Chapter 11 Flashcards Preview

CSCS > Chapter 11 > Flashcards

Flashcards in Chapter 11 Deck (20)
Loading flashcards...

what is the main reason for testing?

to assess athletic talent, identify physical abilities and areas in need of improvement, set goals and evaluate progress


Formative evaluation

reevaluationss based on midtests, It allows the cscs to adjust the training program



the degree to which a test or test item measures what it is supposed to measure


What is the most important characteristic of testing?



construct validity

the ability of a test to represent the underlying construct, the overall validity most important type of validity


face validity

appearance to non experts, the appearance to the athlete and other casual observers that the test measures what it is purposed to measure.


content validity

All of the components, the assessment by expects that the testing covers all relevant subtopics or component abilities in apporoptiate proportions. examples: jumping ability, sprinting ability and muscular strength of arms.


criterion referenced validity

the extent to which test scores are associated with some other measure of the same ability. 3 types are concurrent, predictive, and discriminant


concurrent validity

the extent to which test scores are associated with those of other accepted tests that measure the same ability. example: comparing a new body fat test with a water body fat test


convergent validity

comparing a test to the "gold standard" of test


predictive validity

the extent to which the test score corresponds with future behavior or performance. measuring basket goals at practice and during the game


discriminant validity

the ability of a test to distinguish between two different constructs (speed and flexibilty)



a measure of the degree of consistency or repeatability of a test. same results over and over


test-retest reliability

used to get reliability. testing the same thing twice to see if the scores are the same


reasons for low reliabilityy

intrasubject variability
lack of interrater reliability
intrarater variability
failure of the test itself to provide consistent results


intrasubject variability

lack of consistent performance by the person tested


interrater agreement

the degree to which different raters agree


intrarater variability

the lack of consistnet scores by a given tester.


guildlines for testing in the heat

1. athletes should establish baseline
2. using heat chart, temperature should be at least 3 degrees under guildline or use indoor facility
4. well-hydrated prior 24 hours
5. drink during excercise
6. clothing: mesh light
7. hear rate monitor
8. be attentive as possible
9. be aware of symptoms of hyponatremia or water intoxication
10. eat foods high in magnesium and potassium
11. medical coverage should be available.


signs of heat stroke or exhaustion

cramps, nausea, dizziness, difficulty in walking or standing, faintness, garbled speech, lack of swear, red or ashen skin, and goose bumps.