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73 Cards in this Set
- Front
- Back
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Research is...
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Gathering and interpreting information to answer questions
Systematically attempting to provide answers to questions or a method of inquiry Objectively analyzing and recording observations to lead to generalizations or predictions |
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Goals of Research
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Exploratory
- Formulate more precise questions that future research can answer - Answer ‘What’ questions Descriptive - Begin with a well defined idea and conduct research to describe is accurately - Answer ‘How’ and ‘Who’ questions Explanatory - Go beyond focusing on a topic to causes and reasons for ‘why’ it occurs - Answer ‘Why’ questions |
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Statistics
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Collection, organization, & analysis of numerical data
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Test
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An instrument or tool to make a particular measurement (results in a score)
Examples - Cardio fitness test - Flexibility test - Heart rate or blood pressure measurements |
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Measurement
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Quantitative, process of assigning a number to a performance or an attribute of a person (usually involves numbers)
Examples - Taking height and weight, - How far you run or how high you jump |
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Evaluation
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Judgment of the measurement
(interpretation of the test scores) For measurement to be effective it must be followed by evaluation. Example Administer a cardio test to a group. They will want to know their results immediately. You have to interpret the results to allow the participants to use the information. |
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Assessment
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Measure, Evaluate, Identify, and Prescribe
(Prescription level is determined through measurement, evaluation, and identification of strengths and weaknesses or needs of the individual) |
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Reasons to use Research
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- Motivation
- Diagnosis - Classification - Achievement - Evaluation of Instruction and Programs |
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Research Process
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- Identify question
- Review of Lit - Formulate a Hypothesis - Research Approach - Indentify population or sample - Data collection plan - Selecting instruments - Data analysis method - Interpreting plan and results |
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Research Questions
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Descriptive: Describe phenomena or characteristics of a group of participants
Difference: Make comparison between or within groups Relationships: Degree to which two or more variables are associated with each other |
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Variables
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Can be measured, controlled or manipulated in research
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Variables: Qualitative
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Categorical (characteristic, attribute, or property)
Examples Gender, eye color, religion preference |
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Variables: Quantitative
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Discrete (can not be divided into fractional parts)
Continuous (can be divided into fractional parts) |
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Variables: Independent
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The variable that is manipulated or purposively selected by the researcher
Will not change during the research process |
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Variables: Dependent
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Variable expected to change as a result of the treatment
Observed and measured Generate the data |
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Defining the Problem
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Literature Search
- Attempt to understand information regarding your topic Conceptual Research - Gain an understanding of what is good, bad, desirable, and undesirable regarding the topic Related Research - Previous studies on the topic |
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Problem Statement
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Indicates what was done in the study
State clearly, concisely, and definitively - The problem of the study was too.. - The study was concerned with.. - The focus of the research was on the.. Use previous research to support your problem |
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Purpose of Study
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Indicates why the study was completed
Two questions to be included in the purpose statement - What good could come out of the study? - How will the findings be used or applied? |
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Significance of Study
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Follows the purpose statement
Elaborates on the purpose statement Establish the rationale or need for the study What to include: - Gaps that exist in the problem - More knowledge is needed in the problem areas - Present knowledge in the problem area needs validation |
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Delimitations
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Scope of the study
Identifies what is included in the study Explains those things that the researcher can control Parameters include - Number and kinds of participants & variables - Instruments utilized - Type of training - Time and duration of the study |
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Limitations
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Weaknesses of the study
Items the researcher cannot control but can influence the results of the study Examples of limitations - Research design - Sampling problems - Uncontrolled variables - Generalizability of the data - Reliability and Validity of the research instruments |
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Assumptions
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Become basis for hypotheses or predictions of eventual study outcomes
The literature tells the researcher what can be assumed to be true regarding the topic Assumptions are made regarding: - Instrumentation, procedures, or methods |
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Hypothesis
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Must be testable
Sets up how the data will be analyzed How the final report will be organized |
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Research Questions
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Questions you want to answer through data collection
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Data
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Result of measurement
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Continuous
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Infinite number of values, between any two values you can have multiple other values (expressed as fractions)
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Discrete
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Specific number of values (discrete whole numbers)
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Continuous Score
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Example is a score on the 100m dash
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Discrete Score
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Example is a whole number (5 or 4)
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Descriptive
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Every member of a group is measured and no attempt is made to generalize to a larger group
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Inferential
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Random sample is measured and projections or generalizations are made about a larger group
(data about the sample is used to make inferences about the entire population) |
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Nominal
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Mutually exclusive; there is not a common unit of measurement between scores
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Ordinal
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Ordered to show that one score is higher than another.
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Interval
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Does not have a true zero point. Has a common unit of measurement
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Ratio
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Common unit of measurement and has a true zero point.
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Normal Distribution:
Types of Curves |
Normal Curve (bell-shaped curve):
- 68% of the observations fall within 1 standard deviation of the mean, that is, between X-s and X+s - 95% of the observations fall within 2 standard deviations of the mean, that is, between X-2s and X+2s - 99.7% of the observations fall within 3 standard deviations of the mean, that is, between X-3s and X+3s Negatively Skewed: few participants received low scores Positively Skewed: few participants received high scores Bimodal: Wavy (Two modes) Leptokurtic: more sharply peaked than a normal curve. (This means that a number of students scored very close to the mean). Also means an extremely homogeneous group Platykurtic: When scores are less sharply peaked. This means that the scores represent a heterogeneous group. |
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Central Tendency:
Mode |
Score most frequently received
It is possible to have several modes |
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Central Tendency:
Median |
The middle score; ½ scores are above and ½ scores are below
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Central Tendency:
Mean |
Arithmetic average
Most common measure of central tendency |
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Central Tendency:
Variability (3 Measures) |
Difference in the spread of the data
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Central Tendency:
Range |
Distance between extreme scores of a distribution
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Central Tendency:
Standard Deviation |
Amount that all scores differ from the mean
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Frequency Distribution Fundamentals:
Raw Data |
Data that is not usually summarized or organized in any meaningful way. Often it is data as it is collected or recorded without any particular order except time of observation or sequence of observation.
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Frequency Distribution Fundamentals:
Class Intervals |
One way of categorizing raw data according to numerical constant intervals
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Frequency Distribution Fundamentals:
Frequency |
The numerical count of data in each class interval
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Correlation Coefficient
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The result of correlating two variables (linear relationship)
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Correlation Coefficient:
Direction & Strength |
The sign (+ or -) tells the direction of the relationship
The size (how close the number is to +1 or -1) tells the strength of the relationship |
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Correlation Coefficient:
Decimal Number between -1.00 and +1.00 |
A coefficient near +1.00: the variables are positively correlated (a person with a high score on one variable is likely to have a high score on another variable)
A coefficient near -1.00: the variables are inversely related (a person with a high score on one variable is likely to have a low score on another variable) |
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What's a Good Test?
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Criterion Referenced:
- Individual’s are expected to perform at a specific level of achievement. Norm Referenced: - To interpret each individual’s performance on a test in comparison with other individuals’ performance Validity: Degree to which a test measures what it claims to measure - Content - Criterion - Construct Reliability: - Consistency of a test Objectivity: - When two or more persons can administer the same test to the same group and obtain approximately the same results |
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Assessment
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A process that includes measurement, evaluation, identification, and prescription
Should be performed continuously Collecting both process and product measures |
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Grading
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Teachers determines the achievement level of each student
Assignment of a grade (letter or number) at the conclusion of the teaching unit |
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Authentic Assessment
Why use it? |
A nontraditional method of assessment
Conducted within real world tasks Why use AA? - Monitor student’s performance and determine difficulties - Prescribe corrections - Keep track of students’ progress toward class objectives - Fairly assign grades |
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Formative Assessment
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Diagnose learning problems and prescribes changes within teaching unit
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Summative Assessment
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Culminating evaluation to measure student growth after instruction
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Rubric
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Scoring guide or a set of all key criteria. Used to determine quality of performance
Checklist - Provide sts with the criteria for successful performance - Does not designate quality of the movement Rating Chart - Tells sts about success and quality of movement Analytical - Detailed and provides info on student’s strengths and weaknesses for separate skills Holistic - Includes broad statements 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 factors
- Why should you not grade on sportsmanship, attendance, participation, and effort? Subjective - Etiquette - Fairness - Communication with peers (Peer-to-peer positive reinforcement) - Communication with instructor (The ability to follow directions) Cognitive factors - How can you measure the cognitive factors of a unit? Tests Achievement Improvement |
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Criterion Referenced Grading
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Contract Method
- Quality - Amount - Type of work - Each students could have a different contract and every student could earn an A. Percentage Correct Method - Sts are told what percentage of attempts will earn each grade |
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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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Effective Grading:
Purpose |
Achievement of student to others
- Communicate with parents about student achievement Way to communicate with sts if they are meeting expectations or change is needed Provide an incentive and encourage to learn |
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What should NOT be used for a grading system?
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Product criteria to represent achievement
Behavior to represent achievement Improvement to determine grade |
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Meaningful Grading Systems...
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Report what students have learned
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Define Effort in physical education
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Everyone's definition is different
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Problems with traditional grading?
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Grading on managerial concerns
Effort Including behavior in the grade Improvement |
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Problems associated with using improvement within the grading system?
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Some may have skill mastered. Others may not.
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Effective Formats for grading
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Checklists
Letter grades Standard based reporting systems Mastery grading |
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Challenges in grading
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Dependence on other students
Student skill level and experience |
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Suggestions for grading
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Use learning as a basis for grades
Set the bar at an appropriate achievement level Show assessment plan early Balanced grading system Multiple opportunities Multiple purposes Avoid averaging Minimize subjectivity Give extra credit to extra learning |
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Psychomotor Tests:
Four Components |
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 |
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Psychomotor Tests:
Criterion of Test |
Define the Performance to be measured
- A sport skill, game situation, fitness, strength, flexibility - Define the exact performance you want to measure - State the objective for the new test - Test should be able to be related to real-life situations After you identify the performance can you answer the following questions: - Has the performance been included in the unit of instruction? - Can the performance be objectively measured? - Is there an existing test that meets my needs? |
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Psychomotor Tests:
When you don't have an existing test |
Analyze the performance
- Identify all the components for successful performance Ex. hitting ability (grip, stance, swing, FT) all needed for successful performance Review tests that measure same or related performance Make items as realistic as possible (similar to game situation) Items should be simple to perform Items should be practical Make scoring simple Prepare the directions Why are these so important? Have the test reviewed by peers What could a peer tell you? Administer the test to a small group of students Why admin to a small group first? |
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Test Administration Responsibility:
Pre-Test |
Develop a test schedule
Provide opportunities for students to practice test items |
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Test Administration Responsibility:
Testing Responsibilities |
Organize group for instructions
Demonstrate test items |
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Test Administration Responsibility:
Post-Test Responsibilities |
Score test items
Determine a grade for each student Interpret the results for the students Prescribe the appropriate program for all students |
