Chapter 3: measurement in exercise science

Measurement

A field of study that involves examination of the procedures for developing, evaluating the accuracy of, and refining measurement practices associated with variables of interest to an exercise scientist.

Measurement vs. Evaluation

Measurement is the act of assigning a number to each member of a group based on the amount of a specific attribute each possesses, while evaluation is a statement of quality, goodness, value, or merit about what was measured.

Validity

The degree of truthfulness in a measurement, indicating whether a measurement accurately reflects the attribute it is intended to measure.

Reliability

The consistency or repeatability of a measurement, referring to the objectivity of the measurement and the individual administering it.

Nominal Measurement

Non-numerical measures labeled by name/category, providing only minimal information.

Ordinal Measurement

Measures that rank people or objects.

Interval Measurement

Measures characterized by equal intervals between values, with zero not indicating the absence of a quantity.

Ratio Measurement

Measures with an absolute zero point, allowing for statements of comparison such as '10 pounds is twice as much as 5 pounds'.

Cognitive Domain

Refers to knowledge and mental achievement, and includes activities aimed at assessing or developing these aspects.

Psychomotor Domain

Involves physiological and physical performance activities; focus in exercise science

Affective Domain

Relates to attitudes and perceptions.

Interrater Reliability

The degree of agreement among raters scoring a test.

Intra-rater Reliability

The consistency of one rater scoring a test over time.

Measurement Purposes

Classification, motivation, achievement assessment, forecasting potential, diagnosis, program evaluation, and research.

History of Measurement

Refers to the evolution of measurement techniques in physical education and exercise science from the 19th century to now, including advances in technology and specialization.

Historical Context of Measurement in Physical Education

Formal physical education began in the 19th century, leading to a growing interest in measuring performance and outcomes in physical education and athletics.

Early 20th Century Measurement Awareness

During the early 20th century, the importance of measurement in education was recognized, establishing a foundation for future developments in the field.

Mid 20th Century Advances in Measurement

The mid 20th century saw advances in mathematics and statistics, alongside World War II, which emphasized the necessity of measuring physical fitness for military readiness and training.