tests by subjects, the evaluation and analysis of results is called testing. Obtained during measurements numeric value- the result of testing (test).
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The tests used in physical education are based on motor actions (physical exercises, motor tasks). Such tests are called movement or motor tests.
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There is a known classification of tests according to their structure and, according to their primary indications, a distinction is made between single and complex tests. A single test is used to measure and evaluate one trait (coordination or conditioning ability).
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Using a complex test, several signs or components of different or the same ability are assessed. for example, jumping up from a place (with a wave of the arms, without a wave of the arms, to a given height).
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TESTS may be conditioning tests to assess strength abilities to assess endurance; to assess speed abilities; to assess flexibility, coordination tests to assess coordination abilities related to individual independent groups motor actions that measure special coordination abilities; to assess specific coordination abilities - the ability to balance, spatial orientation, response, differentiation of movement parameters, rhythm, rearrangement of motor actions, coordination (communication), vestibular stability, voluntary muscle relaxation).
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Each classification is a kind of guidelines for selecting (or creating) the type of tests that to a greater extent correspond to testing tasks.
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QUALITY CRITERIA FOR MOTOR TESTS The concept of “motor test” meets its purpose when the test satisfies the relevant basic criteria: reliability, stability, equivalence, objectivity, informativeness (validity), as well as additional criteria: standardization, comparability and economy. Tests that meet the requirements of reliability and information content are called good or authentic (reliable).
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Reliability of a test refers to the degree of accuracy with which it assesses a specific motor ability, regardless of the requirements of the person assessing it. Reliability is the extent to which results are consistent when the same people are tested repeatedly under the same conditions; This is the stability or stability of an individual's test result when the control exercise is repeated. In other words, a child in a group of subjects, based on the results of repeated testing (for example, jumping performance, running time, throwing distance), consistently retains its ranking place. The reliability of the test is determined using correlation-statistical analysis by calculating the reliability coefficient. In this case they use various ways, on the basis of which the reliability of the test is judged.
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The stability of the test is based on the relationship between the first and second attempts, repeated after a certain time under the same conditions by the same experimenter. The method of repeated testing to determine reliability is called retest. The stability of the test depends on the type of test, the age and gender of the subjects, and the time interval between test and retest. For example, performance on conditioning tests or morphological characteristics at short time intervals they are more stable than the results of coordination tests; in older children the results are more stable than in younger ones. A retest is usually carried out no later than a week later. At longer intervals (for example, after a month), the stability of even such tests as the 1000 m run or standing long jump becomes noticeably lower.
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Test equivalence Test equivalence is the correlation of the test result with the results of other tests of the same type. For example, when you need to choose which test more adequately reflects speed abilities: running 30, 50, 60 or 100 m. The attitude towards equivalent (homogeneous) tests depends on many reasons. If it is necessary to increase the reliability of assessments or study conclusions, then it is advisable to use two or more equivalent tests. And if the task is to create a battery containing a minimum of tests, then only one of the equivalent tests should be used. Such a battery, as noted, is heterogeneous, since the tests included in it measure different motor abilities. An example of a heterogeneous battery of tests is the 30 m run, pull-up, bend forward, and 1000 m run.
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The reliability of tests is also determined by comparing the average scores of even and odd attempts included in the test. For example, the average accuracy of shots on target from 1, 3, 5, 7 and 9 attempts is compared with the average accuracy of shots from 2, 4, 6, 8 and 10 attempts. This method of assessing reliability is called the doubling method, or splitting. It is used primarily when assessing coordination abilities and in the event that the number of attempts forming test result, no less than six.
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Under the objectivity (consistency) of the test The objectivity (consistency) of the test is understood as the degree of consistency of the results obtained on the same subjects by different experimenters (teachers, judges, experts). To increase the objectivity of testing, it is necessary to comply with standard test conditions: testing time, place, weather conditions; unified material and hardware support; psychophysiological factors (volume and intensity of load, motivation); presentation of information (accurate verbal statement test objectives, explanation and demonstration). This is the so-called objectivity of the test. They also talk about interpretive objectivity, which concerns the degree of independence in the interpretation of test results by different experimenters.
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In general, as experts note, the reliability of tests can be improved in various ways: more stringent standardization of testing, an increase in the number of attempts, the best motivation subjects, an increase in the number of evaluators (judges, experts), an increase in the consistency of their opinions, and an increase in the number of equivalent tests. There are no fixed values for test reliability indicators. In most cases, the following recommendations are used: 0.95 - 0.99 - excellent reliability; 0.90 -- 0.94 -- good; 0.80 -- 0.89 -- acceptable; 0.70 - 0.79 - bad; 0.60 - 0.69 - doubtful for individual assessments, the test is suitable only for characterizing a group of subjects.
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The validity of a test is the degree of accuracy with which it measures the motor ability or skill being assessed. In foreign (and domestic) literature, instead of the word “informativeness”, the term “validity” is used (from the English validity - validity, reality, legality). In fact, when talking about information content, the researcher answers two questions: what does this particular test (battery of tests) measure and what is the degree of measurement accuracy. There are several types of validity: logical (substantive), empirical (based on experimental data) and predictive.
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Important additional test criteria, as noted, are standardization, comparability and efficiency. The essence of standardization is that, based on test results, you can create standards that have special meaning for practice. Test comparability is the ability to compare results obtained from one or more forms of parallel (homogeneous) tests. In practical terms, the use of comparable motor tests reduces the likelihood that, as a result of regular use of the same test, the degree of skill is assessed not only and not so much as the level of ability. At the same time, comparable test results increase the reliability of the conclusions. The essence of economy as a test quality criterion is that the test does not require a long time, large material costs and the participation of many assistants.
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ORGANIZATION OF TESTING THE READINESS OF SCHOOL-AGE CHILDREN Second important issue testing motor abilities (remember that the first step is the selection of informative tests, the organization of their application. Teacher physical culture must determine: when is the best time to organize testing, how to carry it out in the classroom and how often testing should be carried out. Testing dates are consistent with school curriculum, which provides for mandatory testing of students’ physical fitness twice a day.
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Knowledge of annual changes in the development of children’s motor abilities allows the teacher to make appropriate adjustments to the process of physical education for the next academic year. However, the teacher must and can conduct more frequent testing, conduct the so-called operational control. It is advisable to do this in order to determine, for example, changes in the level of speed, strength abilities and endurance under the influence of athletics lessons during the first quarter. For this purpose, the teacher can use tests to assess children’s coordination abilities at the beginning and at the end of mastering the program material, for example, in sports games, to identify changes in the development indicators of these abilities.
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It should be taken into account that the variety of solutions pedagogical tasks does not allow the teacher to be provided with a unified testing methodology, the same rules conducting tests and evaluating test results. This requires experimenters (teachers) to demonstrate independence in solving theoretical, methodological and organizational issues of testing. Testing in a lesson must be linked to its content. In other words, the test or tests used, subject to the appropriate requirements (as a research method), should be organically included in the planned physical exercises. If, for example, children need to determine the level of development of speed abilities or endurance, then the necessary tests should be scheduled in that part of the lesson in which the tasks of developing the corresponding physical abilities will be solved.
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The frequency of testing is largely determined by the rate of development of specific physical abilities, age, sex and individual characteristics their development. For example, it takes several months to achieve significant gains in speed, endurance, or strength. regular classes(training). At the same time, in order to obtain a significant increase in flexibility or individual coordination abilities, only 4-12 workouts are required. It is possible to achieve improvement in physical quality if you start “from scratch” for more than short term. And in order to improve this same quality when a child has it high level, it takes more time. In this regard, the teacher must study more deeply the features of the development and improvement of various motor abilities in children at different age and gender periods.
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When assessing the general physical fitness of children, you can use a wide variety of test batteries, the choice of which depends on specific tasks testing and availability necessary conditions. However, due to the fact that the test results obtained can only be assessed through comparison, it is advisable to choose tests that are widely represented in the theory and practice of physical education of children. For example, rely on those recommended in the FC program. For comparison general level physical fitness of a student or group of students, using a set of tests, they resort to converting test results into points or points. The change in the amount of points during repeated testing makes it possible to judge the progress of both an individual child and a group of children.
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An important aspect of testing is the problem of choosing a test to evaluate a specific physical ability and general physical fitness.
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Practical recommendations and advice. IMPORTANT: Determine (select) the battery (or set) of necessary tests with a detailed description of all the details of their implementation; Set testing dates (better - 2-3 weeks of September - 1st testing, 2-3 weeks of May - 2nd testing); In accordance with the recommendation, accurately determine the age of children on the day of testing and their gender; Develop unified data recording protocols (possibly based on the use of ICT); Determine the circle of assistants and carry out the testing procedure itself; Immediately carry out mathematical processing of testing data - calculation of basic statistical parameters (arithmetic mean, arithmetic mean error, standard deviation, coefficient of variation and estimates of the reliability of differences between arithmetic means, for example, parallel classes of the same and different schools children of such and such age and gender); One of the significant stages of the work may be the translation of test results into points or points. With regular testing (2 times a year, for several years), this will allow the teacher to have an idea of the progress of the results.
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Moscow “Enlightenment” 2007 The book contains the most common motor tests to assess the conditioning and coordination abilities of students. The benefit provides individual approach physical education teacher to each specific student, taking into account his age and physique.
REPORT
student 137 gr. Ivanova I.
on testing the effectiveness of training methods
using methods of mathematical statistics
Sections of the report are drawn up in accordance with the samples given in this manual at the end of each stage of the game. The completed reports are stored at the Department of Biomechanics until consultation before the exam. Students who have not reported for the work done and have not submitted a notebook with a report to the teacher are not allowed to take the sports metrology exam.
Stage I business games
Control and measurement in sports
Target:
1. Familiarize yourself with theoretical foundations control and measurement in sports and physical education.
2. Acquire skills in measuring speed performance indicators in athletes.
1. Physical control
education and sports
Physical education and sports training is not a spontaneous, but a controlled process. At each moment of time, a person is in a certain physical state, which is determined mainly by health (compliance of vital signs with the norm, the degree of resistance of the body to adverse sudden influences), physique and the state of physical functions.
It is advisable to manage the physical state of a person by changing it in in the right direction. This management is carried out by means of physical education and sports, which, in particular, include physical exercises.
It just seems like the teacher (or coach) is in control. physical condition, influencing the athlete’s behavior, i.e. offering certain physical exercises, as well as monitoring the correctness of their implementation and the results obtained. In reality, the athlete’s behavior is controlled not by the coach, but by the athlete himself. During sports training, the self-governing system (the human body) is influenced. Individual differences in the condition of athletes, they do not provide confidence that the same impact will cause the same response. Therefore, the relevant question is about feedback: information about the athlete’s condition received by the coach during control of the training process.
Control in physical education and sports is based on measuring indicators, selecting the most significant ones and their mathematical processing.
Management of the educational and training process includes three stages:
1) collection of information;
2) its analysis;
3) decision making (planning).
Information collection is usually carried out during comprehensive control, the objects of which are:
1) competitive activity;
2) training loads;
3) the athlete’s condition.
There are (V.A. Zaporozhanov) three types of athlete’s states depending on the duration of the interval required for the transition from one state to another.
1. Staged(permanent) condition. Saved relatively long – weeks or months. Comprehensive characteristics the staged state of an athlete, reflecting his ability to demonstrate sporting achievements, is called preparedness, and the state of optimal (best for a given training cycle) readiness is called sports uniform. Obviously, a state of athletic fitness cannot be achieved or lost within one or several days.
2. Current state. Changes under the influence of one or several classes. Often the consequences of participation in competitions or performance in one of the classes training work lasts for several days. In this case, the athlete usually notes the events as unfavorable (for example, muscle pain), and positive (for example, the state increased performance). Such changes are called delayed training effect.
The current state of the athlete determines the nature of the next training sessions and the magnitude of the loads in them. Special case current state, characterized by readiness to perform a competitive exercise in the coming days with a result close to the maximum, is called current readiness.
3. Operational state. Changes under the influence one-time execution physical exercise and is temporary (for example, fatigue caused by running a distance once; a temporary increase in performance after warming up). The athlete’s operational state changes during the training session and should be taken into account when planning rest intervals between approaches, repeated races, when deciding on the advisability of additional warm-up, etc. A special case of an operational state, characterized by immediate readiness to perform a competitive exercise with a result close to the maximum, is called operational readiness.
In accordance with the above classification, there are three main types of monitoring the athlete’s condition:
1) stage control. Its purpose is to assess the stage condition (readiness) of the athlete;
2) current control . Its main task is to determine everyday (current) fluctuations in the athlete’s condition;
3) operational control. Its purpose is a rapid assessment of the athlete’s condition at the moment.
A measurement or test performed to determine the condition or ability of an athlete is called test. The measurement or test procedure is called testing.
Any test involves measurement. But not every measurement serves as a test. Only those that satisfy the following metrological requirements can be used as tests: requirements:
2) standardization;
3) the presence of a rating system;
4) reliability and information content (quality factor) of tests;
5) type of control (stage-by-stage, current or operational).
A test based on motor tasks is called motor. There are three groups of motor tests:
1. Control exercises, in which the athlete is tasked to show maximum results. The test result is a motor achievement. For example, the time it takes an athlete to run a distance of 100 m.
2. Standard functional tests, during which the task, the same for everyone, is dosed either according to the amount of work performed, or according to the magnitude of physiological changes. The test result is physiological or biochemical indicators during standard work or motor achievements with a standard amount of physiological changes. For example, the percentage increase in heart rate after 20 squats or the speed at which an athlete runs with a fixed heart rate of 160 beats per minute.
3. Maximum functional tests, during which the athlete must show maximum results. The test result is physiological or biochemical indicators at maximum work. For example, maximum oxygen consumption or maximum oxygen debt.
High quality testing requires knowledge of measurement theory.
