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62 Cards in this Set
- Front
- Back
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Statistics
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Involves the collection, organization, and analysis of numerical data
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Test
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An instrument used to make a measurement (Pacer Test)
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Measurement
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The process of assigning a number to a performance or attribute of a person (The Number of Beeps On The Pacer Test)
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Evaluation
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Interpreting the number from the measurement (Healthy Zone on the Pacer)
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Why Use Research In PE
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Diagnosis
Motivation Classification Achievement Evaluation of Instruction Prediction Research |
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Standard 4
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Assessment of Student Learning
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Standard 7
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Student Academic Progress
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Goal of Research I
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Exploratory
Formulate precise questions that future research can answer (What) |
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Goal of Research II
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Descriptive
Begin with a well defined idea and conduct research to describe accurately (How and Who) |
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Goal of Research III
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Explanatory
Causes and reasons for why something occurs (Why) |
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Nine Step Research Process
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Identify The Question
Review Literature Formulate Hypothesis Research Approach Identify Population of Sample Data Collection Plan Selecting Instruments Data Analysis Method Interpreting Plan and Results |
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Research Question I
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Descriptive
Describe phenomena or characteristics of a group |
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Research Question II
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Difference
Make comparisons between or within groups (Pre-Test and Post-Test) |
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Research Question III
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Relationships
The degree to which to variables are related to one another (correlation) |
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How to decide whether a problem should be researched
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Does it interest you?
Is it worthwhile? Is it manageable? |
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Types of Variables
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Qualitative
Quantitative |
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Qualitative
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Categorical: Characteristic, Attribute, or Property
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Quantitative (Two Types)
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Discrete: Cannot be divided into fractions (Football Score)
Continuous: Can be divided into fractions (Time To Run A Race) |
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Defining The Problem: Three Types of Research
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Literature Search
Conceptual Search Related Research |
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Literature Search
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Attempt to understand information about the topic
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Conceptual Search
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Gain an understanding of what is good, bad, desirable, and undesirable about the topic
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Related Research
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Previous studies on the topic
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Introduction
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Summary of Research
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Problem Statement
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What was done in the study
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Purpose of the Study
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Why the study was done
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Significance of the Study
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Rationale (The Need For The Study)
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Delimitations
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Scope of the study
What was included in the study Things the researcher can control Parameters of the study Participants and variables |
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Limitations
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Weaknesses of the study
Things the researcher could not control |
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Assumptions
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What is already generally known about the topic
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Hypothesis
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Must be testable
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Research
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Questions to be answered during the research
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Define Terms
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How words will be meant in the study
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Data
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The result of measurement
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Variable
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A trait or characteristic of something that can assume more than one value
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Population
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Includes all subjects within a defined group
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Sample
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A part or subgroup of the population from which the measurements are actually obtained
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Random Sample
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Every subject in the population has an equal chance of being included in the sample
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Statistic
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A value, a measurable characteristic, that refers to a sample
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Descriptive Statistics
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When every member of a group is measured and no attempt is made to generalize to a larger group
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Inferential Statistics
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When a random sample is measured and predictions or generalizations are made about a larger group
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Discrete Data
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Measures that can have only separate values, usually limited to whole numbers
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Continuous Data
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Measures that can have any value within a certain range, can be fractions
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Ungrouped Data
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Measures that are not arranged in any meaningful manner
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Grouped Data
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Measures that are arranged in some meaningful manner to facilitate calculations
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Nominal
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Mutually exclusive (Naming Level)
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Ordinal
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Ordered, but does not show how far apart one score is from the other (shows only placement of data)
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Interval
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Has a common unit of measure (has not true zero)
In a sportsmanship survey a zero does not mean the person has no sportsmanship or attitude toward activity |
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Ratio
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Has a common unit of measure, has a true zero
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Standard Deviation
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Amount that all scores differ from the mean
68.2% of scores fall between one standard deviation from the mean in a normal curve 95.4% of scores fall between two standard deviations from the mean in a normal curve 99.7 percent of scores fall between three standard deviations of the mean in a normal curve |
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Correlation
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Coefficient (r) Relationship
.00 to .20 Negligible .20 to .40 Low .40 to .60 Moderate .60 to .80 Substantial .80 to 1.00 High to very high |
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Criterion Referenced Test
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Individuals are expected to perform at a certain level of achievement, minimum level of acceptable performance (Fitnessgram)
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Norm Referenced Test
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Interpret an individuals performance in comparison with individuals' performances (Presidential Fitness Test)
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Test Planning
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• Typed copy of test
• Provide appropriate time • Normal conditions when taking the test • Read the directions to the students |
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Test Administration
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• Typed copy of test
• Provide appropriate time • Normal conditions when taking the test • Read the directions to the students |
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Test Construction
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• Make sure an item covers an important fact, concept, principle, (Take Home Message)
• Items are independent of each other. • Similar types are grouped together • Easier items should be placed at the beginning. |
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Checklist Rubric
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Provide students with the criteria
Does not designate quality of the movement |
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Rating Chart Rubric
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Tells students about success and quality of movement
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Analytical Rubric
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Detailed and provides info on student's strengths and weaknesses for separate skills
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Holistic Rubric
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Includes broad statement that differentiate the levels of performance
Can be used to assess technique and end result |
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Factors Used In Grading
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Affective - Etiquette, fairness, communication
Cognitive - Tests Psychomotor - Skill level and performance |
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Criteria For Grades
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Relate to educational objectives
Should have validity, reliability, and objectivity Weight Weight factors should be understandable to students and parents Should discriminate the good student and the poor student |
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Psychomotor Tests
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Physical: Anatomical and structural status
Motor: Quality of movement patterns Fitness: Quantity of movement and how much movement can be sustained Play: Culmination of development within the psychomotor domain |
