Tests in Selected Physical Education Service Courses in a College

333 Pages·012.014 MB·English

by  Fisher, Rosemary Bessie

TESTS IN SELECTED PHYSICAL EDUCATION SERVICE
COURSES IN A COLLEGE
by
Rosemary Bessie Fisher
A dissertation submitted in partial fulfillment of the requirements
for the degree of Doctor of Philosophy, in the Department
of Physical Education for Women, in the Graduate
College of the State University of Iowa
June 1950
ProQuest Number: 10902157
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ACKNOWLEDGMENTS
The writer wishes to express her sincere appreciation to
Dr. M. Gladys Scott of the State University of Iowa for her guidance
and helpful criticism during the development of this study.
The writer also acknowledges her indebtedness to Mrs.
Charlotte Gregory, Miss Ruth Andrews, Miss Mary Price, and Dr. Cecile
Gilbert who assisted in conducting this study.
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TABLE OF CONTENTS
Pag©
Introduction....................................... 1
Statement of Problem • * ............................................ 2
Review of Literature 3
Procedure •»............................ 15
Data and Summary ........................................................ 20
Summary ............... 69
Conclusions .................................................................... 72
Appendix................................ 73
Bibliography .......................................................... 320
iii
TABLE OF TABLES
Table Page
I Combined Analysis of Questions in Soccer
Tests for 1948 and 1949 ....... 22
II Analysis of Questions in the Basketball Test
for the Winter Quarter of 1948-1949 ...... 26
III Combined Analysis of Basketball Questions* 28
IV Analysis of the Items of the Volley Ball
Examination as Given in the Fall Quarter
of 1948 ........................................................................ 32
V Analysis of the Items of the Volley Ball
Examination as Given in the Winter Quarter,
1948-1949, and the Spring Quarter 1949 ••* 34
VI Combined Analysis of the Items on the Volley
Ball Examinations ........................................ 36
VII Analysis of the Questions in the Beginning
Swimming Test for the Fall Quarter 1948 •• 41
VIII Analysis of Questions on the Beginning
Swimming Test for Winter 1948-1949 and Fall
1949 .............................................................................. 42
IX Combined Analysis of the Test Questions for
Beginning Swimming .......... 43
X Intermediate Swimming Question Analysis for
Winter, 1948-1949, and Spring Term, 1949 • 47
XI Combined Analysis of the Test Questions for
Intermediate Swimming..................... 48
XII Combined Analysis for Questions on Advanced
Swimming ......... 51
XIII Analysis of Items of the Softball Test as
Given in the Spring Quarter, 1949 .......... 53
iv
Table Page
XIV Combined Analysis of Stunts and Tumbling
Questions for Academic Year of 1948-1949,
for Fall Term of 1949, and for Winter Term
of 1949-1950 ............................................................... 58
XV Analysis of Tennis Questions for the Spring
Quarter of 1949 ..................... 60
XVI Combined Analysis of the Archery Questions 65
XVII Combined Analysis of Table Texmis Questions 66
XVIII Combined Analysis of the Bowling Questions 67
XIX Distribution of Tennis Wallboard Scores 73
XX Distribution of the Sum of Five Trials of
the Volley Ball Serve Test . , • • 74
XXI Distribution of the Sum of Five Trials cf the
Volley ball Wall Volley T est ............... 75
XXII Distribution of the Sum of Four Trials of the
Combination Soeoer Skills Test for Fall Term
1949 . .............................................................................. 76
XXIII Distribution of the Sum of Three Trials of the
Softball Repeated Throw.•................................. 77
XXIV Distribution of the Sum of Four Trials of the
Basketball Skills Test ......................................... 78
XXV Distribution of Bowling Scores, Average for
Two Games • • •.................... .......... 79
XXVI Distribution of Table Tennis Skill Test Scores 80
XXVII Distribution of Indoor Archery Scores. 81
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1
INTRODUCTION
There is a common misconception among both high school and
college students as to the basis for grading in physical education
programs* Too frequently emphasis is placed on class attendance and
other similar factors rather than achievement of knowledge and skill
in the activities* This study was done to lay the foundation for a
unified testing program for evaluating achievement in both skill and
knowledge in the physical education service courses for women at Ball
State Teachers College*
In any educational situation there should be some type of
measurement so that the teacher may evaluate her teaching and so the
student may be aware of her achievement and perhaps be motivated to
improve* There seems to be a growing trend for written knowledge tests
to be included with skill tests for evaluation purposes* Knowledge
tests over rules of an activity are more common than written tests over
techniques, etiquette, and game strategy*
For the most part, the tests included here are not offered as
a completed project but only as a start in a program which will take
several years to develop to a satisfactory level. Individual and team
sport activities have been the area of concentration* Measurement in
rhythm courses is under the direction of another teacher*
2
STATEMENT OF PROBLEM
It is the purpose of this study to devise knowledge tests
and to seleet skill tests that may be suitable evaluation instruments
in the following physical education service courses: beginning
swimming, intermediate swimming, advanced swimming, recreational
sports, stunts and tumbling, soccer, basketball, volleyball, tennis,
and softball*
This study was limited to the physical education service
courses for women at Ball State Teachers College*
3
REVIEW OF LITERATURE
Articles included in this review are primarily concerned with
sport skill and knowledge tests for girls* However, some references are
included which deal with tests for boys if the article in any way seemed
to be related to or concerned with the same type of problem as this
study* A trend showing increasing interest in testing of sport skills
and knowledge begins to be apparent in physical education publications
about 1950* From then on, there is an increase in the number of articles
published concerning sport tests through 1941* From 1941 to 1946 emphasis
in testing turned toward measures of physical fitness, a movement which,
no doubt, gained impetus from World War II*
Rodgers and Heath (75) supported testing with such reasons as
the teacher's need for concrete evidence in grading, the supervisor's
interest in the quality of teaching, the administrator's interest in
having physical education be on an educational basis, and the pupils’
interest in their own progress* In an attempt to meet these needs in
one phase of physical education, they selected elements in a battery to
measure playground baseball and devised a knowledge test for use in the
fifth and sixth grades* The knowledge test included one hundred true-
false statements* The skill tests given at the beginning and the end of
the season were used to show achievement* The authors "hoped this
experiment' may give others a point of departure into the field of
scientific investigation in skill and knowledge tests in physical
education*" (75, p. 127)
4
Knighton (46) publiished a soccer test with true-false statements
and multiple choice questions which, she hoped would help beginning soccer
players understand the game*
Murphy (59) published a golf knowledge test as used for required
courses in freshmen and sophomores in physical education at Texas State
Teachers College for Women* This test included fifty true-false state­
ments, thirteen recall items, and thirty matching items*
Moser (56), believing in skill tests as a means of motivation
and as a means of judging teacher efficiency, visited fifteen high
schools of various sizes and types and found that they were not using
any skill tests* The teachers interviewed indicated interest in using
tests if accurate and easily administered tests were made available*
In connection with these findings graduate students at the University of
Southern California investigated practical and written basketball tests
and constructed a battery of five tests including speed pass against the
wall, moving target, free jump, Edgren ball handling test, bounce and
shoot*
Wagner (97), after several years of experimentation with
methods of grading beginning tennis classes at the University of
Nebraska, stated that the following tests seemed most satisfactory!
forehand drive with no footwork,^ backhand drive with no footwork, fore­
hand drive and footwork, backhand drive and footwork, five serves from
the right-hand court and five serves from the left-hand court* The
practical test constituted 66 per cent of the numerical grade; and the