Measurement and Evaluation in Sports
This domain tests the difference between measurement, assessment and evaluation, and the quality of tests. You must select a test that actually measures the intended component.
Core rules
- Measurement assigns a number or score; assessment collects and interprets evidence; evaluation judges value or progress against criteria.
- Validity: the test measures what it claims. Reliability: it gives consistent results on repetition. Objectivity: different testers reach similar scores under standard conditions.
- Norm-referenced tests compare a performer with others; criterion-referenced tests compare with a standard. Formative evaluation guides learning; summative evaluation grades or certifies.
- Common tests: 12-minute Cooper run for cardiovascular endurance; 50 m sprint for speed; 4 × 10 m shuttle for agility; sit-and-reach for flexibility; push-ups or sit-ups for muscular endurance; BMI for body composition screening.
Worked example
A teacher wants to measure agility. The 4 × 10 m shuttle run is more valid than the 50 m sprint because it requires rapid changes of direction. If the same student scores 10.1 s and 11.8 s on repeated shuttle trials, reliability is questionable, so check surface, timing and instructions before using the result.
Traps
- Using 'reliability' and 'validity' interchangeably.
- Choosing a test because it is easy, not because it is valid for the component.
- Ignoring standardised instructions, equipment and units.
- Treating a norm as a fixed pass mark.