Higher
PE
Methods of gathering data
Name
_____________________
Speed
Strength
LME
CRE
Power
Physical
Flexibility
Physical
Skill
Level of Arousal
Tactics
Motivation
Concentration
Mental Toughness
Attention Span
Mental
Cue recognition
Perception
Problem Solving
Decision Making
Processing Information Anticipation
Focus of Attention
Happiness/Sadness
Anger
Emotional
Fear
Surprise
Trust
Cultural/Societal Issues
Environmental issues
Social
Group Dynamics
Cooperating/Competing
Relationships
Roles/Responsibility
What are the benefits of testing?
The results from tests can be used to:
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set SMART targets
indicate strengths and weaknesses
set a benchmark
measure improvement by comparing to future results
enable the coach to assess the success of his/her training programme
place the individual on an appropriate training programme
motivate the athlete
Tests additionally break up and add variety to the training program. They can be used to
satisfy the athlete's competitive urge out of season. Maximal tests demand maximum effort of
the athlete so they are useful at times as a training unit in their own right.
What factors may influence test results?
The following factors may have an impact on the results of a test (test reliability):
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The ambient temperature, noise level and humidity
The amount of sleep the athlete had prior to testing
The athlete's emotional state
Medication the athlete may be taking
The time of day
The athlete's caffeine intake
The time since the athlete's last meal
The test environment - surface (track, grass, road, gym)
The athlete's prior test knowledge/experience
Accuracy of measurements (times, distances etc.)
Is the athlete actually applying maximum effort in maximal tests
Inappropriate warm up
People present
The personality, knowledge and skill of the tester
Athlete's clothing/shoes
Surface on which the test is conducted
Environmental conditions - wind, rain, etc
Why record information?
For the coach and athlete it is important to monitor the program of work, to maintain
progression in terms of the volume of work and its intensity. Both coach and athlete must
keep their own training records. A training diary can give an enormous amount of
information about what has happened in the past and how training has gone in the past. When
planning future training cycles, information of this kind is invaluable.
PHYSICAL
Name:
12 Minute Cooper Run
Aim:
To measure aerobic capacity outwith the activity
Aspect:
Cardio Respiratory Endurance.
Equipment:
Athletics track with a lap length of between 200 - 400 metres, enough
marking cones to place one every 20m of the track, stopwatch
Procedure:
Complete a thorough warm-up and dynamic stretching
Place cones every 20m for easy calculation of distance covered
The participant aims to complete as many laps as possible within the 12 minute time limit whilst
running
On the completion of 12 minutes the recorder counts up the completed laps and the number of
completed metres on the final lap
Norms
Males
Poor
Excellent
Below Average
Average
Above Average
13-14
<2100
>2700
2100-2199
2200-2399
2400-2700
15-16
<2200
>2800
2200-2299
2300-2499
2500-2800
17-19
<2300
>3000
2300-2499
2500-2699
2700-3000
Poor
Excellent
Below Average
Average
Above Average
13-14
<1500
>2000
1500-1599
1600-1899
1900-2000
15-16
<1600
>2100
1600-1699
1700-1999
2000-2100
17-19
<1700
>2300
1700-1799
1800-2099
2100-2300
Females
PHYSICAL
Medicine Ball Toss, Overhead and Reverse Overhead
The overhead and reverse overhead tosses use the same muscle groups as those used in the
overhead clear and smash.
Releasing the medicine ball at an approximately 45-degree angle will give you the best
results.
Procedure
1. Stand facing forward behind a line and hold a 6-pound (2.7-kilogram) medicine ball.
2. Toss the ball from an overhead position as far as possible using only one step. Do not
cross the line.
3. Measure the distance from the line to the point where the ball lands.
4. Repeat the procedure for a reverse overhead toss. Take no step on this toss.
5. Compare your scores with the ranges in the table below.
Table-Overhead Medicine Ball Toss (in feet*)
Female
Adult
Excellent
>22.5
Good
18.5-22.5
Average
14.5-18.5
Needs
<14.5
improvement
*1 foot =30.5 centimetres
Male
Junior
Adult
>23
19-23
15-19
<15
>30.5
25.5-30.5
20-25.5
<20
Junior
>34
29-34
23-29
<23
Table-Reverse Medicine Ball Toss (in feet*)
Female
Adult
Excellent
>32.5
Good
26.5-32.5
Average
20.5-26.5
Needs
<20.5
improvement
*1 foot =30.5 centimetres
Male
Junior
Adult
>34
27-34
20-27
<20
>43.5
35-43.5
27-35
<27
Junior
>46
38-46
31-38
<31
Badminton
Time Related Observation Schedule-TROS
Details:
Date:
Performer:
Opponent:
Observer:
Games
Low
Serve
High Serve
Overhead
Clear
Smash
Drop
Net Shot
Lift/lob
Game 1
(10mins)
Game 2
(10 mins)
Game 3
(10 mins)
 = shot taken
 with a circle round it = winning shot
x = shot hit net/missed/out of court
Results Analysis
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MENTAL
Sport Competition Anxiety Test (SCAT)
Anxiety and arousal can have a big influence on performance levels. If anxiety and arousal are well
balanced performance can be at its peak. If too anxious, bored or uninterested performance can
suffer. On the other hand if you are over excited your performance can also suffer. We will look at
examples of this in class. For now we will look to assess your anxiety levels using this
questionnaire.
Assessing Your Anxiety
Read each statement below, decide if you "Rarely", "Sometimes" or "Often" feel this way when
competing in your sport, tick the appropriate box to indicate your response.
#
Statement
1
Competing against other People/Teams is socially enjoyable
2
Before I compete - I feel uneasy
3
Before I compete - I worry about not performing well
4
I am a good sportsman when I compete
5
When I compete - I worry about making mistakes
6
Before I compete - I am calm
7
Setting a goal is important when competing
8
Before I compete - I get a queasy feeling in my stomach
9
Just before competing - I notice my heart beats faster than usual
10
I like to compete in games that demands a lot of physical energy
11
Before I compete - I feel relaxed
12
Before I compete - I am nervous
13
Team sports are more exciting than individual sports
14
I get nervous wanting to start the game
15
Before I compete - I usually get uptight
Rarely
Sometimes
Often
Analysis
The score for the response to each question is detailed below. Enter the score for each question in
the “Athlete’s Score” column and then total the column up to provide a SCAT score.
Note that questions 1,4,7,10 and 13 score zero regardless of the response.
Question
Rarely
Sometimes
Often
Athletes score
1
0
0
0
0
2
1
2
3
3
1
2
3
4
0
0
0
5
1
2
3
6
3
2
1
7
0
0
0
8
1
2
3
9
1
2
3
10
0
0
0
11
3
2
1
12
1
2
3
13
0
0
0
14
1
2
3
15
1
2
3
0
0
0
0
TOTAL
SCAT Score analysis:
•
•
•
Less than 17 You have a low level of anxiety
17 to 24 You have an average level of anxiety
More than 24 You have a high level of anxiety
MENTAL
Profile and Mood State Test – click the link below
http://www.brianmac.co.uk/poms.htm
Select the "Analyse" button to obtain scores for each of the mood states and the total mood
disturbance. The test can be repeated by selecting the "Reset" button.
Total Mood Disturbance (-32 to 200):
Mood Profile
Reset
Score
Anger (0-48)
Confusion (0-28)
Depression (0-60)
Fatigue (0-28)
Tension (0-36)
Vigour (0-32)
Normative Data
Group
Tension
Depression
Anger
Vigour
Fatigue
Confusion
International
5.66
4.38
6.24
18.51
5.37
4.00
Club
9.62
8.67
9.91
15.64
8.16
7.38
Recreational
6.00
3.11
3.60
17.78
6.37
4.84
Analysis
Analysis of the result is by comparing it with the results of previous tests. It is expected
that, with appropriate training between each test, the analysis would indicate an
improvement.
Morgan & Johnson (1978)[2] found that by plotting the mood state results of elite
performers prior to competition exhibited the graph below. This graph, with a raised peak
for Vigour, was termed the "Iceberg" profile.
Reliability
Test reliability refers to the degree to which a test is consistent and stable in measuring
what it is intended to measure. Reliability will depend upon how strict the test is conducted
and the individual's level of motivation to perform the test. The following link provides a
variety of factors that may influence the results and therefore the test reliability.
Validity
Test validity refers to the degree to which the test actually measures what it claims to
measure and the extent to which inferences, conclusions, and decisions made on the basis
of test scores are appropriate and meaningful. This test provides a means to monitor the
mood state of an athlete.
Advantages
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No equipment required
Simple to set up and conduct
Can be conducted almost anywhere
Disadvantages

Assistant required to administer the test
EMOTIONAL
SPORT EMOTION QUESTIONNAIRE
Below you will find a list of words that describe a range of feelings that sport performers
may experience. Please read each one carefully and indicate on the scale next to each
item how you feel right now, at this moment, in relation to the upcoming competition.
There are no right or wrong answers. Do not spend too much time on any one item, but
choose the answer which best describes your feelings right now in relation to the
upcoming competition.
Uneasy
Upset
Exhilarated
Irritated
Pleased
Tense
Sad
Excited
Furious
Joyful
Nervous
Unhappy
Enthusiastic
Annoyed
Cheerful
Apprehensive
Disappointed
Angry
Energetic
Happy
Anxious
Dejected
Scoring Instructions:
Not at all
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
A little
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Moderately
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
Quite a bit
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
Extremely
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
Anxiety = (uneasy + tense + nervous + apprehensive + anxious)/5 =
Dejection = (upset + sad + unhappy + disappointed + dejected)/5 =
Excitement = (exhilarated + excited + enthusiastic + energetic)/4 =
Anger = (irritated + furious + annoyed + angry)/4 =
Happiness = (pleased + joyful + cheerful + happy)/4 =
The response stem can be changed to refer to current or previous competition as required
although the SEQ has only been currently validated for pre-competition use.
EMOTIONAL
Emotional Intelligence Test
Emotional intelligence (EI) refers to the ability to perceive, control, and evaluate
emotions. Some researchers suggest that emotional intelligence can be learned and
strengthened, while others claim it is an inborn characteristic.
SA
A
D
SD
4
3
2
1
4
3
2
1
4
3
2
1
1
2
3
4
4
3
2
1
4
3
2
1
1
2
3
4
1
2
3
4
1
2
3
4
4
3
2
1
4
3
2
1
4
3
2
1
4
3
2
1
4
3
2
1
4
3
2
1
1. I am generally aware of how each person feels about the other people in my
team?
2. When I am upset, I can usually pinpoint exactly why I am distressed?
3. While there are some things that I would like to change, I generally like who I
am?
4. When I make mistakes, I often berate and criticise myself and my abilities?
5. I feel comfortable in emotionally charged situations?
6. I tend to avoid confrontations?
7. When I am involved in a confrontation, I become extremely anxious?
8. I am generally aloof and detached until I really get to know a person?
9. I tend to overreact to minor problems?
10. I feel confident about my own skills, talents, and abilities?
11. I would describe myself as a good judge of character?
12. I make the right decisions during a heated argument?
13. I choose the right decision when under pressure?
14. I react well when someone in my team annoys me?
15. I react well when the opposition wind me up?
Add your score to find out your (EI)
60-50= High levels of emotional intelligence
50-30= Medium Levels of emotional intelligence
30> = Low levels of emotional intelligence
What Does Your Score Mean?
People who score high on emotional intelligence tend to be skilled at interpreting,
understanding, and acting upon emotions. They are adept at dealing with social or
emotional conflicts, expressing their feelings, and dealing with emotional situations.
It's important to remember that no matter how good your score is, there is always
room to improve your emotional intelligence. Consider areas where you are not as
strong and think of ways that you can learn and grow. Take stock of your strong
points and find ways to continue to develop and apply these skills.
Social
Questionnaire
Complete the group dynamics questionnaire below, marking in a score between 1 and 10
beside each statement.
1=Strongly disagree
5=No opinion
10=Strongly agree
Cooperation
1-I work well as part of a
team
2-I support others during
games and training
3-If we lose the ball I work
hard to win it back
4-I understand we are all
contributing equally to the
same end goal
Relationships
5-My teammates see me as
approachable
6-I am able to pass on
information effectively in
the game
7-If my teammate makes a
mistake I openly encourage
them
8-I make every team
member feel valued
Roles
9-I understand the role I
have in my team
10-I understand my role
when defending in relation
to my teammates
11-I understand my role
when attacking to create
scoring opportunities
12-I can anticipate when to
cover a teammate
1
2
3
4
5
6
7
8
9
10
1
2
3
4
5
6
7
8
9
10
1
2
3
4
5
6
7
8
9
10
Benefits and Limitations
Observation Schedules
Benefits
Limitations
Reliable
Factual
Easy to identify strengths and weaknesses
You can create your own
Permanent record
Able to set targets
Future comparisons available
Motivational
Can be carried out with the aid of a video
recording
Snapshot rather than overall evaluation
(performer may up their game when being
observed)
Prone to human error
Time consuming
Susceptible to observer bias-subjective
opinion
Video analysis
Used in conjunction with observation
schedules
Can be watched as many times as necessary
The video recording can be slowed down
and paused
The video can be watched at a time when it
is convenient
Allows you to complete the observation
schedules in the comfort of the classroom
Can be analysed by numerous people
Videos help us collect detailed data on our
strengths and weaknesses
Permanent record
Camera never lies
Time consuming
Costs
Storage of expensive equipment
Storage of data
Standardised Fitness Tests
Identifies specific aspects of fitness as
strengths or weaknesses
Permanent record
Tried and tested therefore reliable
Able to set targets (therefore motivational)
Future comparisons available
Easy to set up
Results allow a programme to be created
specific to that individual
Set protocols
Can be retested under the same conditions
Boring to carry out
Gathers data outwith the activity
May not be specific to the fitness required in
the game
Difficult to control external conditions
(weather/state of mind, etc)
Questionnaires
Benefits
Limitations
You can focus on specific aspects
It can be personalised
Sport Emotion Questionnaire is a recognised
method
Permanent record
It focuses within the activity
Easy to interpret results
Large number of respondents
Social questionnaire created is not
standardised therefore not recognised
Emotions on the day may affect results
Prior knowledge of the questions may affect
results when retesting
Time to collect responses
Questions may be misunderstood
Psychometric testing
Focuses on specific aspects
Reliable as they are tried and tested
Easy to complete
Permanent record
Compare results to future tests
Large number of respondents
Emotions on the day may affect results
Prior knowledge when retesting may affect
results
Interpretation of results may be time
consuming
Prior knowledge of individual lacking
Feedback
Second opinion
Experience of coach/teacher is valuable
Positive feedback can be motivational
Personal knowledge taken into account
Time consuming
Subjective opinion
Often verbal (may be misunderstood or
forgotten)
Must be given at the correct time