stre&cond: chapter 13&14 - test selection and interpretation

reasons

for testing

• assess athletic talent — have the needed physical abilities that can produce a comp player?

• identify physical abilities in need of improvement — compare with normative data

• screen for fatigue and injury risk — what are the acute/chronic exposure

• evaluate progress/effectiveness of training

terms

understanding terms allows clear communication with athletes and colleagues

• test: procedure for assessing ability

• field test: test used to assess ability performed away from a lab and is inexpensive

• measurement: process of collecting data

• evaluation: analyzing test results to make decisions

• pretest: determine baseline ability

• midtest: test one or more times to assess progress and modify as needed

• formative evaluation: periodic reevaluation based on midtests, usually regular intervals

• posttest: determine success of training program in achieving objectives

• assessments chosen and practices followed should be grounded in scientific evidence

  • reputable sources: peer-reviewed journals, academic textbooks, professional org

validity

the degree to which a test measures what it intends to measure

• ex: vertical jump test valid assessment for how high an athlete could jump, but no useful data for aerobic capacity

construct validity

ability of a test to represent the underlying construct (overall validity)

• other forms of validity are secondary to this and provide evidence

• ex: a strength test should actually measure muscular strength

convergent validity

high positive correlations between two different tests with the same construct

• ex: running test and cycling endurance test both measure aerobic endurance

discriminant validity

low correlation between two different tests with different constructs

• ex: 1 RM squat measures muscular strength, while a VO2max test measures aerobic endurance

face validity

whether a test appears to measure what it is supposed to measure

• based on athlete/observer perception

• ex: vertical jump test has high ___ validity for measuring jump height

• athletes may perform between when they understand how the test relates to their sport

content validity

whether a test or battery of tests cover all relevant abilities needed for sport

• typically by experts

• ex: tennis battery should assess aerobic endurance, torque, hand-eye coordination, change-of-direction ability

criterion validity

how well test scores relate to another measure of the same ability

concurrent: compares results to an accepted test measuring the same ability at the same time

• predicted VO2max from a 12-min run has high concurrent validity with lab VO2max measured through expired gas

predictive: determines how well test scores predict future performance

• ex: basketball fitness test scores to predict future points, rebounds, and blocked shots

reliability

ability of a test to produce consistent, repeatable results when performed under the same conditions

• results should be similar when no change in performance expected

• ex: athlete runs a 40 yd dash — 5.3 sec on monday, 7.2 sec on wednesday — poor reliability

• a test can be reliable but not valid

lack of reliability

can result from different factors that cause inconsistent test results

intra-subject variability: changes in performance within the same athlete across repeated tests

• ex: an athlete performs worse on a 40 yd dash due to fatigue or motiviation

inter-rater reliability: how consistent different evaluators measure the same performance

• ex: two coaches time the same 40 yd dash but record different times

• high reliability when they both record similar results

intra-rater variability: inconsistency when the same evaluator measures or scores performance repeatedly

• ex: a coach times the same performance differently across repeated evaluations

test inconsistency: test itself produces inconsistent results due to equipment or testing conditions

• ex: malfunctioning stopwatch records different times despite identical performances

test selection

5 factors to ensure a test is valid, reliable, and appropriate for the athlete

metabolic energy system specificity: mimic energy demands of sport

• ex: marathon runner should be tested on aerobic endurance

biomechanical movement pattern specificity: incorporate movements similar to those used in sport

• consider the athletes specific position — ex: basketball pointguard vs center

• ex: bball player may perform vertical jump tests, while soccer player performs change-of-direction tests

experience and training: tests should match athlete skill level and training experience

• novice athletes struggle with technique-intensive tests and reduce validity/reliability

• ex: beginner performing 1 RM power clean may score poorly because of technique, not cause of lack strength

age and sex

• ex: chin up test may need different norms/modifications to assess diff levels of upper-body strength

environmental factors: performance, safety, consistency

• changes in weather, high temps/humidity

• ex: running a mile in heat vs cold

test administration

proper test admin ensures safe, reliable, accurate results

health and safety: obtain medical clearance and monitor before, during, and after testing

selection and training of testers: qualified to improve reliability and consistency

recording forms: prepare before testing to improve efficiency and reducing error

test format: decide whether to be tested individually or simultaneously, ideally with the same tester, one test at a time to reduce error

testing batteries: adequate rest (5 min) between tests

• submax ~2 min, near-max ~3 min

sequence of tests: ordered so that fatigue from one test does not negatively affect performance on the next

• least fatiguing → most fatiguing

test order

sequence of tests ordered so fatigue from one test does not negatively effect performance on the next

• least fatiguing → most fatiguing

• can switch 3 and 4

• can switch 6 and 7 — should be done on different days

1. nonfatiguing tests — ex: height, weight, flexibility

2. agility tests — ex: T test

3. max power and strength tests — ex: vertical jump, 1 RM squat

4. sprint tests — ex: 40 yd dash

5. local muscular endurance tests — ex: push-up test

6. fatiguing anaerobic capacity tests — ex: all-out cycling test

7. aerobic capacity tests — ex: treadmill vo2max test

intepretation

evaluating the data in order to:

• determine change in performance of individual/group over the training period

• determine individual/group’s performance relative to those same people tested in the past

• determine relationship of each athlete’s scores to those of the group

• determine how individuals/groups compare to norms

descriptive statistics

used to summarize and describe a large set of data

• ex: analyzing fitness test results from an entire bball team

• central tendency: where data values cluster or center

  • mean, median, mode

• variability: how spread out the scores are

  • range

  • standard deviation — low SD = scores more clustered to the mean

• percentile rank: percentage of test scores that fall below an individual’s score

  • ex: athlete in 90th percentile scored higher than 90% in their age and sex

z score

measures how far an individual’s score is from the group mean in SD units

• used to compare an athlete’s performance to the group average

• z = (individual score - group mean) / SD

• ex: a lower sprint time is better, so a negative z score indicates better performance

• ex: positive z score for 1 RM squat means greater strength

inferential statistics

uses data collected from a sample to make general conclusions about a larger population

• estimate characteristics without testing every individual in a population

• sample must be representative

• ex: body comp testing

  • population: all exercise science students at UNC charlotte

  • sample: students in one ES class

  • test: measure body fat percentage in class

  • inference: class results to estimate average BF% of all ES students at UNCC

magnitude statistics

used to determine the size and practical significance of changes in fitness performance

• allows interpretation of the clinical significance

• smallest worthwhile change (SWC): smallest change to consider practically meaningful

  • requires a valid and reliable test

  • SWC = 0.2 x SD

• effect size (ES): magnitude of effect that training had on performance

  • ES = (posttest mean - pretest mean) / pretest SD

  • 0.20 small → 1.40+ large

athlete profile

uses fitness test results to identify an athlete’s strengths, weaknesses, and training needs

sport-specific testing: abilities important to athlete’s position in sport

• ex: bball player tested on vertical jump, height, agility, sprint speed, muscular power

valid/reliable tests and sequence of tests

test as many athletes as possible: develop standardized norms

• ex: compare bball player to others their age, sex, playing level

determine SWC: compare to established norms when appropriate

conduct repeat testing: test at different points in their training program

• pretest, midtest, posttest

identify strengths and weaknesses: make evidence-based training decisions

• ex: soccer player great at aerobic endurance but poor sprint speed → emphasize training on speed and acceleration

nonfatiguing tests

tests requiring minimal physical effort and do not significantly impair performance on later tests

• anthropometric: height, weight, girth

• body comp: fat mass vs fat-free mass, skinfold, BIA, DEXA, bodpod

• resting cardio-metabolic: HR, BP

• balance assessment:

  • balance error scoring system (BESS): athlete stands double leg, single, leg, tandem stance on foam/firm surfaces — fewer errors = better balance

• flexibility: evaluates ROM and movement quality

  • sit and reach

  • overhead squat

t test

tests agility

• cone A — 10 yds — cone B — cone C on left 5 yds — cone D on right 5 yds

• athlete runs from cone A → cone B → side shuffles without crossing feet to cone C → side shuffles to cone D → side shuffles to cone B → run backwards to cone A

• must touch each cone

• total of 40 yds

5 10 5

tests agility

• athlete starts in center, facing forward, with cones 5 yards on left and right side

• athlete → sprints to left cone → sprints to right cone → sprints back to center

• much touch cone/line with hand or foot

• total of 20 yds

max power and strength tests

tests that measure an athlete’s ability to produce max force or generate force quickly (power)

• vertical jump: lower-body explosive power

  • difference between standing reach and jumping reach

• velocity-based testing: movement velocity during resistance exercises, used to assess power and strength-related performance

  • athlete performs squat with weight → device measures how quickly weight moves

• 1 RM test: max muscular strength

  • athlete progressively increases weight lifted, determine heaviest weight with proper technique

• isometric mid-thigh pull: max isometric force and ability to develop force rapidly

  • athlete stands on force plate holding FIXED bar mid-thigh → pulls upward against immovable bar hard and fast as possible → force plate measures force generated

sprint tests

tests that measure an athlete’s ability to run as fast as possible over a short distance

• straight line: linear speed and acceleration with flying start (accelerates before timed section) or without (starts stationary)

• 40 yd dash: acceleration and straight-line speed

  • cone at starting line and another cone 40 yds away, record time

  • lower sprint time = better performance

local muscular endurance test

measures a muscle or muscle group ability to perform repeated contractions over time without fatigue

• pushup test: upper body muscular endurance — chest, triceps, shoulders

  • complete as many continuous reps as possible with proper technique

  • different protocol for males vs females, army vs ACSM

• modified vs standard should not be directly compared using same norms

• use the same protocol to ensure reliability

anaerobic capacity test

measures athlete’s ability to sustain high-intensity exercise for a short period

• 300 yd shuttle test: anaerobic capacity and maintain high-int sprinting

  • athlete starts from cone A and runs to cone B 25 yds away and back — repeat for 6 rounds = 300 yds total

  • rest for 5 min then repeat

  • calculate avg time

• lower average = better performance

aerobic capacity test

measures an athlete’s ability to perform prolonged exercise using O2 to produce ATP

• 1.5 mile run test: aerobic capacity and predict VO2max

  • record total time (min) ran → VO2max = 3.5 + 483/t

  • lower time = higher predicted

• 12 min cooper run test: aerobic capacity and predict VO2max

  • record total distance (m) ran → VO2max = 0.0268(d) - 11.3

  • greater distance = higher predicted