CHAPTER I INTRODUCTION

Transcription

1 CHAPTER I INTRODUCTION

2 Introduction 1 INTRODUCTION Education is a social concept philosophically evolved, psychologically developed and socially based for the purpose of igniting TRUTH, LIGHT and LIFE in a man. It is a human enlightenment and empowerment for the achievement of a better and higher quality of life. It is the acquisition of reason in one s life. Research is a systematic search for finding the solutions to questions and problems in an orderly and logical way. It is a scientific method of finding answers to questions and its methodology which includes defining problems, formulating hypothesis, collecting, organizing and evaluating data, making deductions and testing conclusions. The fundamental purpose of research, then, is to attack the cutting edge of knowledge and extend the boundaries of those horizons through scientific investigations and creative scholarship. According to Barrow (1979) research is not only closely related to the discipline of education, but also to the profession of physical education. In the discipline of physical education, it is concerned with understanding those segments of reality that make up a particular field of study. In the profession it is concerned with modifying or changing those segments. Therefore, research become a primary tool of the discipline as it achieves its goals of understanding reality and adding to the body of knowledge in the profession, since a profession s primary tool is the technology produced by research.

3 Introduction 2 Testing and measurement are central to the field of human performance. Tests and measurements are part of the technology produced by the research in the discipline. It is through measurement tools and other technology produced by research in the discipline of physical education that the profession brings about and evaluates change, growth and modifications. Research and measurement are related in another important way. Much research (e.g.:- experimental research) is possible only because of the technology produced by the hypothetical questions and objective evidence is needed on which to base conclusions. Research and measurement are related in another important way. This evidence comes through the use of valid tools of measurement. Therefore research and measurement have a symbolic relationship. Scientifically constructed tests have been developed through research in fitness, motor ability, sports skills, knowledge and values and these have become invaluable as components of the teaching learning process. Frequently the data collected for evaluating the product or the process as a part of the education cycle can be used for research. Reliable and valid measurement of sport skills and basic physical abilities has a prominent place in human performance testing. Assessment of psychomotor ability is an essential task that may confront as a physical therapist, personal trainer, physiologist, physical education teacher, athletic coach, or other human performance professional. Sports skills testing will be

4 Introduction 3 important to a physical education teacher, athletic coach, physical therapist, exercise scientist or other human performance professional. A reliable and valid testing program will help you to become a respected professional in human performance. A skill testing comprises a variety of test methods, including objective procedures, subjective ratings, and direct performance assessment. Motor ability testing has a long history in human performance and will take on increased importance in athletics and employment testing. The most important consideration is to select valid tests that meet one s test objectives and are feasible in terms of time and effort. Kirby (1991) is an excellent resource for descriptions and critiques of motor performance tests. Valid tests are constructed through scientific research and scientific research always must depend on valid tests for securing objective data. A test must first be reliable in order for it to be valid to truthfully measure, what it reports to measure. Validity can be subdivided into several different types, such as content-related validity, criterion-related validity, and construct- related validity. Sports skill tests are good examples of criterion-related validation procedures. Green East, and Hensley (1987); Hensley (1989); and Hopkins, Schick, and Plack (1984) provide excellent examples of the procedures used to validate sport skills tests. A criterion measure must first be developed and then a variety of skills tests (i.e. a test battery) correlated with the criterion measure to determine which of these are most valid and most helpful in estimating the

5 Introduction 4 criterion. If a series of tests is used to estimate the criterion, multiple correlation procedures are used rather than the simple Pearson correlation coefficient. Decision-making is important in every phase of life whether it is related to professional or personal decisions. The manner with which one approaches decision-making will affect the quality of person s decisions. To make good decisions, measurement and evaluation should be accurate. Making effective decisions depends on first obtaining relevant information. This is where testing and measurement enter the picture. Measurement, test and evaluation refer to specific elements of the decision making process. Although the three terms are related, each has a distinct meaning and should be used correctly. Measurement is the act of assessing. Usually this results in assigning a number to the character of whatever is assessed. A test is an instrument or tool used to make the particular measurement. This tool can be written, oral, physiological or psychological or it can be mechanical device (Such as treadmill). Evaluation is a statement of quality, goodness merit, value or worthiness about what has been assessed. Evaluation implies decision-making. Obtaining and reporting data have little meaning unless the data is referred to something.this is where an evaluation enters the process. An evaluation statement about the performance introduces the element of merit or quality.

6 Introduction 5 In sports and physical education, as in life, teachers and coaches are constantly measuring and evaluating. They measure their students, players, associates, opponents, programs, teaching strategies, coaching techniques and many other facts of the educational continuum. Measurements, testing, and evaluation have an important place in human performance. Prospective professionals in kinesiology, human performance, physical activity, health promotion, and the fitness industry must understand measurements, testing and evolution because these professionals make evaluative decisions daily. The students, athletes, clients and colleagues discuss what tools are best and how to interpret and evaluate performance and measurements. Objectives in the area of human performance fall into three areas: The cognitive domain The affective domain The psychomotor domain According to Morrow, J. R. (2005) the measurement and evaluation of students in education or psychology is concerned with the objectives in the first two areas. For students of human performance, the distinctive objectives are those in the psychomotor domain. Objectives in the cognitive domain deal with knowledge-based information. Objectives in the affective domain concern psychological and emotional attributes.

7 Introduction 6 The third domain of objectives is the psychomotor domain (Harrow 1972); these are reflexive movements, basic loco-motor movement, perceptual motor abilities, physical abilities, skilled movements, and non discursive movements. The measurement techniques and concepts associated with the psychomotor domain differentiate human performance students from students in other areas. While measuring and evaluating subjects with a specific task, one must take into account the level of the domain which the participants have achieved. Taxonomy is a hierarchy; each level is based on the earlier levels having been achieved. Sports Skill Testing has a prominent role in human performance analysis. Human performance analysis can be applied to several questions. The primary purposes of human performance analysis are selection, classification, and diagnosis of an appropriate test. The selection of appropriate measurement techniques is the first consideration in test administration. Selection of the exact test depends upon the type of information that is sought by the teacher. Classification involves clustering subjects into groups for which they are best suited. Diagnosis concerns determining a person s shortcomings based on tests that are validity related to performance in a given area. Diagnosis is used in a sport to design individualized training programs to help improve performance. The initial use of sport skill tests was the Athletic Badge Test in 1913 (Hardayal Singh 1995).The early form of skill testing was more of the general

8 Introduction 7 or fundamental skill type, but as the new design in test construction through statistical procedure became common. Brace presented one of the earliest skill tests on basketball. Skill tests for achievement in specific sports were devised in great numbers during the 1930 s.the general procedure was to determine statistically a few simple test items to measure the total activity of that sports tests were developed for most sports, both team and individual and in some case norms were established for age and sex groups. Skill is knowledge of any art to get with expert ability to put that knowledge to use. The measurement of sports skill and motor abilities is one of the fundamental aspects of the measurement of human performance. Fleishman (1964) provided the modern foundation for work in this area, including delineation between skills and abilities. According to Fleishman, a skill is a learned trait based on the ability that a person has; skills are more sport specific, where as abilities are more general. The American Alliance for Health, Physical Education Recreation and dance (AAHPERD) has provided guidelines for skills test development (Hensley 1989); these are the development of AAHPERD skill test series and also apply to the measurement of motor abilities. The guidelines state that skill test should Have at least minimally acceptable reality and validity. Be simple to administer and to take. Have instructions that are easy to understand.

9 Introduction 8 Require neither expensive nor extensive equipment. Be reasonable in terms of preparation and administration time. Encourage correct form and be game like but involve only one performer. Be of suitable difficulty (neither so difficult that they cause discouragement nor so simple that they are not challenging). Be interacting and meaningful to the performer. Execute extraneous variations as much as possible. Provide for accurate scoring by using the most precise and meaningful measures. Follow specific guidelines if a target is the basis for scoring. Require sufficient numbers of trials to obtain a reasonable measure of performance (tests that have accuracy as a principal component requires more trials than tests measuring other characteristics.) Yield scores that provide for diagnostic interpretation whenever possible. Steps taken in developing psychomotor tests Often, teachers, coaches and researchers are interested in administering test batteries for a certain sport or motor performance area. In the analysis of athletic performance, tests of sports skills and motor performance are often used in conjunction with each other to give the teacher or coach additional

10 Introduction 9 information about prospective athletes. Strand and Wilson (1993) presented a 10-step flow chart for the construction of test batteries of this nature; and present a modified version of their flow chart given after the steps. Although the flow chart was developed primarily for sports skills, it is also applicable to motor ability testing. The steps are as follows:- Step1:- Review the criteria for a good test. Basically, these criteria concern the statistical aspects of reliability, validity and objectivity. The tester needs to be familiar with the equipment, personal; space and time available for testing. A test must be appropriate for the age and gender of the students and must be closely associated with the skill in question. Consider safety aspects also at this time. Step2:- Analyze the sport to determine the skills or abilities to be measured. If trying to evaluate current performance, then skills tests are appropriate, but if trying to determine student potential for playing, then motor ability tests might be more useful. Combination batteries can also be useful, depending on the specific purpose of the administration of the battery. Step3:- Review the literature. Once analyzed the sport for its salient areas, review previous test batteries and literature associated with the specific skills or motor performance areas. Consult experts (such as colleagues, text books, professionals and teachers) at this point. Step4:- Select or construct test items. Ensure that the test items are a) Representative of the performance to be analyzed.

11 Introduction 10 b) Administered with relative case c) As closely associated with the actual performance as possible d) Practically important. Each test or item should measure an independent area. It is not an efficient use of time to have several tests that measure the same basic skill or ability. Step5:- Determine the exact testing procedures. This includes selecting the number of trials necessary for the testing, the trials that will be used to establish the criterion score and the order of the tests. Step6:- Peer review. Have experts such as other teacher or coaches who are familiar with the activity to examine the test battery. Step7:- Pilot Testing. If the selected tests are based on expert s opinions and a review of the literature, the pilot study analysis will help to determine the appropriateness of the test. Pilot testing is an important step before the test is finalized. It helps to determine the total time of administration and the clarity of instructions and points out possible flaws in the test. Step8:- Determine the statistical qualities of the test its reliability, validity and objectivity. The reliability co-efficient is estimates and are accurate only for the groups tested. They can be group specific, especially with adolescents, so it is important that both genders and all ages and skill levels included in the normative sample are tested. The methods for validating skill or motor ability tests are content validity, concurrent validity or construct validity.

12 Introduction 11 Content validity is important before the statistical evaluation of the tests. The determination of concurrent validity or construct validity at this time is measured by performing the appropriate procedures. The validity co-efficient is estimates and are only appropriate for groups comparable to those tested. The stability of the motor performances tests is normally established with reliability co-efficient that involve repeated measures. This is the one phase of motor performance testing that separates it from the preparation phases of many psychological or educational tests. Eliminate or modify potential items at this point if they have poor reliability or validity. Step9:- Establish norms for norm-referenced tests or determine standards for criterion-referenced tests. Step10:- Construct the test manual to fully describe the test, the scoring procedures and its statistical qualities (reliability and validity).follow the guidelines suggested by the American Psychological Association (APA 1999) in developing a test manual. Step11:- Re-evaluate the instrument from time to time. As time passes, student s preparation levels change and thus norms and standards that were appropriate at one time may not be appropriate at another.

13 Introduction 12 FIGURE 1.1 FLOW CHART FOR CONSTRUCTING MOTOR PERFORMANCE TESTS Review criteria of good tests Analyze sport to be tested Review the literature Select test items Establish Procedures Revise Peer Review Continue Pilot Study Continue Determine Validity, Reliability, Objectivity Revise Continue Develop Norms /Standards Construct test manual

14 Introduction SKILLS TEST CLASSIFICATION When constructing skill tests consider whether to use objective or subjective procedures. It should be ensured that only one trait is measured at a time. The AAHPERD skill test batteries include only objective tests; however, subjective ratings are included as alternate forms for the tennis and softball batteries. When constructing skill tests consider a number of factors, including time, facilities, number of testers and number and type of tests to be used, when deciding on a specific approach to skill testing Objective Testing There are four primary classifications for objective skill tests:- Accuracy-based skill tests Repetitive-performance tests Total body movement tests Distance power performance tests Some tests may be combinations of two of these classifications. Each classification involves specific measurement issues Accuracy-Based Tests Accuracy-based skill tests usually involve the skill of serving an object, such as a volleyball, tennis ball, or badminton shuttle cock. They may also involve some other test of accuracy: throwing in football or baseball, free throws or other shots in basketball or kicking goals in soccer.

15 Introduction 14 The primary measurement issue associated with accuracy tests in the development of scoring system will provide reliable yet valid results Repetitive Performance Tests Repetitive Performance Tests are tests that involve continuous of an activity for a specified period of time. An example of a repetitive-performance test is the Short Wall Volley Test for racquetball (Hensley, East, and Stillwell 1979) Total Body Movement Tests Total Body Movement Tests are often called speed tests because they assess the speed at which a performer completes a task that involves movement of the whole body in a restricted area. E.g. A dribbling tests in basketball measures this skill. These tests usually have a high degree of reliability because a large amount of interindividual variability is associated with timed performance Distance or Power Tests The final classification for objective skill tests is distance or power performance tests which assess one s ability to project an object for maximum displacement or force. An example of a distance or power performance test is the overhand throwing test from the AAHPERD Softball Skills Test (Rikli, 1991).

16 Introduction Subjective Rating Objective tests are attractive because they usually have a high degree of reliability, can be developed to produce good validity and measure specific components of skill performance. However subjective ratings, the value a rater places on a skill or performance based on personal observation, offer attractive alternatives for physical education teachers, coaches and others interested in human performance analysis. Subjective rating can be developed for individual skills that are often process oriented, making the ratings attractive from a teaching standpoint. A process- oriented skill is one in which the form of the skill is evaluated (e.g. in diving and gymnastics). 1.2 BASKETBALL Basketball is an American game which was invented by A.V James Naismith in (1886), at the College of Springfield, Massachusetts, U.S.A. Playing basketball is for fun, joy and for pleasure. It is one of the vigorous and fast court games in the world. Basketball is a fast, fascinating and exciting game played by two teams of five players, who may pass, throw and dribble the ball. The object of this game is to score points by throwing the ball into the opposing team s basket. The circumstances led to the origin of Basketball game were interesting. The YMCA leaders felt the need for a game that would fit in during winter months, between the American football and Basketball seasons. The task of finding a suitable game was assigned to Naismith, also first tried to modify some of the

17 Introduction 16 existing game. Failing to find a suitable game by such modifications, he decided to create a game entirely new. He got the idea of a game that could be played with a ball and some objectives kept above the floor as goals. The first game was played inside a gymnasium with a soccer ball. A pair of old baskets nailed to the wall was the goals. Basketball got its name from the baskets used in the game. After a goal was scored each time, someone climbed up to get the ball out of the basket. The original method of starting the game was by throwing the ball on the ground between two players at centre. In the beginning as many as (04 to 50) players frequently represented a team. The number of players have varies considerable since its inception. The numbers were fixed as 5 on a side, as the game became more specialized and popular. There were very few rules in the beginning. The first set of rules were standardized in 1985 and since then the game has undergone many changes and modifications have resulted in speeding up and rebinding the game until it has become a great game for youth. All physical education may be considered as skill or as being comprised of skills and the degree of proficiency attained by the individual reflects his skill level. The following factors play a role in determining skills. Skills = Speed Accuracy Form Adaptability.

18 Introduction 17 Abraham (1956) describes that basketball is a very interesting game as there is much pleasure in exhausting the skills. It has several fundamental skills. The mastery of the fundamental is very essential in improving the standard of the game. Besides the fundamental skills, the game is a team effort requiring team offence and team defense. 1.3 TESTS AND MEASUREMENTS In the history of test and measurements in this country several stages from anthropometrics to fitness have been experimented. Perhaps at the present time there is a renewed emphasis on evaluation of specific sport skills. This is a logical approach because education of the student in physical education generally must be done through the psychomotor domain. Therefore there is a movement to develop better skill tests. An AAHPERD Committee has developed a number of new tests and is in the process of developing others. Franklin Henry(1960) and his colleagues are correct in their contention that skills are highly specific to the task, more and better skill tests are needed in this area. Skills mainly used in this Basketball skill test are: Passing Dribbling Shooting Rebounding Defensive Movement

19 Introduction 18 A skill test in basketball is to assess the basketball playing ability. A skill test attempts to measure the performance in competition. Therefore they attempt to predict, highest form of validity, hardest to achieve. Some tests have aspects of more than one group i.e. (Combination Tests). 1.4 COMBINATION TESTS Tests combine two or more of the four groupings just measured. Usually contain both Speed and Accuracy- Critical components of skill development. Test includes Speed Shot Shooting (Basketball). Passing Drill (Basketball). 1.5 NEED AND SIGNIFICANCE OF THE STUDY Physical activity develops strength, endurance, speed and body flexibility which are the essential components of physical fitness. The neuromuscular co-ordination of the individual, which includes his ability to learn new skills and finally to achieve competency in physical activities is essential to all process of physical education. In sports and games, speed and strength is a very important pre requisite for good performance. Importance of physical fitness is to perform and to show better skill in an activity or in a game. Speed and Accuracy is also the most important factor of skill in sports and games for achieving good performance. Scientific evidence has been produced to show that the general health and physical

20 Introduction 19 performance ability of the people depends mainly on their physical fitness level. The purpose of the study was to construct a test battery to assess the basketball playing ability of women players in Kerala and Tamil Nadu. The findings of the study may help in the assessment and prediction of performance level of basketball players of Kerala and Tamil Nadu. The findings of the study may identify the important basic skills required for achieving high proficiency in basketball. The study may help to understand the importance of skill test to assess the basketball playing ability of women players. The findings of the study may help the coaches, physical educators to come up with useful and reliable data that may be processed for monitoring and improving the basketball playing ability of the women players. This study may help the coaches in basketball for selecting the women basketball players for the state and university teams for the national and inter- university competitions. 1.6 STATEMENT OF THE PROBLEM The purpose of the study was to construct a test battery to assess the basketball playing ability of women players in Kerala and Tamil Nadu. The problem under investigation is titled Construction of a Test Battery to Assess the Basketball Playing Ability of Women Players.

21 Introduction HYPOTHESES It was hypothesized that, 1. The newly constructed test battery of basketball skill test may be reliable to evaluate the basketball playing ability of women players. 2. The newly constructed test battery of basketball skill test may be objective to evaluate the basketball playing ability of women players. 3. The newly constructed test battery of basketball skill test may be valid to evaluate the basketball playing ability of women players. 1.8 OBJECTIVES OF THE STUDY 1. The primary objective of the study was to construct the new skill test battery to assess the basketball playing ability of women players. 2. The secondary objective was to construct the norms for the newly constructed skill test battery for women basketball players. 3. The third objective was to develop a six- sigma scale, based on the hull norms to calculate the basketball playing ability of women players. 4. The fourth objective was to develop a grading scale with five dimensions in both alphabetical and interpretive grade, based on the sixsigma scale for basketball playing ability scores of women players. 1.9 DEFINITION OF KEY TERMS Skill According to Hardayal Singh (1991): Skill is defined as automatisation of a motor action.

22 Introduction Passing Passing means passing the ball within the teammates Dribbling Dribbling is bouncing the ball on the floor. The ball is pushed to the ground with the fingers accompanied by the pumping action of the arm Shooting According to John. M. Copper (1975), Shooting is defined as the art of propelling the ball towards the basket in a type of throwing motion with the use of one or two hands Rebounding Rebounding means collecting the ball by the offensive player, when the ball rebounds from the board after shooting Basketball Basketball is an American game which was invented by A.V James Naismith in (1886), at the College of Springfield, Massachusetts, U.S.A. Playing basketball is for fun, joy and pleasure. It is one of the vigorous and fast court games in the world. Basketball is a game played by two teams, 5 on each side at a time. A game is played for 40 minutes with 4 quarters. The first quarter is for 10 minutes with an interval of 2 minutes, followed by the second quarter for 10 minutes with 10 minutes interval. The third quarter is for 10 minutes with an interval of 2 minutes followed by the fourth quarter for 10 minutes.

23 Introduction Playing Ability The average of those marks given by the three experts by observing the playing ability in a tournament was taken as the score of an individual for 10 marks Test Battery A group of several test intended to be administered in succession to the same subject or subjects; the tests are usually designed to accomplish a closely related set of measurement objectives Reliability A test is said to be reliable, if it is dependable i.e., if similar results occur when the test is repeated by the same group under like conditions Objectivity Objectivity is the degree of uniformity with which various persons score the same test Validity Validity tests the honesty of a test. A test may be considered valid if it is measuring, as accurately as possible, what it is described as measuring Face Validity In order to establish the face validity of the skill test battery, it was submitted to a panel of experts who certified it after scrutinizing the item of the test.

24 Introduction Construct Validity Construct Validity is used to establish validity of tests for complex ideas such as overall playing ability in some sports or fitness. Construct validity, on the other hand, is determined by comparing the differences in performance of groups Factorial Validity In the statistical method called factor analysis, the inter-correlations of a large number of tests are examined and if possible accounted for, in terms of a much smaller number of general factors or trait categories (Garrett, 2010). The factors presumably run through the often complex abilities measured by the individual tests. It is sometimes found that 3 or 4 factors will account for the inter-correlations obtained among 10 or more tests. The validity of a given test is defined by factor loadings and these are given by the correlation of a test with each factor. The highest factor loading coefficient above 0.80 becomes the test s factorial validity Composite Scores Composite scores might be used wisely as the criterion when the development of a test battery is anticipated instead of a single test item Norms A norm is a scale that permits conversion from raw scores to a capable of comparisons and interpretations.

25 Introduction Grading Grades are educational indices to help students understand personal levels of competency. Grades are relative, to a degree, because they are interpreted in relation to the test used, the group tested, and the standards which the teacher considers for a particular group VARIABLES OF THE STUDY The variables of the study are categorized as dependent and independent variables Dependent Variable The dependent variable of the study is Basketball Playing Ability which measures performance by speed and accuracy Independent Variables Highly Reliable Package (HRP) Test Items developed and standardized by the investigator. Highly Reliable Package (HRP) Test Items 1. Rebounding, Dribbling, Passing and Shooting for Speed Test. 2. Ball Handling and Passing Accuracy Test Degree Shooting Accuracy Test. 4. Zig - Zag Dribble Test. 5. Zig - Zag Defensive Movement Test. 6. Total Body Movement Test. 7. Passing Accuracy Test.

26 Introduction Zero Degree Shooting Accuracy Test. 9. Up and Down Dribble Test. 10. Up and Down Defensive Movement Test LIMITATIONS Regular activities pertaining to their day to day routine were not taken into considerations. The ability of players in playing other games was not taken into account. The cultural and environmental factors of the subjects were ignored DELIMITATIONS This study was conducted only on women basketball players. Only selected skills, passing, dribbling, rebounding, defensive movement, and shooting were considered in this study A BRIEF SUMMARY OF METHODOLOGY The purpose of the study was to construct a test battery to assess the basketball playing ability of women players Methodology The purpose of this study was to construct a test battery to assess the basketball playing ability of women players of age between 18 and 25 years. To achieve the purpose of this study, 150 subjects who have represented the state or university in basketball were selected from the states of Kerala and Tamil Nadu. The newly constructed test batteries were administered on them by the investigator three times with a break of one day in between. The same

27 Introduction 26 tests were administered on them independently by other three qualified testers after three days. The selected subjects were assessed subjectively by a panel of three experts. The data thus collected in this manner were analyzed statistically to test the reliability, objectivity, validity of these tests and to construct norms Selection of Subjects The purpose of this study was to construct a test battery to assess the basketball playing ability of women players of age ranging between 18 and 25 years. To achieve the purpose of this study, 150 subjects who have represented the University were selected from the states of Kerala and Tamil Nadu Design of the Study One of the most commonly used methods in the field of research is Normative Survey. This method includes comparison measurement, classification, evaluation and generalization. In these types of surveys, the intent of the research is typically to establish performance to know to which the performance of others can be compared. In this study Intra-class Co-efficient with Two Way Repeated Measures ANOVA design (Safrit and Wood 1989) was used for the confirmation of reliability and objectivity. ANOVA design with repeated measures on the independent variable of time is also referred to as subject x trials ANOVA Sample of the Study A sample of 20 subjects were chosen for the first phase of the study related to the Preliminary Test Package for the Pilot Study and a sample of 150

28 Introduction 27 for the second phase of the study related to the Highly Reliable Package Test items for the construction of the Basketball Skill Test Battery. A sample of 300 subjects was chosen for the third phase of the study related to the development of the Norms for the Final Test Battery. The method of purposive sampling was followed at both stages Tools Used for the Study The tools used for the study were Highly Reliable Package Test Items, which was developed and standardized by the investigator. Highly Reliable Package (HRP) consists of ten test items. They are given below. 1. Rebounding, Dribbling, Passing and Shooting for Speed Test. 2. Ball Handling and Passing Accuracy Test Degree Shooting Accuracy Test. 4. Zig - Zag Dribble Test. 5. Zig - Zag Defensive Movement Test. 6. Total Body Movement Test. 7. Passing Accuracy Test. 8. Zero Degree Shooting Accuracy Test. 9. Up and Down Dribble Test. 10. Up and Down Defensive Movement Test.

29 Introduction 28 The present study involved three phases. In phase I, the selection of the test items, the pilot study and the selection of the subjects were done to identify the Highly Reliable Package (HRP) by eliminating tests which were not reliable. In phase II, finding the criterion variable through expert rating, choice of testers and instruments were done. In phase III, the investigation involved the administration of test items and collection of data, statistical analysis of the data obtained and construction of the norms. During the first phase of the study, a pilot study was conducted with the Preliminary Test Package (PTP) on a sample of 20 women basketball players of Mahatma Gandhi University, Kottayam and 10 Highly Reliable Package (HRP) test items were selected. These tests were administered on a sample of one hundred and fifty women basketball players, who represented the state or university teams from the states of Kerala and Tamil Nadu. In the second phase of the study the criterion variable was found through expert rating, choice of testers and use of instruments. The data was collected during the All India Inter University Tournament for Women held at Amravati, Maharashtra from 10 th to 17 th December The state or university players were chosen as the subjects for the study. During the third phase of the study, a sample of 300 basketball players of age between18 and 25years, who had represented the state or university

30 Introduction 29 from Kerala and Tamil Nadu were selected as subjects to construct Norms for the items of the Final Test Battery (FTP). Data was collected during the All India Inter University Tournaments held at Amravati University, Maharashtra and at St. Peters College, Kolencherry, Mahatma Gandhi University, Kottayam, from 10 th to 17 th December 2008 and 11 th to 19 th December 2009 respectively. The data obtained on the administration of Highly Reliable Package (HRP) tests was subjected to statistical analysis, applying Intra-class Coefficient with Two-Way Repeated Measures ANOVA Model for confirmation of Reliability and Objectivity of the HRP test items. Pearson Product Moment Correlation (PPM) for the confirmation of Concurrent Validity and Factor Analysis for Identification of Final Test Battery (FTB). Hull Scale Norms Technique developing performance score by using Hull Scale Norms for each of the test items of the Final Test Battery (FTB). Scales based upon standard deviation values of normal distribution have been used extensively in physical education. In this study hull scale norms are used where hull scales are 3.5 standard deviations below and above the mean respectively and six-sigma scales are 3 standard deviations below and above the mean respectively. Based on the Hull Scale Norms, Six- Sigma Scale was developed to calculate the mean performance (playing ability) scores and with their performance scores, respective Grades were developed.

31 Introduction STATISTICAL TECHNIQUES The major statistical techniques used for the study are 1. Intra-class Correlation Coefficient with Two-Way Repeated Measures ANOVA Model to test the reliability and objectivity of the test items. 2. Pearson Product moment Correlation Method to test the validity and the inter-relationship among all the Highly Reliable Package (HRP) test items. 3. Factor Analysis - Principal Component Analysis and Varimax Rotation (Unrotated and Rotated Factor Loadings) for the extraction of factors, speed and co-ordination, speed and passing accuracy and speed and shooting accuracy and for the identification of the Final Test Battery (FTB). 4. Hull Scale Norms Technique was used to develop the Norms for the Final Test Battery (FTB). 5. To test the significant difference of the Mean Performance Scores (Playing Ability Scores) between the successful and unsuccessful players on the Final Test Battery (FTB), t - test was used. 6. Six-Sigma Scale was used to calculate the Playing Ability Scores and with this composite score, an alphabetical and an interpretative Grading Scale was developed for interpreting the Basketball Playing Ability (BPA).

32 Introduction ORGANISATION OF THE REPORT Chapter I: The introductory chapter presents the reason for selecting the present problem, steps taken in developing psychomotor tests, flow chart for developing psychomotor tests, its need and significance, statement of the problem, hypotheses, objectives of the study, definitions of the key terms used, limitations, delimitations and finally a brief outline of the procedure of the study was also employed. Chapter II: Presents a detailed review of related studies of different games. Chapter III: The third chapter provides the description of the design of the study. It elaborates upon the details regarding the test items used, selection of subjects, sample of the study, administration of the test, collection of the data, and the statistical technique used for analyzing the data. Chapter IV: The statistical analysis of the data collected and the interpretation of the findings together form the fourth chapter. Chapter V: The final chapter gives a brief summary of the methodology major findings, conclusions and recommendations for further research.