[Latest] Free UGC NET Physical Education Unit 9 Notes 2024

Last updated on July 14th, 2024 at 05:50 am

UGC NET Physical Education Unit 9 Notes

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Test, Measurement And Evaluation

The ability to perform physical activity is known as Fitness. If a person is fit for an activity or sport does not ensure that he/she will be fit for another activity or sport as well. Each physical activity requires a different set of skills. Fitness consists of different fitness categories which can be tested differently.

Specific physical fitness learning is not suitable for young children for Class 1 to 3.

Children should be taught Fundamental Movement Skills (FMS) which is the basis of numerous physical activities including playing, games, dance and sport.

Majority of the sports and physical activities are based on locomotor, manipulative and body management abilities. The following abilities of Class 1-3 children should be measured and tracked:

Body Mass Index (BMI)
Flamingo Balance Test
Plate Tapping Test

1. Body Mass Index (BMI)

Body Mass Index is the measure of body fat* calculated by the weight and height of a person. BMI provides the ideal body weight as per the height of a person. While calculating the BMI, weight is measured in kilograms and height in meters.

2. Flamingo Balance Test

(a) Purpose: Ability to balance successfully on a single leg. This single leg balance test assesses the strength of the leg, pelvic, and trunk muscle as well as static balance.

(b) Infrastructure/Equipment Required: Non Slippery even surface, Stopwatch.

(c) Process: The participant will stand on the beam and can hold the instructor’s hand initially to strike balance. While balancing on the preferred leg, the free leg is flexed at the knee and the foot of this leg held close to the buttocks.

(d) Scoring: The instructor will start the watch and the participant has to balance on a single leg. The number of times the participant loses balance and fall in 60 seconds is recorded. If the participant falls more than 15 times in the first 30 seconds, the test will be terminated.

Each time the participant loses balance, the stop watch will be paused and resumed again till the time there is a loss Of balance. The number of falls in 60 seconds will be counted.

(e) Administrative Suggestion: Participants should be encouraged to focus on stationary objects straight ahead.

3. Plate Tapping Test (Coordination)

(a) Purpose: Tests speed and coordination of movement,

(b) Equipment Required: Table (adjustable height), 2 yellow discs (20 cm diameter), rectangle (30 cm x 20 cm), stopwatch.

(c) Process: The table should be placed at a height so that the participant can stand comfortably in front of the disc. The yellow disc will be placed on the table with a 60 cm distance between their centers.

The rectangle will be at equal distance between both the discs. The participant will move the preferred hand in backward and forward direction between the discs as quickly as possible while the unpreferred hand is placed in the middle on the rectangle. This action will be repeated for 25 full cycles (50 taps).

(d) Scoring: The time taken to complete 25 cycles is recorded.

(e) Administrative Suggestion: Participants should be encouraged to stand in a balanced posture, feet apart to shoulder width. Results are usually better if the participant can maintain constant pace during most of the run.

Measurement and Evaluation in Your Daily Routine

alarm clock

gasoline gauge

speedometer

meeting new people

Test And Data

Test

An instrument or activity used to accumulate data on a person’s ability to perform a specified task. In kinesiology the content of these tests are usually either cognitive, skill, or fitness.

Test means an instrument/tool to be used for accurate measurement of anything.

It may be a written question paper or a measuring tape, stop watches thermometer, weighing scale etc.

Data:

The translation of behavior into a numerical or verbal descriptor which is then recorded in written form.

Why Administer Tests?

To measure individual differences on a specific trait (behavior).

Discussion:

Is a test “good” if everyone/anyone scores 100%? Or, is a test “good” if everyone/anyone scores 0%?

Uses of Test

Motivation
Achievement
Improvement
Diagnosis
Prescription
Grading
Classification
Prediction

Test is a prerequisite for all the measurements.

As…Test is the base of all types of measurements and evaluations.

Measurement

Meaning

Measurement is the reading or observation made by using any test needed to note changes.

Measurements are the scores which are obtained through a test.

Measurement provides a mean of studying the progress or changes in ones level of achievement in structure and functions as a result of the processes of growth, teaching, training, treatment or development.

Definition

“Measurement is a specific score given by an expert every time a test is applied”.

Measurement can be defined as “administration , and scoring of tests”.

“An aid to evaluation process by the collection of data using the acronym ‘PROVABLE’.

P: Precise R: Reliable O: Objective V: Valid

A: Administrative and B: Bound to

L: Lead to E: Expertise TEST”.

Types of Assessment

Quantitative

time in one mile run

score on basketball spot shooting test

grade on weight training exam

Qualitative

“excellent” ranking on the discipline list

Nature of the man

How to increase grades.

Evaluation

Meaning

It is the process of grading and it’s outcome

through test and measurement.

Evaluation assigns the worth or value to the measurement score.

Evaluation is a technique of decision making by using valid measurements for comparison with either norm-referenced or criterion-referenced standards.

Definition

“Evaluation is the process of determining the value or worth of measurements collected through tests and measurements”.

“Evaluation refers to the process of interpreting the results of measurement.”

Evaluation can be either subjective or objective.

It says “HOW GOOD?”

Types of Evaluation

Formative evaluation: If the evaluation is at the beginning or during.

Summative evaluation: If the evaluation is at the end.

Classifications of Test

The purpose of different test is to measure different type of traits. The test are divided into following four types:

Statistical tests

Physical tests

Psychomotor tests

Written tests

Statistical Test

These tests deal with already reported data for further calculation.

In order to reach some meaningful results on the basis of measured data, these tests are needed for the processing of data for obtaining descriptive and inferential results.

Types of statistical test

1.Descriptive tests:

E.g. Mean, standard deviation, coefficient of variation, norms, standards etc.

2. Interpretive tests:

E.g. coefficients of correlation, regression, lines, prediction formula, tests of comparison („T‟-Test)etc.

Physical Test

Those tests which are used to measure size or components of body or body parts are known as physical tests.

These tests need passive physical presence of subjects while major active role is performed by the tester as in the case of tests of anthropometry.

Examples-measurements of height, weight, circumferences, diameters, skinfolds, blood tests, x-rays, urine tests etc.

Psychomotor Tests

Psychomotor tests are those tests which are used with the active participation of the subjects by their performance in the specific motor activities. Thus these tests measure various affecting movements and their mental coordination.

These may be classified in numerous ways:-

⦿ Physiological performance tests

⦿ Motor abilities testing

Written Test

These are those tests which are used to measure subject’s knowledge, understanding and affective behavior (attitude, interests, anxiety, sportsmanship etc. These tests are also known as paper and pencil tests and are classified into the following two types.

Knowledge and understanding tests
Social behavior tests

Social Behavior Test:

These tests are used to measure personality traits and are known as tests to measure variables of the affective domain.

Written tests may be further classified in to the following two types:-

Standardized tests and teacher made a test.
Subjective (essay type)test and Objective test

Standardized tests are constructed scientifically and are usually accompanied by norms.

Only those printed tests should be considered standardized whose reliability and validity have already been established.

Teacher made test

These are constructed for local use. The validity and reliability of these tests are seldom reported.

These tests may be constructed quickly. The validity and reliability of these tests are also occasionally tested by the teacher. However, teachers prepare these tests based upon their curriculum validity.

Subjective and objective tests:-

Subjective tests require answers in paragraph form and therefore, answers vary from subject to subject. These test also known as essay type tests.

Objective tests are small questions requiring brief replies like yes/no, fill in blanks etc. which may be scored quite objectively.

⦿Test content scheme:-

The contents of the knowledge test are based on the measurement of six stage educational objectives.

Information

comparison

application

analysis

synthesis and

evaluation.

Criteria For Selection

The criteria of selection/construction of test is based on the following scientific attributes:

Validity

Reliability Objectivity

Economy Precision

Norms & Standard

Feasibility

What is Validity ?

It refers to test measures what it claims to measure

Approaches to Validity

Face Validity
Content Validity
Construct Validity
Criterion — Related Validity

There are five validation

Procedures that are widely accepted :

Face validity,

Content validity,

Construct validity,

Predictive validity,

Concurrent validity

Reliability

It refers to stability of test score
The ability to provide consistent test measurement on repeated occasion

Economy

Economy in testing means the costs and time involved in the construction , administration and the scoring of classroom instruments.

Precision: The refinement of the instrument is referred to as its precision.
“The degree of the refinement with which an instrument may be measure the quality being measured”.

Norms

Norms may be defined as “the status quo of a defined group in the form of statistical constants” in other words, norms provide scoring scales, say in the form of percentiles of a defined population.

Norms represent the achievement level of a particular group to which obtained scores can be compared.

Types of Norms

Age Norms

Grade Norms

Percentile Norms

Standard Score Norms: “Z”, “T”, Sigma, „Hull‟ score.

Standardization

It refers to stability of the test scores

The ability to provide consistent test measurement on repeated occasion

It answers the question “If I administer this test again to file same students, is the score likely to move-up or down by a large amount or relatively stable?”

Principles of Evaluation

Determining the product.
Formulating objectives.
Establishing the process.
Gathering data from both the product and the process.
Broad scope of evaluation.
Necessity for advancement in scientific education.
Subjective measurement.
An aid to teaching not a replacement.
9.Use for a specific purpose.
Administration by qualified personnel.

Evaluation Process

Evaluation is a systematic determination of a subject’s merit, worth and significance, using criteria governed by a set of standards.

It can assist an organization, program, design, project or any other intervention or initiative to assess any aim, reliable concept/proposal, or any alternative, to help in decision-making; or to ascertain the degree of achievement or value in regard to the aim and objectives and results of any such action that has been completed.

The primary purpose of evaluation, in addition to gaining insight into prior or existing initiatives, is to enable reflection and assist in the identification of future change.

It is long term and done at the end of a period of time.

Teacher Evaluation

Teacher evaluation is defined as a systematic procedure for reviewing the performance of a teacher in a classroom and analyzing the review to provide constructive feedback for the teacher’s professional growth.

Importance of Teacher Evaluation –

Improve the performance of teachers by evaluating them at regular intervals of time.
Assignment of precise ranks to all the teachers according to their respective abilities and contribution.
Unproductive teachers can be asked to quit and efficient teachers must be hired to maintain a quality of education.
Collection of feedback to make well-informed decisions about appraisals and promotions.
Creating a job description for prospective teachers.
A school’s management is responsible for the all-round growth of their teachers and thus, the main purpose of conducting teacher evaluation is to empower all the teachers who contribute towards imparting education to their students in the best possible manner.
The principal or management is in charge of empowering the teachers to perform better in the same manner as the teachers are responsible to empower the students.
A teacher performs better in case the management communicates and appreciates his/her work which contributes to continuous improvement in their performance.

Types of Evaluation

1) Formative

o Definition

Evaluates a program during development in order to make early improvements
Helps to refine or improve a program

o Uses

When starting a new program
To assist in the early phases of program development

o Examples

How well is the program being delivered?
What strategies can we use to improve this program?

2) Summative

o Definition

Provides information on program effectiveness
Is conducted after the completion of the program design

o Uses

To help decide whether to continue, end, or expand a program

o Examples

Should funding continue for this program?
Should service expand to other after-school programs in the community?

3) Process

o Definition

Focuses on program implementation
Determines whether specific program strategies were implemented as planned

o Uses

To determine why an established program has changed over time
To address inefficiencies in program delivery
To accurately portray program operations to outside parties (e.g., for replication elsewhere)

o Examples

Did your program meet its goals for participant recruitment?
Did participants receive the specified number of service hours?

4) Outcomes

o Definition

Focuses on the changes in comprehension, attitudes, behaviors, and practices that result from program activities
Can include both short- and long-term results

o Uses

To decide whether an activity affected participants’ outcomes
To establish and measure clear benefits of the program

o Examples

Did your participants report the expected changes after completing a program cycle?
What are the short- or long-term results observed among (or reported by) participants?

5) Impact

o Definition

Focuses on long-term, sustained changes as a result of program activities, both positive and negative and intended and unintended

o Uses

To influence policy
To see impact in longitudinal studies with comparison groups

o Examples

What changes in your program participants’ behaviors are attributable to your program?
What effects would program participants miss out on without this program?

Evaluation Phases And Evaluation

In general, evaluation processes go through four distinct phases: planning, implementation, completion, and reporting. While these mirror common program development steps, it is important to remember that your evaluation efforts may not always be linear, depending on where you are in your program or intervention.

Planning

The most important considerations during the planning phase of your project evaluation are prioritizing short and long-term goals, identifying your target audience(s), determining methods for collecting data, and assessing the feasibility of each for your target audience(s).

Implementation

This is the carrying out of your evaluation plan. Although it may vary considerably from project to project, you will likely concentrate on formative and process evaluation strategies at this point in your efforts.

Completion

Upon completion of your program, or the intermediate steps along the way, your evaluation efforts will be designed to examine long term outcomes and impacts, and summarize the overall performance of your program.

Reporting and Communication

In order to tell your story effectively, it’s critical for you to consider what you want to communicate about the results or processes of your project, what audiences are most important to communicate with, and what are the most appropriate methods for disseminating your information.

Purpose of Evaluation

In broader sense, the purpose of evaluation is classified with two categories –

1) Educational Purpose of Evaluation – it comes in dealing with

Learning
Teaching
Curriculum

2) Administrative purpose – it comes in dealing with –

Society
Parents
Educational System

Levels of Measurement

Data is generally represented as numbers, but the numbers do not always have the same meaning and cannot be used in the same way.

To distinguish the different ways in which numbers are used, we traditionally have identified the level of measurement of the variables as: nominal, ordinal, interval, and ratio.

What Is Level of Measurement?

The relationship of the values that are assigned to the attributes for a variable

Why Is Level of Measurement Important?

Helps you decide what statistical analysis is appropriate on the values that were assigned
Helps you decide how to interpret the data from that variable

Construction of The Knowledge Test

Introduction To Knowledge Test

These are those tests which are used to measure a subject’s knowledge, understanding and affective behavior (attitude,interests,anxiety, sportsmanship etc.)

The written or knowledge test in physical education deal with ‘how’ and ‘why’ of physical performance. In brief these tests deals with the cognitive and affective domains.

General Test:- The general steps of construction of knowledge test are common for all domains namely cognitive, psychomotor and affective domains. These steps in constructing a good written test have been described below in the following sequence:-

Testing plan.
Test Content Scheme.
Preparing Test Items.
Uses of Written(Knowledge) Test.

Preparing Test Items of Knowledge Test:-

It is important to analyse the required test items with respect to the following types of test items to be included.

Subjective test items: Essay type items.
Objective test items:

Determining the Purpose of Tests:-

The purpose of the tests may be formative requiring day to day feedback or summative requiring to test the retention of knowledge after a full instructional course has been completed.

Other purposes of applying tests are to know subjects’ present status or achievements made for promotional eligibility from one class to another.

Subjective test items:-

( Essay type items):

The essay type items are divisible into two types namely

(i) Long (open)

(ii) Short paragraph limited by specified number of words.

Objective test items:–

These are the most commonly used written tests in physical education & sports. The objective written tests may be classified into two main categories.

(i) Recognition

(ii) Recall

The tests of this type provide ready-made knowledge in different forms out of which the subject or examinee has to recognize the correct answers.

These tests are divided in three categories namely –

(i) Alternate choice: These tests may be in the form of yes/no, true/false or right/wrong.

(ii) Multiple choice: These items include three components

a) a stem

b) a right answer and

(iii) alternate destructive responses posing like correct answers.

(iii) Matching type: These are those recognition test items which are

presented in two columns of words and phrases, and where the right-hand column items are to be matched with the left-hand column items.

In this category of tests the answers are to be recalled by the subjects and are not suggested by the examiner or tester. This recall is either in the form of fill in the blanks in any complete sentence or in the form of descriptive incomplete sentence recall. Accordingly the recall tests are of two types described below.

(i) Simple Recall Tests: This type of tests may have test items accompanied with some numbered diagrams requiring identification or specific information. Other forms of recall tests may require either a short answer or a definition of a word or phrase. Hence, there may be three forms of the test.

Number Diagram Identification:
Short Answer:

(ii) Completion Recall Test: These tests contain sentences in which some important words or phrases are kept blank to be filled by the examinees.

Skinfold Measurement

Taking skinfold measurements is a common method for determining body fat composition.

Accurate measurement technique is important.

Advantages

Skin fold measurements are widely utilized to assess body composition.
It is simpler than the other body composition determination techniques.

Validity

Skin fold measurements is not a valid predictor of percent body fat
However, they can be used as a monitoring device to indicate changes in body composition over time.

Reliability

The reliability of skinfold measurements can vary from tester to tester depending on their skill and experience.
Standardization of equipment is important
Verification and calibration for errors is essential
Error Reading and correction at the entry or before using the data for calculations.

Procedure

Measurement can use from 3 to 9 different standard anatomical sites around the body.
The right side is usually measured (for consistency).

Equipment

Skin fold calipers

The Skinfold Sights

Triceps
Bicep
Subscapular
Supraspinale
Abdominal
Thigh
Calf

Standard Norms

Standard Norms for the sum of all skinfolds

Anthropometric measurements

Anthropometry is the study of the measurement of the human body in terms of the dimensions of bone, muscle, and adipose (fat) tissue. Measures of subcutaneous adipose tissue are important.

Actual stature, weight, and body measurements including skin folds, girths, and breadths were collected for the purposes of assessing body composition parameters.

In the present study 16 anthropometric measurements (Weight, Stature, Triceps skinfold, Biceps skinfold, Subscapular skinfold, Calf skinfold, Supra- illiac skinfold, Bicristal breadth, Biacromial breadth,

Calf girth Biceps girth, Waist girth, Hip girth, Humerus bicondylar diameter, Femur bicondylar diameter, Chest circumference) were taken, with the help of these measurement various body composition components were determined.

Procedure adopted from taking measurements was according to Singh and Bhasin (1968) and Singh & Malhotra (1989).

Body Composition

1. Body Fat Percentage:It is body fat mass in terms of percentage and was estimated by the equation of Katch and McArdle(1973).

Body fat (%) = 0.43 (A) +0.58(B) + 1.47

Where: A= Triceps fat fold (mm)

B= Subscapular fat fold (mm)

2. Absolute(total) body fat mass(kg)

It includes 3% essential fat plus storage (non-essential) fat

Absolute Body Fat Mass (kg) = body fat percentage /100 × Body Mass

3. Essential Fat Mass(kg)

It is a lipid rich store (as much as 3% of body mass in males) in bone marrow, brain, spinal, and cord internal organs.

Essential Fat Mass (kg) =3/100 × Body Mass

4. Storage ( Non- Essential) Fat Mass:

It is the storage fat that accumulates in adipose tissues, subcutaneous regions and serves as a nutritional reserve to protect the various internal organs from trauma.

5. Lean Body Mass (kg) [LBM]

It is composed of essential fat (+ sex specific reserve fat in females); muscles and bones. It is considered as in vivo entity of fat free mass.

Lean Body Mass(kg) = Body Mass (kg) –storage fat mass

6. Fat Free Body Mass (kg) [FFBM]

It is the weight of all tissues in the body – fat mass. The major constituents of FFBM are water, minerals and proteins.

FFBM = Lean Body Mass – Essential Fat Mass

7. Muscle mass (kg)

Theoretically, it is 44.8% of the body weight. Muscle Mass (kg) = [Body Mass (kg) × 44.8] ÷100

8. Bone Mass (kg)

It is 14.9% of the body weight.

Bone Mass (kg) = [Body Mass (kg) × 14.9]÷100

9. Essential Fat of LBM(kg)

It is 3% of the Lean Body Mass.

Essential fat of LBM (kg) = [LBM × 3] ÷100

10. Muscle Mass of LBM (kg)

It is 44.8% of the lean body mass.

Muscle mass of LBM (kg) = [LBM × 44.8]÷100

11. Body Density (g/cc)

It is the body mass per unit volume (density = mass ÷ volume). It is calculated by SIRI equation.

% Body Fat = (495/ Body Density) – 450

Or Body Density = 495/ (% Body Fat + 450)

Motor Ability

Introduction

– Motor ability is comprised of two words:-

MOTOR and ABILITY. MOTOR means something connected with movement of the body that is produced by the muscles and ABILITY means the fact that the body is able to do something /level or skill or intelligence.

– Shortly , motor ability means the level of skill or intelligence of the body connected with the movement produced by the muscles

Definations

The present level of ability to perform movement (motor) skills.
Motor ability may be defined as one’s present innate and acquired ability to perform motor skills of a general and fundamental nature excluding specialized sports skill.

Motor Fitness Components

1. Muscular strength:-maximal contraction power of the muscles is known as muscular strength.

Examples

⦿ weight training push up

⦿ Apparatus to measure-DYNAMOMETER.

⦿ Test related -1>KRAUS-WEBER STRENGTH TEST.

⦿ 2>ROGER STRENGTH TEST

⦿ 3>PHILLIPS TEST.

2. Muscular endurance:-The duration for which the muscles groups may perform work maximally is known as muscular endurance.

Example-

– long distance running etc.

– Test related-1>STATIC OR ISOMETRIC MUSCULAR ENDURANCE TEST.

– 2>DYNAMIC OR ISOTONIC MUSCULAR ENDURANCE TEST

3. Cardio-vasular endurance:-The ability to perform muscular work at submaximal level by moderate contractions for a long time is known as cardio-vascular endurance.

– Test related-1>TUTTLE PULSE RATIO TEST.

– 2>HARVARD STEP TEST.

– 3>RUN AND WALK TEST.

– 4>MAXIMUM OXYGEN UPTAKE TESTING.

4. Freedom from obesity :- excess accumulation of fat in the body is known as obesity. Accumulation of fat related to many health problem such as coronory heart disease, high blood pressure, diabetes, respiratory problems etc.

Example –

⦿ Test related-ANTHROPOMETRY

⦿ UNDERWATER WEIGHING METHOD.

⦿ X-RAY METHOD

⦿ BIO-ELECTRIC METHOD

⦿ AIR DISPLACEMENT METHOD

⦿ MULTIPLE ISOTOPE DILUTION METHOD

⦿ ULTRASOUND METHOD

⦿ NEAR INFRA – RED INTERACTANCE METHOD.

5. Flexibility:-The range of movement in a joint or sequence of joint is known as flexibility.

Ex-touching of fingers to toes while sitting or standing without bending knees , rope mallakhamb etc.

Test related-TEST OF ABSOLUTE TEST.

TEST OF RELATIVE FLEXIBILITY TEST.

6. Power:-

(a)power may be defined as work done per second.

(b)power may be define as product of force and velocity. power=force distance / time

Test related-

(a)- ATHLETIC POWER TEST

(B) WORK POWER TEST.

7. Speed:-

Total distance divided by the time ;capacity of the individual to repeat the same kind of movement at a fast rate is known as speed.

EXAMPLE-sprinting events ,hurdle races,basketball etc.

Test related-(a)SPRINT TEST(50mt YARD).

⦿ DISTANCE TEST FOR 4,6OR 8 SECONDS.

8. Agility:-The speed with which an individual may change his body movement is known as agility.

– The individual change in the body movement with the same speed is known as agility.

Example-shuttle run, dodging run etc.

– Test related-SQUAT THRUST

– SIDE STEP

– SHUTTLE RUN

– SEMO AGILITY TEST

– RIGHT BOOMERANG RUN TEST

– DODGING RUN TEST

9. Balance:- The ability to hold the body position in comparatively less stable positions ,is known as body balance.

⦿ (center of gravity hold on center of base is called balance).

⦿ Test related -STATIC BALANCE TEST .

⦿ DYNAMIC BALANCE TEST.

10. Reaction time:-

The interval between presentation of stimulus and the first response is called reaction time.

⦿ Test related –NELSON HAND REACTION TIME TEST.

⦿ NELSON FOOT REACTION TIME TEST.

⦿ ELECTRONIC VISUAL HAND REACTION TIME TEST.

⦿ ELECTRONIC AUDITORY REACTION TIME TEST.

⦿ ELECTRONIC VISUAL FOOT REACTION TIME TEST.

⦿ ELECTRONIC TACTILE HAND REACTION TIME TEST.

Motor Coordination

Definition:The ability to performer to integrate types of body movements into specific patterns is known as coordination.

⦿ Example- coordination is very important in all type of activity.

⦿ Test of Coordination

(a) Eye-hand coordination test.(ball transfer)

(b) Eye-foot coordination test.

(d) Scott obstacle race test.

(a) Eye-hand coordination test (ball transfer):-This test as evident from its name is used to test the coordination between eyes and hands.This test can apply on both boys and girls.

⦿ Equipment:Two large boxes or container (capable of holding more than 5 balls of 10 inches diameter each)and stop watch.

(b) Eye foot coordination test:- This test is used to measure co- ordination between eye and foot. This test is also applied on both boys and girls.

Age should be 4 years and above in both Eye hand coordination as well as in Eye foot coordination test.

Equipment: A Stopwatch ,sheet or paper with footprints or some marking to guide foot placement in a specific a specific pattern.

In the absence of sheet or paper, floor play area may be painted black to indicate foot placement pattern with footprints or other marking about 12 to15 inches apart.

Also Read UGC NET Physical Education Unit 5 Notes

Click Below For All Games Measurements, Rules, history

UGC NET Physical Education Unit 9 notes MCQ And Questions

1. McDonald soccer test involves

(a) Volleying the soccer ball against a backboard

(b) Volleying the soccer ball and also kicking a soccer Jot a distance

(d) Kicking a soccer ball for a distance dribble for speed.

Answer: A

2. Which of the following is a motor educability test ?

(a) J. C. R. test

(b) I. O. W. A. test

(d) Kicking a soccer ball for a distance dribble for speed.

Answer: B

3. Which of the following is a motor educability test ?

(a) J. C. R. test

(b) I. O. W. A. test

(d) All the above.

Answer: B

4. The degree of uniformity with which various testers score the sametest is found fat through

(a) Validity

(b) reliability

(d) all the above.

Answer: C

5. A piece of equipment used to measure units of work done by person is called

(a) Ammeter

(b) ergo meter

(d) manometer.

(e) Objectivity

(f) all the above.

Answer: B

6. Queens college step test is used to measure

(a) Cardiovascular

(b) endurance

(d) heart rate.

Answer: A

7. What is the full form of AAHPERD?

(a) American and Australian Health, Physical Education, Recreation and Dance.

(b) American Association for Health, Physical Education, Recreation and Dance

(d) None of the above.

Answer: C

8. Name the test to determine the cardio-vascc&ax efficiency

(a) Harvard test

(b) Coopers test

(d) Bench test.

Answer: B

9. Reliability denoted

(a) Consistency of performance

(b) Variability among groups

(d) None of the above.

Answer: A

10. In 2 x 2 x 2 factorial design, the number of treatment groups will be

(a) 3

(b) 6

(d) None of the above.

Answer: C

11. A treadmill is used for measuring

(a) Speed

(b) Power

(d) Force.

Answer: C

12. In which case we should not usetest?

(a) When the number is small

(b) When variance is large

(d) None of the above.

Answer: B

13. The evaluation which is undertaken during the course of training is called

(a) Summative evaluation

(b) Creative evaluation

(d) Normative evaluation.

Answer: C

14. The level of aspiration is ideal ifthe discrepancy between the set goal and actual performance comes(a) 50% (b) 40%

Answer: D

15. The degree of consistency with which a measuring device may be applied is ascertained through

(a) Validity

(b) Reliability

(d) None of the above.

Answer: B

16. Which country won the ‘First Asian Handball Championship’ in the women’s section ?

(a) Bhutan (b) Pakistan

Answer: C

17. Who amongst the following is a winner of Arjuna Award in the gameof handball?

(a) Roshan Lai

(b) Neeraj Hooda

(d) Milka Singh.

Answer: A

18. Who is the current union sports minister of India?

(a) Uma Bharti

(b) S. S. Dhindsa

(d) Ananth Kumar.

Answer: A

19. Which of the following is the Indoor Stadium for swimming in Delhi?

(a) National Stadium

(b) Indira Gandhi Stadium

(d) Ambedkar Stadium.

Answer: C

20. For excellence in which sport isthe ‘Eklavya’ award given?

(a) Malkhamb
(b) Kabaddi

(d) Kho-kho.

Answer: D

Final Words

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