Crystal Wood 11/1/07 SPORT/MOTOR SKILLS TEST BATTERY* IN PHYSICAL EDUCATION UNIT - OVERVIEW KIN 351 (Dr. Eugene W. Brown) Sport/Motor Unit: Soccer Grade Level: 9th Ability Level: Beginners/Occasional players Number of Students in Class: 20 Level of Sport/Motor Skills to be tested: Beginner Time Needed to Administer Test: 1 hour Purpose(s) of Test: To evaluate students on their abilities in the beginning aspects of the sport of volleyball. Supplies and Equipment Needed: Soccer ball, eight cones, chalk or tape, evaluation sheet, pen or pencil, stop watch. Assistants Needed and Their Responsibilities: Students will help in keeping track of scores as well as help set up for each test. Sports/Motor Items Total % Skills to be of Kicking/Trapping Dribbling/ Underhand Overhand Points of Tested Test Control serve serve Test Kick/Trap 4 4 33% Dribbling/Control 4 4 33% Speed/Change of 4 4 33% direction 12 100 = *On a separate sheet of paper provide a layout of the sport/motor skills test battery and plan for rotation of students. **Insert point value for each item in the boxes. SPORT/MOTOR SKILLS TEST BATTERY* IN PHYSICAL EDUCATION UNIT - STRUCTURE KIN 351 (Dr. Eugene W. Brown) OVERALL TEST STRUCTURE: Description: This is a test of basic beginning soccer skills. Appropriate age/ability group: 9th grade PE students – mostly beginners/occasional players Purpose: To evaluate students on their abilities in the beginning aspects of the sport of soccer. Instructions: Items composing test battery: Kicking Trapping Dribbling Control Methods of scoring: In each test, there are different criteria for students to earn points. The points from each item of the test will be added up at the end. Performance scale (grading): Must get at least 4 points during each item to pass. Layout of entire battery and court/area markings: There will be two stations, one station on one end of the gym and one station on the other end. Assistants needed: Different students will be assigned to keep track of how many points the students in their group get and they will then report the scores to me. Supplies and equipment needed: Two soccer balls, a stopwatch, eight cones, something to mark a line such as chalk or tape. INDIVIDUAL ITEM STRUCTURE: Description: Test of kicking and trapping ability. Purpose: To evaluate how well students can kick a soccer ball and then trap it on its return Layout of individual item and court/area markings: Using chalk or tape, mark a line about 5 feet away from a wall that will be good for kicking the ball at. Make sure that the ball will be able to bounce off of the part of the wall you use. Place the ball on the side of the tape furthest from the wall. Instructions: Instruct the student to stand behind the piece of tape or chalk marking. Tell them to kick the ball against the wall and to trap the ball upon its return. Explain that they must trap the ball before kicking the ball. Explain that every time they kick the ball against the wall and then trap it, they will earn 1 point. Also explain that if the ball does not return to them and they have to pass the tape/chalk mark to retrieve the ball, that they will not get the point. Explain that they have thirty seconds to try and get as many points as possible. Methods of scoring: Students will earn one point per time they successfully kick the ball at the wall and then trap it on its return. Assistants needed: A student to keep track of points at the other test site and to report the scores to you. Supplies and equipment needed: Soccer ball, tape or chalk, stop watch INDIVIDUAL ITEM STRUCTURE: Description: Test of dribbling and control ability Purpose: To assess how well the students can dribble and control the ball while under pressure. Instructions: The student will dribble around each cone. Upon reaching the last cone, they will go all the way around the cone and come back the other way. The student gets one point for each cone that he or she passes on the side they are supposed to (opposite the side of the last cone they passed). The student will have 30 seconds to get as many points as possible. Methods of scoring: The student will receive a point for each cone that he or she passes on the side that they are supposed to (opposite the side of the last cone they passed). Layout of individual item and court/area markings: Test will take place at each test area. 4 cones should be set up about eight feet apart from each other like this at each testing area: Assistants needed: A student at the opposite side test area to keep track of the amount of points each student gets and then report those scores back to me. Supplies and equipment needed: soccer ball, four cones, stop watch INDIVIDUAL ITEM STRUCTURE: Description: Test of speed, control and change of direction. Purpose: To assess students’ ability to control a soccer ball while increasing their speed. Instructions: Student should start in between the starting line cones. Instruct the students to dribble the ball straight through the middle of the other set of cones, turn around go through the two cones again and dribble back to the finish line. The student will have Methods of scoring: 1 point will be given for each successful trip through the cones and back. Layout of individual item and court/area markings: Test will take place in each testing area. Cones marking starting line and half way point should be about 20 feet apart and diagonal from each other. The test will be set up like this: Starting/Finish Line Assistants needed: A student at the opposite side test area to keep track of the amount of points each student gets and then report those scores back to me. Supplies and equipment needed: soccer ball, four cones for each testing area.
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