Application of Generalizability Theory in Estimating the Reliability of a Motor Performance Test

Abstract

This paper discusses the use of generalizability theory, a flexible intraclass approach, for estimating the reliability of a motor performance task. The generalizability technique provides variance component estimates for each factor of an analysis of variance design. These variance estimates can be utilized to define a number of reliability coefficients which are dependent upon the logical or theoretical rationale for assigning variance component estimates as true score or error score variance. The second section of this paper presents a study illustrating the use of generalizability theory in estimating the reliability of a motor performance task. The purpose of this study was to determine the reliability of first-ball scores for beginning college bowlers. The facets of the generalizability study were identified as sex of the bowler, trials, and days. Three reliability coefficients, R ₁ (.93), R ₂ (.92), and R ₃ (.84), were computed by assigning the different factors to either true score or error score variance. The performance of beginning college bowlers as measured by first-ball scores is reliable. While the information might be useful for the teacher or researcher who is interested in detecting between-subject differences in coeducational bowling classes, the primary purpose of this paper was to demonstrate the use of generalizability theory to estimate reliability coefficients for a set of motor performance test scores.     

Estimating the Stability Reliability of a Score

The internal consistency and factorial validity of the 6-factor Scale of Coaching Performance (SCP; MacLean &; Chelladurai,1995) were examined using the responses of 448 administrators and coaches, randomly selected among NCAA programs. Confirmatory factor analysis, alpha coefficients, composite reliabilities, and variance extracted measures were utilized to test the internal consistency, reliability, and factorial validity of the SCP. The original 6-factor model was also tested against possible alternative models. The SCP had weak factor reliabilities: the public relations behaviors factor had an unacceptable reliability coefficient. The fit statistics (χ²p;= 2641.72; Scaled χ² = 2141.70, p < .001; RMSEA = .081; GFI = .74) indicated unsatisfactory factorial validity of the 6-factor model using the NCAA sample, because of problematic indicators and weak independence of latent variables but none of the alternative models provided better fit to the NCAA data. The SCP may be population-specific to the Canadian athletic system, which differs from the system found in the United States. Further analytic efforts are needed to improve the generalizability of SCP.     

Comparison of Two Nonparametric Methods for Estimating the Reliability of Motor Performance Tests

The purpose of this study was to compare the power and sampling distributions of the coefficient of concordance (W) and the weighted average tau (W _a ) for the selected sets of parameters m, n, and α. The values of m and n were selected to represent situations in physical education for which test reliability and judge objectivity might be estimated. The comparison of W and W_a required the generation of data matrices with varying amounts of error (α) for each set of values m and n. The obtained distributions were used to make the necessary comparisons. Several conclusions were drawn: First, the sampling distributions of W and W_a were similar for the sets of parameters investigated in this study. Second, W and W_a were equally powerful for the sets of parameters investigated in this study. And third, the comparisons did not indicate that either statistic is more appropriate for estimating the reliability of motor performance tests. On the basis of the practical considerations of ease of computation and familiarity with the coefficient of concordance (W,) this statistic might be preferred.     

Psychometric Note on the Reliability of the Sport Competition Anxiety Test: Form C

Abstract

Data collected from 736 fourth, fifth, and sixth grade children using Martens SCAT-C yielded moderately high values of split half reliability. Internal consistency coefficients were relatively high (.81 to .85) and similar to the values reported in the Martens test manual when calculated using the appropriate test, eliminating use of the KR-20. The SCAT-C was also found to be generalizable to fourth grade populations even though originally its use was not intended with this age group.     

一种羽毛球灵敏素质测试方案的信效度检验研究

为了验证从运动实践和理论推导设计的羽毛球灵敏素质测试方案的科学性,本研究募集21名大学校队的羽毛球选手进行“六点灵敏测试”和5米折返跑测试验证该灵敏专项测试的同时效度,并对“六点灵敏测试”进行间隔一段时间后的二次测试,检验其重测信度;此外,将测试结果同普通运动者“六点灵敏测试”的测试结果进行比较验证其结构信度。研究结果发现该灵敏素质测试方案具备了较好测试信度和效度。因此,“六点灵敏测试”可以作为羽毛球专项灵敏素质测试和训练的有效方案。     

When faultlines are created: Exploring the conflict triggering process in sport

The purpose of this article is to advance theoretical understanding of the relationship between task conflict and relationship conflict (i.e., triggering process) by discussing the role of social identity as a mediating factor. Specifically, the authors’ proposed theoretical model emphasizes the consequences of intense, long-lasting task conflict by mapping the connection to workgroup identity formation and relationship conflict. The authors apply social identity theory to provide a new lens through which to view the impact of intense, long-lasting task conflict that goes unmanaged in sport organizations. Further, the authors provide several testable propositions regarding identity and subgroup formation that point to major factors influencing the development of relationship conflict within groups. The authors’ propositions bolster current sport management theory by emphasizing how intergroup and intragroup processes are interwoven.     

全民健身日研究

利用文献资料、统计分析和专家访谈等方法,对我国首个"全民健身日"活动开展状况进行全面深入地总结研究,结果表明:我国"全民健身日"的确立是适应人民群众体育健身的需求;是进一步发挥体育的综合功能和社会效应,丰富社会体育文化生活,促进人的全面发展的需要;是促进中国从体育大国向体育强国目标迈进的需要.要提高全民健康素质,全面推进全民健身活动,必须以科学发展观为指导,与以往的全民健身活动紧密结合,建立健全全民健身服务体系.     

When the chips are down: effects of attributional feedback on self-efficacy and task performance following initial and repeated failure

In two experiments, we manipulated the controllability and stability of causes of failure and explored the impact of these factors on self-efficacy and performance. In Experiment 1, participants (N=80; mean age 20.0 years, s=1.0) were provided with false negative feedback following performance on a blindfolded dart-throwing task. Consistent with theory and recent research, an induced belief that failure was beyond control and unlikely to change led to lower self-efficacy and poorer performance (all F1,754>5.49, all P<0.05, all η2=0.01). A second experiment (N=80; mean age 22.0 years, s=2.1) demonstrated that following an induced belief that failure was beyond control and unlikely to change, only new perceptions that a repeated failure was within one's control and likely to change resulted in higher self-efficacy and improved performance (all F1,75>4.53, all P<0.05, all η2>0.004). All effects were mediated by self-efficacy: Sobel's (1982) test, all z>1.97 (in absolute magnitude), all P<0.05, all r>0.22 (in absolute magnitude). These findings suggest that in novel circumstances individuals believe in the best for themselves unless possibilities to self-enhance are explicitly precluded, and only reinvest efforts when opportunities for self-enhancement become clearly admissible.     

The Validity and Reliability of the Back Saver Sit-and-Reach Test in Middle School Girls and Boys

The purpose of this article was to highlight important research needs related to physical activity in 3- to 5-year-old children. We identified research needs in 3 major categories: health effects, patterns of physical activity, and interventions and policies. The top research needs include identifying the health effects of physical activity, the effects of physical activity on the development of healthy weight, the effects of physical activity on learning and behavior, and the health implications of sedentary behavior. Research questions concerning patterns of physical activity include determining the prevalence of 3- to 5-year-olds meeting the current physical activity guidelines; the social and environmental factors that influence physical activity in home, preschool, and community settings; and how physical activity tracks into later childhood, adolescence, and adulthood. Research questions about interventions and policies include identifying the most effective strategies to promote physical activity in home, child care, and community settings and to reach diverse populations of young children, identifying effective intervention implementation and dissemination strategies, and determining the effectiveness of national, state, local, and institutional policies for increasing physical activity. In conclusion, research is needed to establish a full understanding of the health implications of physical activity in 3- to 5-year-old children, to better understand the nature of physical activity behavior in this group, and to learn how to promote physical activity in young children.     

The Validity and Reliability of the 12-Minute Swim Test in Male Swimmers Ages 13-17

The purpose of this study was to examine the validity and reliability of the Cooper 12-min swim test in high school male swimmers ages 13 to 17. Thirty-three boys performed three 12-min swims and 1 maximal graded treadmill test within a 14-day period. One practice swim was conducted 1 week prior to participation in this study. VO2max was assessed by indirect calorimetry with open-circuit spirometry with the Truemax 2400 metabolic cart (Consentius Technologies, Sandy, UT). Test-retest reliability of the 12-min swim assessed via 1-way analysis of variance indicated moderate reliability (R = .66, 95% confidence interval [CI] = .42-.81), whereas concurrent validity assessed via a Pearson product-moment correlation indicated a moderate relation (r = .47, 95% CI = .15-.70, r2 = .22). Results indicate that the Cooper 12-min swimming test is only moderately reliable after 2 practice swims and does not appear to be a valid field test of aerobic capacity in high school male swimmers ages 13 to 17.     

最大乳酸稳定状态下足球运动员康科尼测试中个体无氧阈最大速度的选取及可靠性研究

研究目的 :1)应用场地康科尼测试方法寻找足球运动员个体无氧阈最大速度的可行性 ;2 )分析康氏测试心率拐点与乳酸阈拐点对应的个体无氧阈最大速度之间的关系 ;3)测定最大乳酸稳定状态 ( ML SS) ,验证康氏测试个体无氧阈最大速度的可靠性。结果证明 ,在康氏测试中 85 %受试者都出现心率拐点 ,完成距离最短者心率拐点偏左、中长者居中、最长者偏右 ,相对应的乳酸阈速度正好低于心率拐点速度一个等级 ,但该两种速度之间并未出现不规则变化差异 ,且高度相关。选取康氏测试心率拐点速度进行 2 4 min匀速运动受试者平均乳酸值显示最大乳酸稳定状态 ( ML SS) ,表明可用于个体无氧阈最大速度 ,但大于 180次 / m in的心率拐点速度即已超过本人的个体无氧阈最大速度     

体育专业术科课程考核影响“效度”、“信度” 的因素分析及对策研究

通过对全国各体育院校、高等师范院校及部分专科学校体育专业术科课程考核的现状进行抽样调查,采用文献资料法、专家访问法、问卷调查法等研究方法,对影响术科课程考核“效度”、“信度”的因素进行分析并提出发展对策,为高校教学考核改革提供一些帮助和依据.     

大学公共体育课程时段的日周期节律研究

为了研究大学公共体育课程时段设置的变化规律,运用实验法和数理统计法,以在读非体育专业112名学生为研究对象,进行体温、脉搏、血压、握力4个方面的生理测试,研究结果发现:学生处于安静状态下的脉搏、体温、舒张压、收缩压和握力指标均是下午或者傍晚时候达到顶峰;中午时段机体生理功能处于较低水平,不利于学生开展体育课,下午和傍晚时间段较适合开展体育课程.最后提出分性别、分时段安排体能课程的建议,研究结果对高校公共体育课程的时段安排具有一定参考价值.     

反应时测量方法可靠性的研究

研究采用实验及统计分析法，对44名体院学生的光简单反应时分别用不同重复测量次数进行多次测量，用积差相关法、单因素方差分析等方法对测量数据的可靠性及相关系数用spss7.5软件进行统计分析。结果表明：反应对重复测量的最佳次数是20次，取值的最好方法是剔除5次最大值和5次最小值计算平均值。可靠性系数可达到0.97。     

我国城市大众体育进程中的若干矛盾问题

通过对当代城市体育发展的形势及重要意义的论述,归纳出城市体育发展中存在的体育文化设施趋向集中与人们身边体育设施相对减少的矛盾、群众性体育项目与文化传媒主流项目之间的差异、体育产业发展与消费群体间的不协调等矛盾。同时提出了发展大众体育应以促进城市全民健身运动为基点的建议。