Shilah Snead
Technology and Assessment of HES
Professor Cone
April 8, 2015
Assessment Project
Section One – Description of Rating Scale
Problem
1. The main purpose of this assessment scale is to measure the muscular endurance of off-season college athletes over the course of a semester and to compare that to their BMI.
Redefining the Problem
2. The age of the students will range from ages 17-23, basically the ages of college students. Both males and females can be used in this assessment. It will consist of those student-athletes who play intercollegiate sports, not clubs. All athletes have scheduled lifting times where they will be performing various muscular endurance exercises to boost their scores.
3. There will be 4 different times where an assessment test will be given and athletes will need to perform the given exercises in one minute to see how many they can do. The goal is to see some progress is the scores of the athletes that will help them become better athletes when they are in their seasons. Each team will be testing together during their lifting times so that they have the motivation of their teammates to help push them. I decided to do four different evaluations so that the athletes are able to see their progress during the course of the semester instead of waiting until the end like it would be if this were a pretest and posttest. The reason why I chose to compare it to the individual’s BMI is to see if it has any effect on the outcome of the athlete themselves.
4. The types of exercises that will be performed are crunches, pushups, and planks. There will be 5 males and 5 females that will be used in this assessment. I decided to choose these exercises because they are easy to do without the use of equipment. So if there was a day that we didn’t have access to the weight room because of issues, we could still perform these exercises to boost our muscular strength and endurance.
Instrumentation and Methodology
5. As long as the student is able to demonstrate progress throughout the assessment, they will be in good shape. This assessment isn’t necessarily a pass/fail scale. At the collegiate level, athletes should want to become players not only for the team, but for themselves. This is an example how the scale would be:
o Push-ups/crunches (maintaining proper form):
Increased by 10+ = 5
Increased by 7-9 = 4
Increased by 4-6 = 3
Increased by 2-3 = 2
Increased by 0-1 = 1
o Planks (while maintaining proper form):
Increased holding time 20+ secs = 5
Increased holding time 15-20 secs = 4
Increased holding time 10-14 secs = 3
Increased holding time 5-9 secs = 2
Increased holding time 0-4 secs = 1
6. There is no equipment needed. The scale is easy to follow and there is no training necessary for either the scale or the exercises mentioned for this assessment.
Analysis of Results
7. This information will only be important to the athlete and their coaches. The higher you score, the more muscular endurance you, which is information a coach would want to know. It also shows how hard you’ve been working to better your scores and achieve higher for each assessment that is given. The scale will only be used at the beginning and at the end. You will be evaluating the athletes based on the scores that they got in each of the assessments given throughout the semester. Based on all the scores, the scale helps evaluate the students from the time they first started until the end. This assessment will be a formative evaluation because the athletes will be able to see their progress throughout the entire semester.
Section Two – Actual Rating Scale
Muscular Endurance Assessment
Division III College Athletes
Name: ______Height: ______inches
Age: ______Weight: ______lbs
Class Year: ______BMI: ______
Sport: ______
Name of Exercise / Rating ScalePush-ups: 30 seconds / 5 / increased by 10 or more reps / 4 / increased by 7-9 reps / 3 / increased by 4-6 reps / 2 / increased by 2-3 reps / 1 / increased by 0-1 rep
Sit-ups:
30 seconds / 5 / increased by 10 or more reps / 4 / increased by 7-9 reps / 3 / increased by 4-6 reps / 2 / increased by 2-3 reps / 1 / increased by 0-1 rep
Planks:
As long as they can go while maintaining proper form / 5 / increased holding time by 20+ seconds / 4 / increased holding time by 15-19 seconds / 3 / increased holding time by 10-14 seconds / 2 / increased holding time by 5-9 seconds / 1 / increased holding time 0-4 seconds
References
Website:
Crystal Ann Clark. Fitness Testing – Assessment Rubric. Retrieved April 9, 2015. https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=E2B994&