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CHAPTER 16 MEASURING GROWTH AND MOTOR DEVELOPMENT

CHAPTER 16 MEASURING GROWTH AND MOTOR DEVELOPMENT. Jerry R. Thomas, Katherine T. Thomas, and Jin H. Yan. Made by WANG YAN. §16.1 WHY MEASURE CHARACTERISTICS AND BEHAVIOR? §16.2 PRINCIPLES FOR DECIDING WHAT TO MEASURE

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CHAPTER 16 MEASURING GROWTH AND MOTOR DEVELOPMENT

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  1. CHAPTER 16MEASURING GROWTH AND MOTOR DEVELOPMENT Jerry R. Thomas, Katherine T. Thomas, and Jin H. Yan Made by WANG YAN

  2. §16.1 WHY MEASURE CHARACTERISTICS AND BEHAVIOR? §16.2 PRINCIPLES FOR DECIDING WHAT TO MEASURE §16.3 WHO SHOULD BE INTERESTED IN MEASURING GROWTH, PHYSICAL ACTIVITY, AND MOTOR DEVELOPMENT? §16.4 MEASURING CHARACTERISTCS THAT VARY OVER TIME §16.5 EVALUATION §16.6 EVALUATION CRITERIA FOR SELECTING TESTS §16.7 MEASURING GROWTH §16.8 PHYSICAL ACTIVITY AND HEALTH §16.9 MOTOR DEVELOPMENT AND PERFORMANCE §16.10 SUMMARY

  3. Test—an instrument developed to measure a specific characteristic • Measurement—the application of a test to assess a characteristic or behavior • Evaluation—use of measurements to make decisions

  4. §16.1WHY MEASURE CHARACTERISTICS AND BEHAVIOR? • Quantitative measures of human characteristics and behavior are accurate assessments that can be used in decision-making. • Can be used to assess normal changes and compare those to established standards.

  5. §16.2 PRINCIPLES FOR DECIDING WHAT TO MEASURE • The characteristic or behavior to evaluate should reflect an aspect of physical activity and health that is important; • The characteristic or behavior to evaluate should reflect an aspect of motor development and performance that is important.

  6. §16.3 WHO SHOULD BE INTERESTED IN MEASURING GROWTH, PHYSICAL ACTIVITY, AND MOTOR DEVELOPMENT? • Elementary and secondary schools • Physicians • Coaches, recreation leaders • Parents

  7. §16.4 MEASURING CHARACTERISTCS THAT VARY OVER TIME Important Issues in Measurement and Evaluation • validity, reliability • scales of measurement. • norm-referenced evaluation a • criterion-referenced evaluation

  8. Test Reliability Before a test can be useful as a measurement tool, it must be shown to yield reliable information; that is consistent scores on separate occasions.

  9. Test Validity To be valid a test must first be reliable. Test validity means that the test measures what you think it measures.

  10. Scales of Measurement • Scales of measurement represent the score units by which a test measures performance and include nominal, ordinal, interval, and ratio scales.

  11. §16.5 EVALUATION • norm-referenced evaluation • criterion-referenced evaluation

  12. §16.6 EVALUATION CRITERIA FOR SELECTING TESTS • Measure an important characteristic related to growth, physical activity, or motor development/performance • Be a valid and reliable indicator of the characteristic to be measured (evidence of validity and reliability should be cited) • Have an appropriate scale of measurement for its intended use

  13. §16.7 MEASURING GROWTH Growth is an important characteristic to track in infancy, early childhood, childhood, and adolescence. • Stature • Weight • Body Mass Index • Body Fatness

  14. BMI comes from a ratio of weight to height and should be calculated and recorded each time height and weight is measured. • The formula for estimating BMI is Weight/Height2 (Morrow, Jackson, Disch, & Mood, 2000), where weight is reported in kilograms and height in meters.

  15. Jequier (1987) reports the following ranges for BMI for adults: • 20-25 = Desirable • 25-29 = Grade I obesity • 30-40 = Grade II obesity • > 40 = Morbid obesity

  16. YMCA equation • Females: %fat = .41563 x (sum of 3 skinfolds) - .00112 x (sum of 3 skinfolds)2 + .03661 x age + 4.03653 r =.825, se = 3.89% • Males: %fat = .39287 x (sum of 3 skinfolds) - .00105 x (sum of 3 skinfolds)2 + .15772 x age – 5.18845 r = .893, se = 3.63% • The r in the previous information represents the correlation between the sum of the three skinfold sites and hydrostatic weight.

  17. §16.8 PHYSICAL ACTIVITY AND HEALTH • Tests of Cardiovascular Endurance • Muscular Strength and Endurance • Flexibility • Fitness • FITNESSGRAM • President’s Challenge test • Estimating Physical Activity

  18. §16.9 MOTOR DEVELOPMENT AND PERFORMANCE • Qualitative Indices of Early Motor Development Often the early markers of normal motor develop (see Chapter 6) are what physicians and parents can use to evaluate if the child is developing normally.

  19. The table shows the 50th percentile at which several motor milestones occur in boys and girls. Comparison of a child’s development against these milestones allows evaluation of normal development

  20. Motor Development Tests • Bruininks-Oseretsky Test of Motor Proficiency • Test of Gross Motor Development 2

  21. Fundamental Motor Skills • Fundamental skills are the basis for developing specific sport skills. • These skills are sometimes evaluated by components (what are the arms doing, what are the legs doing) or as complete skills.

  22. Measuring Sport Skills • Skills to be measured should be important in the sport, thus yielding construct validity’ • While skills should be simple to measure to help assure reliability, performance outcomes must discriminate among individual performances

  23. Skills should be measured in field settings with minimal equipment required • Provide a number of trials in order to obtain a representative performance

  24. Other Motor Characteristics • Often other motor characteristics in children and adolescents are measured. In particular characteristics like speed, balance, and agility are used. • However, we should recognize that these characteristics are often closely related to the situation in which they are used.

  25. MEASURING KNOWLEDGE ABOUT GROWTH, PHYSICAL ACTIVITY, AND MOTOR DEVELOPMENT/PERFORMANCE While we want children to increase their physical activity and skills and we should measure children’s growth, physical activity, and motor development/performance, we also want them to learn why physical activity is important and understand how to use skills effectively during performance.

  26. SUMMARY • Testing, measuring, and evaluating children and adolescents on growth, physical activity, motor development and performance, and cognitive knowledge is an essential part of school programs and has particular value for physical education and classroom teachers, recreation leaders, coaches, physicians, and parents.

  27. Thanks a lot!

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