snl by. Athen AN EXPERIMENT IN THE TESTING OF ABILITY AND PROGRESS IN BASKETBALL Harry D. Mgren Ghiecago Y.M.C.A. College Department of Physical Biucation This experiment is an attempt to develop and use some tests and measurements in the field of motor ability and in the specific activity of basketball. Although there has been considerable work attempted in the field of physical efficiency, very little has been attempted in the field of motor ability tests, ‘the princim) contributions to this field are con- tained in "Measuring Motor Ability" (1) by Brace, and "Tests and Measure- ments in Physical Mucation® (2) by Bovard and Cozens. The writer has been helped very materially from these two sources. During the past seven years as a basketball coach I have used various means of determining the varied abilities of my mq. for the past two years I have used a battery of specifie basketball tests as & means of measuring the abilities of all the varsity men in the fundamentals of basket~- ball. Along with these tests we scored all the players on actual playing ability as demonstrated in competition. These tests and scoring methods were reported in a paper entitled "Basketball Efficiency Tests," for the de- partment of Psychology at the University of Chicago. _ During the past year my studies have shifted from the varsity player to the many individuals who play basketball in the Y.M.C.A, and school physical education classes and not as members of a tean. it is this partic- ular group that needs to be encouraged and helped but whieh altogether too often is left to its om resources. My interest here centered around two phases of the problem of measuremats. I wanted first to devise a means of determining the progress of an individual in the learning of specifie motor skills, and second to develop a combination of tests which when applied might prove an index to basketball ability. fhe study concerned itself around three major problaus. 1. Gan a series of tests be developed which would adequately measure progress in basketball? 2. Gana series of tests be developed which might be used as @ means of predicting potential basketball ability? Se Is there any carry-over from specifie basketball skills to gmeral ability skills? : The Method Used: i. The groups used are: a An experimental group consisting of thirty members ef a beginners’ class in basketball. be A control group of thirty menbers, of varied basketball ability. (i) David Brace “Measuring Motor Ability." New York, A. S. Barnes. (2) Bovard end Cozens "Tests and Measurements in Physical Biucation." Philadelphia, We By Saunders- a &. The tests used were: @e Eight tests of specific ability in basketball skill - Speed Pass Dribble Accuracy Pass Dribble and Shoot Accuracy Shooting Ball Handling Pivet and Shoot | Opposition shot Deseription of tests ean be found at end of article. b. Four tests of general athletic ability Agility Speed Endurance Coordination Ge Brace Motor Ability Tests of Neuro-Musculer Co-ordination. 3. The method: The basketball, general ability, and Brace tests were given to the Experimetal Group at the beginning of the quarter, and the basketball tests were given to the Control group at the same time. After two months of instruction, of forty minutes per day, in basketball fundamentals and two weeks of actual play, the experimental group was again tested, to determine whether or not any progress had been made in motor skill. At this same time the control group was again tested to see whether or not there had been any progress in this group who had not been instructed. This group wes used pRimarily in the basketball test to determine the validity of this particular test. The raw scores of each test have been reduced to Tf - seale scores, to make all scores comparable and to prop- erly place each student in relation to other students. At the conclusion of the period of instruction, the experimental group was scored and rated on their actual play~ ing ability as indicated in their performance in organized teams. These data were recorded by student coaches and scorers who watched particular men at play. | : The Brace Motor Ability Tests were also given to the experimental group to allow a comparison of three types of tests and to determine whether or not one test had a greater degree of predictability than either of the other tests. A definite technique of instruction and drills were used during the training period. Twenty different correlations have been made using the Otis Correlation Method. Sixteen of _ these are the individual and total bask®tball and general abil-~ ity tests which were correlated with the actual playing ability seore to determine the reliability of the test. The other four correlations were made between the general ability, basket- ball ability, and Brace Motor Ability tests. RESULTS: 1. The mean T+Score of the Basketball Tests of the Experimental group is: pre-test, 45.5 and final test, 54.1; while in the Control group the pre-test is 50.1 and final test, 50.5. The average Ie de Ge De de -5- percent of increase is 20.1% in the experimental group, with only 4.2% in the control group. The final test average T-Score of the general ability tests gave an increase of 17.34 over the pre-test of the same series of tests. The correlations of each of the eight basketball tests with actual ability separated these tests into two groups. Five of the tests had correlations ranging from .42 to .64, and three of them had correlations from minus .13 to .55. The total basketball test correlations with actual play is .75 on the pre-test and .77 on the final test. The individual general athletic ability tests correlations with actual play renged from .50 to .72 and the total general ath- letic test was .73 for the pre-test and .77 in the final. The correlation between total basketball tests and general ath- letic tests was .76 for the pre-test and .52 for the final test. The correlation between the Brace Test and general ability is 014, the Brace test with Basketball tests is .59 and with actual playing ability is .16. The results of this experiment seem to indicate that progress in the fundamentals of basketball can be measured. From the eight tests used in the experiment the author recommends the use of test numbers 1, 2, 4, 5, and 8 as a battery of reliable tests for the measurement of basketball skill in fundamentals. fhe similar percentage of increase and the high correlation be-~- tween basketball and general athletic ability proves the close relationship of these two groups of skills even though the core relation of improvement was very low. The lack of correlation in improvement indicates that learned skill in one activity does not carry over in the same amount another skill. To objectively test an individuel for potential basketball abil- ity the test must of necessity measure unteught skills. If this were not sv the individual could not be tested on his first appearance and the individual who had never played before would eutomatically be ruled out. The high correlation between gen- eral ability tests scores and specific basketball test scores on the one hand and general ability test scores and actual playing ability scores on the other hend which are brought out in this study seem to warrant the use of this general ability test as a predictive test for potential playing ability. The advisability of using this series of tests in contrast with the standard Brace Motor Ability test was clearly show in the poor correlation between the Brace test and General Ability and Actual Ability score, but it must be remembered that the Brace Test was designed to test native neuro-musculer ability. en IIe aS The author recognizes the limitations of this 3 e only 60 cases were used and therefore does not make any cleim of finality, but it is hoped that this experiment might be suggestive to many physical directors who are attempt- ing seientifie teaching in physical education. There are sever- al places in physical education in which this type of effort might be made. The following might be suggestive: 1. Individual instruction is enhanced when the instructor knows the skills of each pupil. This is only possible when each student has been tested in the perenne eativity in which he is engaged. 2. Pupil interest is developed when the pupil can see the pm gress he is making as show by periodic testing. S. Final grades can be more accurately given when actual scores are present. 4e The coaches of basketball teams will make wiser choices and better elimination of men from their squads when men remain on the squad on the basis of actual performance in tests rather than mere opinion of one man. COPYRIGHT 1937 BY H.D.Edgren = G.G.Robinson H.D.Edgren, M.A. Ass't Professor of Physical Education George Williams College, Chicago, Illinois G.G.Robinson, M.S. Instructor of Physical Education and Director of Intramurals Kalamazoo College, Kalamazoo, Michigan WHY A TESTING PROGRAM Physical educators, who are interested in more accurately measuring the effects of their teaching must be more and more guided by facts produced through objective measurement of their program. Testing has a real and vital place in any teaching method. To teach activities to a child one must know the child. A testing program makes that possible. 1. Tests aid in determining the present skill of each member of the class. This aids in any classification that may be necessary. 2e Tests make it possible to note the progress each participant makes over a given period. 3. Tests also serve as a diagnostic element in the analysis of an activity. The results will indicate the place at which the greatest amount of teaching is necessary. We can only have good correction practice where the deficiencies are known. 4, Testing may serve as a real means of motivation of the pupil, knowing where the pupil is in relation to others. The class may stimulate him to greater effort. The wholesome competition against him; what he is and what he might be seems to have some advantages worth noting. 5e A testing program may be a real aid to the teacher in providing a check on results obtained from one method of teaching over and against another method. Oink les le ~_ Se ABILITY TESTS IN AQUATICS Speed Tests - Scoree Do all events and record the date of competition and time, in the following events. Record Gain. le. 20 Yd. Crawl Re 20 Yd. Back Crawl 3e 20 Yd. Breast Stroke 4. 20 Yd. Side Stroke 5e Underwater Swim 6. -Plaunge-Distanoe-Time.~ Diving Tests Score. 10 dives to be selected as follows--4 from Class Ae-3 from Class Bee2 from Class Ce-one from Class D. Score results of a pre-test and percentage of gain after a certain period of practice. Record those performed. Te ate A l--Swan Dive A 2=-Back Dive A 3-= when he crosses the starting line at "B" (see diagram) score in tenths of seconds B A a. 15' to first box or chair 6' between remaining objects Dribble and shoot (3) ~ The object of this test is to measure the ability of the subject to handle the ball when he is forced to combine a dribble,ya short shot, retrieving the ball on the rebound and repeating the procedure. He is urged to score as many baskets as possible but to make the five trips as fast as possible. ‘The subject starts at "A" dribbles around the freethrow line, and tekes a short shot as he approaches the basket. He then retrieves the ball from the basket and repeats the process a total of five times.. The time is taken from the second that he leaves the line at "A" until he recovers the fifth shot from the basket. He is scored by dividing the number of baskets made out of the five attempts into the total time in seconds. Diagram A B : ro \ J es ! Pee [s pee at Co Bali Handling .. - This test is constructed ‘s Raboere the subject's ability in ball handling and body coordination. He must pass the ball, follow the ball with the body, receive the ball, stop forward progress and start back in the opposite direction. 3! ia panne T | / | > = ~*~ x £1 ee c = Es ; \ A 8 ey Se x 8. A three foot wide mat about two inches thick is hung on the wall in the center of a six foot lanee Another line is drawn on the floor eight feet from the wall and at right angles to the six foot line. The subject starts at "A" and on the signal throws the ball against the wall across and outside of the mat and receives the ball at "B," Here he immediately passes from "B" across mat as indicated by dotted line and receives ball at "A." The subject may carry the ball back to "A" or "B" before throwing the ball if he chooses. He makes ten passes and the time is started when the ball leaves his hands on the first pass and is stopped when he recovers the tenth passe Agility Test This test was designed to measure the ability of the individual to lift his body directly upward with a jump and reache The distance of the jump was recorded by measuring the difference between the highest point of a standing reach and the highest point of a jump reache a 3/4 piece of chalk is used for the entire test. To get the full benefit of the jump, the subject must stand close to the wall and jump parallel to it. Coordination Test This test was devised as a means of judging the ability of an individual to sift his body from left to right similarly to what a basketball player is forced to do when guarding an opponente The subject must work with the feet spread in a good base and must then shift the body across an eight foot lane. The subject worked inside the lane and needed only to touch the line with the outside foot on each shift. He was scored on the time it took to make ten shifts from left to right and from right to lefte One mift across counted as one time. Free Throw Count the number of free throws made in 10 attempts. GOLF ; | le Driver or Brassie _ Drive ball to target (using driving net.) Score according to number in each square of target. Score the total of 10 attempts. Drive off mats to target. “Target at end of net. ww j 4 6 6 6 2 4 8 10 8 2 lot] 4 “s 10 9 2 10! 3 ” 10 7 1 3 5 5 5 1 2. Midiron Test 10! Repeat the same test as #1 using no. 2 iron. Score total for 10 attempts. 10! S 6 6 6 2 a 8 10 8 2 | 10' “s 9 10 9 2 ie 3 7 LO 7 1 3 5 5 5 i le M.C.Clevett 10! 3e Mashie test Repeat same test as #l using mashie. Score total for 10 attempts. Target parallel to floor lo! 1 2 5 4 1 1 7 7 7 1 10°; 3 9 10 9 . is 3 8 8 8 3 2 6 6 6 2 4. Putter test (carpet floor) i Tot Target on floor, using 10 inch squares in the targete Score total of 10 attempts. a ‘ 6 ft.” | GYMNASTICS In all heavy apparatus work the stunts are either completed or not completed. How well, is a subjective evaluation by a judge. We have therefore omitted any reference to points for form or ex= ecution. The following stunts on different pieces of apparatus are designed to be progressive and are listed according to degree of difficulty. Check date of achievement when stunt is completed. A HORIZONTAL BAR Date of Ac hieve- Exercise a ment. l. Skin the cat Re Hang, backward hip circle to mat Se Hook upstart be Upstart swing Se Backward hip circle to front rest 6. Backward single knee circle 7. Cross straddle crotch circle 8.6 Backward double knee circle 9. Forward crotch circle 10. Swing-hook upstart lle Upstart 12. Drop back upstart 13. Rear uprise to seat 14. Forward heel circle 15. Backward seat circle 16. Uprise 17. Double outside knee mount 18. Knee or hawk dismount Wes Reverse grasp upstart R06 Forward toe circle 21. Musele grind R26 Free backward hip circle 236 Reverse grasp, rear uprise to seat 24. Giant swings (ordinary) 256 Reverse giant swings 26. Combination giant swings 27.6 Fly away B PARALIEL BARS l. Series of straddles--forward Re Series of straddles--backward 3» Rear vault 4e Front vault Se Cuteoff--right and left leg 66 Cuteine-right and left leg Te Combination lefte-in-right-out Be Qe 10. ll. 12. 13s 14. 15. 16. its 16. Lo. 20. 2l. ake B56 246 256 26. le Re : 4a, 5s 6. 1% 8. 9. 10. li. le. 13. 14. 15. 16. 17. 18, 19. 20. Date of Achiev- ment Exercise (Cont'd) Double cut in Double cut out Forward shoulder roll Upper arm hang-backward roll Shoulder balance Upper arm hang upstart Upper arm hang front uprise Upper arm hang rear uprise Short underswing upstart long underswing upstart Shoulder rolls backward Shoulder rolis forward long underswing upstart shoulder telance Hand walk Hand balance Leng underswing upstart hand balance Hand balance and pirouette Swingedouble rear vault dis- mount Hand balance-backward somersault to upper arm hang. FLYING RINGS Swing two beat rhythm Swingeoneshalf turn at each end Swing one full turn at each end Swing inverted hang Swing bird's nest Swing bird's nest release one hand and opposite foot Swing bird's nest drip dismount Backward cuteoff on front swing Front cut off on rear swing Upstart at front end of swing Upstart at rear end of swing Dislocate on rear swing Dislocate on forward swing Uprise on rear swing Uprise on forward swing Inlocate at rear end of swing Swing forward hip cirele-front end Swingecut off and catch rear swing Swingebird up to hand stand Fly away at forward ende le - Se 4e Se 66 1% Bs 9. 10. li. 12. 13. 14, 15. 16. 17, 18. 19. 206 21. le Re Se 46 6. 7, 8. 9. 10. ils 22. a its Date of Ac hieve- ment ey Cewm Side Horse Exercise Squat Vault Side Vault Front Vault Rear Vault Wolf Vault Straddle Vault _ Thief Vault Front scissors Back scissors Single leg circles (half) Feinterear vault dismount Single leg circles (full) Double leg circles Side scissors over neck and croup Neck spring left feinte-double leg circle left le + R-R, + Leele ¢ L. Re = Re R. Feint-R-R, Le 4 Le With vault swing dismount far side. Screw vault left feint and double rear vault swing dismount From stand, double rear vault mount to back rest on near side of saddle. Dee=Tumbling Forward roll Backward roll Dive Cartwheel Headstand Round-off Neck spring, Head spring Hand spring Hand stand Front somersault Back somersault Back handspring Back Bends Hand stand and "walk over" Be Se HAND BALL Speed Test 1. Hit ball with right hand against a wall 15 feet away as many times as possible in 15 seconds, Start by dropping ball to the floor. Score total returns. 2e Repeat test over but alternate left and right hand returns. Accuracy Test. From a position behind service line drop the ball from hand to floor and hit ball at target on the front wall. ch Score total points in 3 os five attempts. 3 3 points | 1} 2"| 3! z points 1 point Volley Test Hit the ball on a volley against a wall 10 feet away as many times as possible in 15 seconds. Use either or both hands. Score total returns, Service Test From a position behind the service line hit 5 balls at front well and to the target on the floor in service areas Use a cross court service that is served from one side of the court to the service court on the opposite side. gt 6! 4! 3 points ie 3° 14! & points 1 point Score total points Back Wall Return Stand 3 feet from the corner of the back and side wall-- toss ball to the back wall and by use of right hand full arm swing play the ball to front wall. Score according to value on the target. Record score for five balls. The target is the same as used in test 2. le Re Se PING PONG Accuracy Test } NY Bounce tall in last six inohes of table and hit at target which is placed against the net. Hjt 5 balls at the target placed at the heighth of the net--target is 6" high and 12" wide. Score 3, 2, or 1 from ipgece rectangle oute | Score total in five tries. i Bi oe | [S ptp 406" jen Pe | 1 point Speed Test Back table up against wall, remove the net and play the ball from bounce at a position full length of table from the wall. Score number of successful returns in 15 seconds. On any unsuccessful returns, secure ball and continue play. Time continues. Score total hits against the wall. Serve Test Hit ball from behind table into service area diagonally across the net. Score according to rectangle in which the ball hits. Record the total score of 5 different sttempts. ‘Score 3 points for small recte, 2 points for middig, recte, and 1 point for outer rect. . . _ de" od Z pts. ¥"| 6" 12" eS = vas lh} Pca ee ee 1 point I lob Test Ball is thrown from far end of the table and testee hits the ball on the first bounce below the level of the table. Target is placed across net on far end of the table. Target 30" by 30" outer square. Score 3, 2, or 1 point, according to square in which ball hits. Score total points in five attempts. 308 20" 10" a fae ae eee 3 points10#20%30" | a 2 points on 1 point Test #1 Test #2 Test #3 Test #4 Test #5 Ee to SQUASH RACKETS Speed Test. Hit ball against wall 25 feet away as many times as possible in 20 seconds. Start by dropping ball, ground stroke or volley is optional, Score total returns. Volley Control Test. Hit the ball on a volley against a wall 15 feet away as many times as possible in 15 seconds. If testee misses the ball, have him secure it and continue until the total 15 seconds has elapsed. Seore total returns. Overhead Service Teste From a position in the service box hit 5 balls using overhead service, at front wall and to the target on the floor in T service area. -~=Target placed in centay of service area ef ar | S* 3 ptse {2° |4" iy : 2 pts. 1 pt. Score total points made in 5 attempts. Inside rect. 3 points, middle rect. 2 points, outside rect, 1 pointe Underhand Lob Service From a position in the service box hit 5 balls at target located same as in test #3. Score same. Acauracy Test From a position behind the service line, drop ball from hand to racket and hit ball at cana on the front wall. Target 4! Q1 3 pts. 1° 2 ptse 1 pt. 4° a er ~% - : | | | | Score 3, 2, 1, from inside rect. to outside, score five attempts. le Se 4. De TENNIS Accuracy Serving Test Hit five balls using overhead service, stroke the target 39 feet away. Target 2' x 10 feet divided into five parts. O ; 2 s 0 } 2 3 2 1 0 1 2 1 0 Score total points made in 5 attempts Speed Test. Hit ball against well 15 feet away as many times as possible in 15 seconds. Start by bouncing ball from the floore Ground stroke or volley is optional. Score total returns. Ground Stroke Accuracy (forehand) Start at left end of back court, toss bali over line 12' away along baseline; rum and hit ball on first vcounce into scoring zones across the net. Scoring zone 9 x 27 feet divided into three equal zones and 69 feet from the starting line. o start io AS | ry ! 2 - 12!" | | 3.6 # x nit | ball , 2 x 69° 0 er SS Score total points made in five attempts. ~ ~ Repeat test #3, starting from right side of court and use back- hand score. Volley Hit the ball on a volley egainst a wall (15' away) and above a line 8' high as many times as possible in 15 secondSe If he fails to volley the ball, record the last successful return. 1. Re VOLLEY BALL Service Test. Equipment: A regulation volley ball court, one-half of which is marked off in nine equal parts, of different numberical values. ; Server 3e SeteUp Test Equipment: A large frame, 6 feet by 3 feet, with 3 divisions, 1 foot by 6 feet. This frame is hung 5 feet above es oe the net, with No. 1 lane next to ee * $ a the net. The assistant tosses the a g-—t0 pts - ball from O in front of frame to subject at X, The subject being De si L tested then attempts to make set- up passes from X to frame, a distance of 6 feet. Five attempts are allowed. The frame is hung parallel to the floor. \ 0 Attack Test Equipment: The balls are tied to a string and passed over a pulley or pipe over the net. The ball is dropped so as to be 1 foot in front of the net as it comes down. The court across the net is marked | into scoring lanes, from the net to ™ the back line, each 6 foot wide. o-Ball ‘ % \ | \ o-Assistant ! | | * Sisent Five attempts are allowed each subject. Final score is the net combined score of the five attempts. Defense Test The subject stands 8 feet from the next, while an assistant stands above the net across the court and throws five balls directly at the subject, at uniform speed. The subject scores 10 points for each ball he is able to pass at least 10 feet in the air. No points are allowed for pass less than 10 feet. Note. The author's recognize the difficulty of controlling the Speed and accuracy of the pass. They wuld suggest that some mechanic invent a gun which would release a ball at uniform speed for this test. October 20, 1937. My, J + R, Elliott, R, ®, Elliott Apas Co., 1422024 Grand AVEDUG y Kansas City, Mo, Dear Jack: Thanks for your letter of the 18th. We received the Lastbilé Soccer balls Monday, and alse the Lastbilt Volley balls which were immediately returned to you. - We appreciate your making a price to us of $10,00 each on these soccer balis, I might eee were that within the past two weeks a Campbell representa= tive gave us the ta eee on the balls, but as we like to divide up the business a little we did not purehase them from him, : I was glad to see you at the Iowa State-Kansas game Saturday, It was a nice ore and en here is very happy over it. With all good wishes, I am Sincerely yours, Director of Physical fducation, P.S. As soon as we receive your bill for the soccer balls and the extra b r that was ordered our requisition will be sent through the University business office e fen Sirk ispecies 1422-24-GranpAvE Kansas City, Mo. “SPORTING GOODS EXCLUSIVELY” SOLD TO Kansas University a %¥F C Allien lawrance, Kansas PHONE GRAND 1911 2 ‘ ° a ° ’ e, 3 Les, OCT 19 1999 DATE YOUR ORDER No. TERMS SHIP VIA 2 #STV Volley balls Postage & yt _— Sea MONTHLY STATEMENT MAILED ONLY ON REQUEST 10.00 20 |00 20 |17 yoni eae jre;m TU 1422-24 GRAND AVENUE KANSAS Criry,Mo. October 18, 1937 Dr. Forrest C. Allen c/o University of Kansas Lawrence, Kansas Dear Phog: In answer to your letter of the loth, referring to a price of $10.00 on Lastbilt Official Soccer Balls by Lowe and Campbell, we wish to say that on July 15th the manufacturers making the Lastbilt balls ad- vanced the price from $10.00 to $12.00. Evidently Lowe and Campbell's catalog was printed prior to that time and no correction in price has been made. However, in view of the fact that they are listing it at $10.00, we will bill you those two balls at that price, which we hope will be satisfactory. Phog, I surely enjoyed the football game up there Saturday and want to congratulate Ad Lindsey and all of the team for the wonderful showing they made. Best wishes. Very truly yours, R, S. ELLIOTT ARMS COMPANY