Mar 2023 (Final Term)

What steps should be considered before conducting a skill/fitness test?

Elaborate on the skill acquisition analysis methodology in depth.

PESS-7102, Education Measurement & Evaluation in Physical Education

Submitted to: Sir Dr. Muhammad Azam

By: Talat Batool
ROLL NO. 2506

MPhil Physical Education

Department of Physical Education & Sports

Sciences
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Table of Contents:
 Skill Acquisition
 Optimum fuel levels for maximum energy
 Nutrition Tips to Consider
 Autonomous
 Retention and Transfer Tests
 The Day of Testing
 Importance of Skill Acquisition
 Cognitive Stage
 Issues with Skill Acquisition
 Test Preparation
 Test Sequence
 Health Checks
 Anthropometry
 Flexibility
 Speed / Power tests
 Muscular Endurance
 Aerobic Fitness
 Safety
 Recording Sheets
 Test Assistants
 Session Organization
 ANTHROPOMETRICAL TESTING
 Blood Pressure/Resting HR
 Body Composition
 3 RM Max Bench press –For National team members only
 LOWER BODY STRENGTH – EXPLOSIVE POWER -STABILITY VERTICAL JUMP –
double legged
 VERTICAL JUMP – single legged
 STANDING LONG JUMP
 ILLINOIS AGILITY RUN
 40m SPRINT
 LOWER BODY STRENGTH
 BALANCE Test
 20M SHUTTLE RUN (Beep Test)
 Cooper test VO2Max
 400m Run Test

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Skill Acquisition

The multidisciplinary study of intention, perception, action, and calibration of

the performer-environment interaction is known as skill acquisition, also
known as motor learning and control. In particular, the phrase "skill
acquisition" refers to the understanding of how behavioural and neurological
factors affect how the central nervous system adapts in response to learning
or relearning a motor skill. To put it simply, skill acquisition is the voluntary
control of joint and body segment motions that is used to solve a motor skill
issue and complete a job.

Importance of Skill Acquisition

A comprehensive approach to comprehending human movement outside of

conventional biomechanical treatments is the study of motor learning and
control. Since skill acquisition is an interdisciplinary field of study, it brings
together specialists in neuroscience, physiology, psychology, biomechanics,
and coaching to investigate how the neuromuscular system controls the
contraction and coordination of the muscles and limbs involved in performing
a motor skill.

Although there are many various theories on how to acquire skills and the
instruments that can be used to improve them, there is still a dearth of
information about what actually is learned during skill acquisition and the
best methods for doing so.

Skill Acquisition Stages

There are three stages of skill acquisition which detail the progressive steps
an individual must go through before they can perform at an elite level.

Cognitive Stage

The first stage is called the ‘cognitive stage’, where the beginner primarily
focuses on what to do and how to do it. To put this into context, a volleyball

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player would inquire, "How high should my serve toss be?" The student is
paying careful attention while the coach provides comments. This stage is
typically characterised by multiple blunders, huge gains, and a lack of stability.
The coach is critical in navigating the narrow line of feedback as a cognitive
job. Before attempting a new skill, this stage is suitably titled since the
emphasis is on mental attention and the intellectual processes needed in
absorbing and digesting new knowledge. Catching a ball, for example, must be
thoroughly described, broken down, and shown. Just throwing the ball at
someone and hoping they catch it is not a successful method. Throughout the
cognitive stage,

Associative Stage

The second stage in this model is known as the ‘associative stage’, where after
an unspecified amount of practice, performance starts to improve. The person
is now associating specific cues to solving the motor problem he or she is
facing. Smaller errors and better consistency is shown because the basic
fundamentals have been established and are now being refined. Naturally,
performance variability will decrease here. The learner expends a lot of
conscious effort here, often times focusing primarily on body movements.
Another name for this stage is the motor stage. Once an individual can execute
a skill to a basic level and understand proper technique, instruction can
progress to the associative stage. The main focus here is on refining the skill
through repetition and rehearsal. During this process, errors will still occur,
although they should not be as significant or as frequent as those in the
cognitive stage. With increased practice, errors will become less common.
When individuals practice they develop their ability to identify and self-
correct errors as they refine their kinesthetic sense.

When execution of the skill becomes highly successful in a closed

environment, coaches and trainers will encourage the learner to perform the
skill in an open ended environment. This involves applying the skill within a
specific sporting context, like a drill or mock game. Progressing from a closed

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setting to an open one can be difficult because instead of being in control, the
individual is exposed unpredictable environment and must focus on many
more variables, like opposition players, positional play and timing whilst also
executing the skill accurately. As the individual becomes more confident and
successful, the difficulty of the training drills should increase to further
challenge and refine the learner’s ability. However, if a learner struggles in an
open skilled environment, they may need to go back down to the cognitive
stage again before they can progress further. Some learners may take weeks,
months or years to progress from the associative stage. It is not uncommon
for individuals to plateau, due to the high difficulty of the skill or the lack of
frequency with which they practice.

Autonomous:

In this model, the skill has reached the "autonomous stage," which is the third
stage. The learner is often able to complete other tasks simultaneously, like
having a conversation, and there is little to no conscious thought. Since skilled
performers are able to identify and correct their own mistakes, self-learning
becomes increasingly important in this context. When a learner has mastered
all of a skill's subparts and is able to combine them to perform the entire
sequence automatically and precisely, it is accomplished. As a result, they are
able to perform with full kinesthetic awareness and quickly and
independently identify and correct errors. They are also able to easily process
and adapt to feedback from outside sources. A person who is at the
autonomous stage is able to confidently execute a skill while simultaneously
concentrating on multiple aspects. An excellent illustration is a rugby player
passing the ball during gameplay. In addition to receiving the ball, they must
also be able to determine who to pass to, throw the ball with precision, timing,
and tactical advantage, and be spatially aware of the opponents' and their own
support players' positions. This could happen in as little as two to three
seconds.

A sportsperson is likely at the autonomous stage when they can perform a

skill effortlessly and without stress. Even though elite athletes are at the

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autonomous stage, they still need to practice these skills indirectly even
though they can do them automatically. Typically, practice at this stage
consists of a real-time game-based scenario drill that forces the student to
multitask. If the drill becomes too easy, the coach or trainer can make it
harder by adding more opposing players, speeding it up, or making the person
perform the skills in the drill while they are more tired.

It can be very difficult for people who have reached the autonomous stage to
change their method if it occurs automatically, which is one potential issue.
This will require the individual to practice breaking down the technique
adjustment until it regains its independence. For instance, Adam Scott's no
longer permitted strategy of pressing his long putter against his body for
additional support during the putting motion has been forced to change as a
result of the new rule change in professional golf.

You need to make sure that your body is well-nourished, mentally prepared,
and physically prepared to perform at its best on fitness tests. Learning
cannot be directly observed; rather, it must be inferred from the performance
that can be observed. Every practitioner should be aware of this limitation
because a single performance may be far from the performer's true
capabilities. An attempt by a basketball player, for instance, may result in an
air ball because their free throws have a success rate of 90%. The player is not
a poor free throw shooter because of this one attempt; It more than likely
indicates that the performance was impacted by an additional performance
variable. As a result, motor learning is a performance improvement that is
relatively long-lasting as a result of practice or experience. The principal thing
that a professional ought to do to induce expertise mastering is take a gander
at execution over a progression of preliminaries to limit the impact of any
distant exhibitions). During the process of learning a new skill, students
should improve, become more consistent in their performance, and adjust to
changing demands for performance. Moving accurately, performing within the
appropriate movement time, and reducing reaction time are improvement
indicators. The ability to perform a skill at a similar level of proficiency over a
series of trials is known as consistency, while adaptability refers to the

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capacity to perform a skill in a variety of contexts or variations. A young

baseball player learning to pitch, for instance, should increase his throwing
velocity over time through practice. He should also be able to perform the skill
from the windup or out of the stretch and throw the ball in the strike zone
more frequently. Practitioners should also evaluate performance trials using a
variety of tests or methods that help quantify skill acquisition. Retention and
transfer tests are the ones that are used the most frequently. A retention test
is used to determine how long a motor skill lasts; More specifically, it
measures the amount of information that has been retained after practice. An
individual will practice a novel motor skill for a predetermined amount of
time in a specific setting during a typical motor learning study. The individual
will repeat the same task in the same setting after some time during retention
testing.

The degree to which a skill can adapt to various performance contexts is

measured by transfer tests. Rarely is the ability to perform well in a single
situation or task variation the objective of skill acquisition. The objective is for
people to use the skills they learned in training in a variety of novel
performance situations. A college basketball player, for instance, might spend
a lot of time working on her jump shot in a remote gym. The primary objective
of this practice is not for the players to shoot well in an empty gym, but rather
for her to consistently shoot her jump shot even when she is guarded by a
variety of opponents or shooting from a variety of distances. The goal
performance situation should be taken into account when structuring practice
for skill acquisition because these contexts are very different.

There are several ways that transfer tests measure adaptability. The
environment, the task, or the person performing the task may all be altered as
part of these tests. The transition to a new environment might take the form of
a brand-new physical environment or a change in the sensory information
that is available. A player must be able to adapt to the environment in a
variety of situations. For example, a team may practice all week in an indoor
facility with the same lighting, sounds, and weather, and then play at an
opponent's outdoor stadium, where the same things are out of their control.

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When a softball batter learns to hit a curveball after practicing hitting

fastballs, this is an example of skill or task transfer.

A participant practicing a task with his dominant arm before transferring it to

his non-dominant arm is an illustration of a change in the individual. The
performer's internal state must be taken into consideration by the mental
performance consultant. Even when they aren't at their best due to jet lag, lack
of sleep, or poor nutrition, athletes still need to play at a high level. Practice
with a variety of internal constraints can help them be better prepared for
competition when those conditions arise.

Retention and Transfer Tests

Recognize that both retention and transfer tests provide practitioners with
valuable information about skill acquisition. Tests of retention look at how
long a skill will be useful; More deliberate practice is likely required to
strengthen the skill's generalized motor program if athletes are failing
retention tests. Practitioners might think about how practice can be varied to
prepare athletes for performing well under a variety of conditions if they
struggle on transfer tests. Contest itself is much of the time considered an
exchange trial of sorts however all around planned move tests can likewise be
executed by and by to evaluate readiness for the cutthroat climate. Athletes
and coaches can identify potential weaknesses prior to competition by
incorporating such tests, and they can also consider how modifications to
practice might enhance athletes' ability to perform in other challenging
environments.

You can do a few things to ensure that the fitness testing reflects our true
ability and that we are prepared to perform at our best. The following factors
may be affected by the food and beverages you consume prior to testing.

Optimum fuel levels for maximum energy

1. Best hydration levels, as dehydration can have negative impacts on

performance

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2. Annoying hunger pains during a session

3. Feelings of over-fullness or stomach discomfort

4. Unwanted visits to the toilet.

Nutrition Tips to Consider:

You should eat a fairly standard meal plan the day before the test, with
nothing new or unusual. Make sure you get enough carbohydrates, but most
fitness tests will use up valuable glycogen stores. 4g/kg BMI or less

Pasta, rice bread, fruits, and starchy vegetables are examples.

• Anything with a lot of fiber, like beans, lentils, or chickpeas, should be

avoided because they can make you feel sick or give you flatulence.

• Drink enough water the day before to stay hydrated when you wake up. You
shouldn't drink too much the morning of the test. Also, don't drink alcohol the
night before the test because it makes you more dehydrated.

The Day of Testing

Eat something light about two hours before the test, if at all possible. The meal
should be very light and easy to digest if it must be less than this. If the meal
needs to be more than two hours before the test, you should have a small
snack to replenish your energy stores an hour or two before the test. If you're
nervous or can't eat solid foods, you could have a liquid option. Each athlete's
ideal diet will differ, but it should follow these guidelines:

 High in carbohydrates to top up fuel stores

 Low in fiber, to aid stomach comfort
 Low in fat and protein, so it's easy to digest

What you choose will depend on the time of the day, and what you usually
consume. Some examples include

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 Bowl of cereal with milk

 Sliced banana with yogurt
 Toast with honey, and a piece of fruit
 Fruit toast and a glass of light milk
 Fruit smoothie
 Bowl of pasta with tomato-based sauce
 Low-fat noodles with a soy dressing

Also, it's a good idea to eat something before the test because your fuel
reserves might be low from the overnight fast and need to be replenished.
Instead of drinking a lot of fluids right before the test, try to drink small
amounts in the hours before it starts. This will prevent the bladder from
being overfilled prior to the testing. Additionally, drinking sports drinks
will assist in the retention of fluids, reducing the need to urinate. When
you're nervous, you might feel like you need to go to the bathroom. If this
happens, go, to make yourself more comfortable.

The amount of fluids to consume prior to testing will depend on the

environmental conditions. The hotter the temperature and higher the
humidity the more fluids that need to be consumed to avoid dehydration.

 Avoid caffeine products (such as coffee, cola or tea) on the morning

prior to testing, to avoid the need to urinate.

During the Testing Session:

 Drink water regularly throughout the testing session, especially if

conditions are hot and humid
 If it's a long session, particularly over a meal time, bring easy to digest
carbohydrate-based snacks, like fruit, muesli bars, jam sandwich. Eat
them when you have sufficient break time.
 Aim to follow the same guidelines each and every time you do testing
sessions, to ensure your results are comparable.

Issues with Skill Acquisition

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Because skill acquisition is still in its infancy, researchers are still attempting
to determine which best practices outside of the laboratory enhance the
motor learning process for complex and applied motor skills. Motor learning
has not been taken into account in traditional approaches to skill acquisition
as a reflection of exploratory activity.

To put it another way, we are still in the era of reproducing static

representations of a movement and are conditioned to follow demonstrations
that are overloaded with instruction. As a result, we appear to be losing sight
of the complexity of movement as a product of the performer and the
environment in which they are performed. This is especially evident in the
repetitive, non-exploratory drills used in youth coaching methods in
developed nations. Therefore, it is essential that we advance the discussion,
possibly toward an ecological approach to perception and action.

A collective approach to comprehending the fundamental similarities between

all motor learning and control theories and perspectives appears to be
another issue. An answer might be "noise" or "variability," which is a result of
motivation and attention. Naturally, this is purely intuitive and requires
additional investigation, particularly within open skills.

Skill acquisition analysis methodology

Test Preparation

Each subject should adhere to established nutritional and physical guidelines

to ensure that they are physically ready to perform to their full potential.
Comparisons will be more valid and the results will be more reliable if the
same procedures are used for each testing session and all participants are in
the same physical state.

Test Sequence
Performance on subsequent tests may be affected by the order in which the fitness tests
are completed. When choosing the order in which the tests should be taken, follow these
guidelines. The best order for your situation can be determined by following these
guidelines. The logistics of getting from one test location to another, the size of the groups,

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the number of assessors, and the available time are additional considerations. For future
testing sessions, the order used ought to be recorded and kept consistent.

Health Checks

Blood pressure and resting heart rate should always be tested first while the
person is fully rested.

Anthropometry

There should be no physical activity prior to the measurements of body

composition. This test should always take place first, and directly after any
health checks.

Flexibility

Depending on whether the test protocol requires a warm up or not, the

flexibility tests should be scheduled early in the session prior to any activity,
or after a thorough warm up or after the speed tests.

Speed / Power tests

Power tests are usually performed first, followed by speed, agility, strength,
muscle endurance and, finally, cardiorespiratory or repeat sprint tests. A
thorough warm-up should precede any speed and power test. The vertical
jump test may be performed prior to the sprint test.

Muscle Strength

Muscle strength (1-10RM) tests should always be completed prior to muscle

endurance tests, but after the speed and power tests.

Muscular Endurance

A minimum break of five minutes is recommended between muscle strength

and muscle endurance tests. If there are several muscular strength and
endurance tests in one session, you must allow plenty of time for recovery
between tests.

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Aerobic Fitness

Many of the submaximal aerobic tests are based on a heart rate response may
be affected by previous tests and by the mental state of the athlete, and should
be scheduled accordingly. Fatiguing maximal exercise tests, such as a VO2max
or beep test and repeat sprint tests, should always be scheduled at the end of
a session. If the protocol includes both a repeat sprint test and a maximal
aerobic test, it is usually wise to have these in separate sessions.

Scheduling

Testing should be done performed at particular times that correspond to the

aims of the tests. For example, you may wish to test at the beginning of certain
phases of training, and then at regular intervals to monitor progress. For
school groups it may be appropriate to schedule testing at the beginning and
ends of school semesters.

Safety

Prior to any testing session, safety checks should be performed, such as

ensuring that the equipment works properly and that there is enough safety
gear, like mats, water bottles, and first aid kits. Provide an adequate warm-up
whenever necessary during the sessions. Medical assistance and adequate
resuscitation equipment should be close by for maximal endurance testing on
elderly and special populations. Before undertaking any extensive testing, a
doctor should be consulted by anyone over the age of 35, especially those who
are overweight or have a history of heart disease or high blood pressure.
Wellness testing ought not be stayed away from, with respect to this populace
it tends to be valuable as a screening gadget and to assist with conceiving a
program to suit unique requirements. for all participants who have never
exercised before.

Recording Sheets

Well-designed scoring sheets make recording scores more efficient and avoids
errors. They should include space for all relevant information. In addition to

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the test results, the following should also be recorded with every testing
session;

 Date and time of testing

 Personal details (name, age, contact details)
 Current state of the athlete (fitness level, any injuries, health status,
fatigue level, sleep).
 Activity details (sport involved in, event)
 Basic physiological data (weight, resting heart rate)
 Current training phase (e.g. speed, speed endurance, strength,
technique)
 Current training load (the number of miles run, the number of sets and
repetitions, the number of attempts)
 Current training intensity (kilograms, percentage of maximum,
percentage of VO2)
 Environmental and surface conditions (wet, slippery, wind,
temperature, humidity, indoors?)
 Name of assessors

Test Assistants

All test assistants should be adequately trained prior to testing, to ensure

correct administration of the tests, and reduce error between testers.

Session Organization

Good organization will ensure the testing session runs smoothly. If testing a
large group, you may want to set up testing stations with a different tester at
each station, or with one tester following the same group around the stations.

ANTHROPOMETRICAL TESTING

Tests of anthropometry include testing for height, weight and body

composition.

Height:

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 Materials required: Measuring tape:

Unit measured in centimeters to the nearest .5cm

Procedure:

• Athlete stands against a wall without shoes

• Heels, buttocks, shoulders and back of the head are all in contact with the
wall

• Bend measuring tape to 90 degrees; at a right angle with the wall and the
highest point of the head not hair

• Athlete should take in a deep breath and then step away from the wall while
the height is recorded

WEIGHT:

 Materials required: Scale

Unit measured in; Kilograms to the nearest decimal place (multiply by 2.2 for
lbs)

Procedure:

• Record the athlete’s body weight in kilograms

• Athletes should be dressed in minimal clothing without shoes

Height & weight should be recorded at approximately the same time for each
testing session, as both height and weight can vary throughout the day

Blood Pressure/Resting HR

This test measures the Systolic and diastolic (mmHg)

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Materials required:

Electronic blood pressure monitor

Component tested:

Blood pressure, Resting Heart Rate

Two the best result shall be counted

Procedure:

• Athlete sits upright with arm on table (elbow at heart height) using the left
arm, assessed arm slightly bend resting on table!

• This test takes place before warm up. Subject must be rested and relaxed
(15min or longer)

Body Composition

TESTING PROCESS:

WARM Up:

Fitness testing will begin with a twenty (20) minute warm up period
consisting of ten (10) minutes aerobic warm up, five (5) minutes active warm
up and five (5) minutes active stretching.

WARM DOWN

Fitness Testing should wind up with a progressive twenty (20) minute warm
down consisting of:

10 minutes light jog or spin (+ / -; situational) Coach supervised flexibility

session

FLEXIBILITY

SIT & REACH:

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This test is to assess flexibility for hamstrings, gluteus and lower back.

Materials required:

Sit and reach board or tape measure

Component tested: Hamstring flexibility

Unit measured in: Centimeters to the nearest decimal (toes =35cm)

Sit and reach board:

It is crucial that the vertical plane against which the subject's feet will be
placed is exactly at the zero mark or 23 cm mark.

Procedure:

• Athlete sits with their feet up against the sit and reach box (any box will do)

• Reach forward with both hands while keeping their knees completely
locked.

• Athlete then holds this position for the two 2 seconds

• Measure to the nearest decimal and record the best of two (2) rest

Maximum Push Up in 60 sec all age groups:

This test is designed to measure relative muscle strength and endurance of

the chest and arm muscles. Ensure that the athlete focuses on good breathing
and a steady rhythm.

Materials required: One (1) roll of duct tape or ten (10) mini cones

Component tested:

Relative strength & endurance of the upper body (chest, posterior shoulder,
triceps, core stabilizers,

No of attempts: One

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Duration: 60 sec

Procedure:

• The athlete lies on prone on the ground with their hands off the ground,
ready complete a pushup

• On the signal to start, the athlete puts their hands on the ground and presses
to lift their chest, hips, and thighs off the ground simultaneously to a full
extension of the arms position.

The body must maintain this “rigidity” throughout the test

• The athlete then lowers their body down until the whole body is again in
contact with the ground and the hands are off the ground (back to the start
position)

• This counts as 1 repetition.

• The athlete continues the method for 60sec

• Only correctly completed full pushups are counted in the total

There cannot be pausing or rest periods with this one; effort must be
continuous

This test should be performed as a sub-max test to ensure safety. The 1 RM

option is only suitable for very experienced athletes.

3 RM Max Bench press –For National team members only

The test is designed to measure maximum muscle strength of chest and arm
muscle.

Ensure spotter is ready to support and weights are secure-head and lower
back well supported.

3RM bench press- determine 1RM- National team 18 and older

Materials required: Bench and barbell

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Component tested: Upper body (chest, front shoulders, arms-triceps)

Measured in: 3 Repetition max (3RM) – repetition to failure – no more reps

possible

No. of attempts:

After warm up athlete should have an idea what weight to choose to achieve 3
Reps max. Record weight and no of reps.

Duration: Not applicable

Procedure:

• Athlete face up on bench – head and lower back well supported.

• Spotting person necessary to spot with last repetition

• Index finger positioned on the marker of the Olympic bar (Olympic bar is
20kg)

• As completed repetition counts a full range extension from just above chest
(nipple line) to near full extension

• Speed is 2-3 sec concentric and 2-3 sec eccentric- controlled speed of
movement

• Failure means if athlete is not able to complete extension on his/her own

• Start with a warm-up and a light weight you can easily handle for 10-15reps.

• Rest two minutes.

• Increase the weight by 10-20 percent and do a second warm-up set of 5-8
reps.

• Trial and error establishing your score within 5 lifts. After each attempt,
increase or decrease the load by 2.5 to 5 kilograms depending on the outcome
of the attempt.

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Remember to take three to four minutes rest between attempts.

• Repeat this process until only 3 repetitions can be performed with proper
technique.

 Always rest three to four minutes between attempts.

LOWER BODY STRENGTH – EXPLOSIVE POWER -STABILITY VERTICAL

JUMP – double legged

The purpose of this test is to measure the explosive force (power) in the lower
limb. This is the amount of power (strength & speed) an athlete can generate.

Materials required:

Tape measure, masking tape or chalk (sharpie)

Component tested:

Lower body power and explosiveness

No. of attempts:

Two (2) per side best score on each side to be used

Duration:

Not applicable

Procedure:

• Athlete starts facing sideways to the wall (with right shoulder, or left
shoulder against the wall)

• Standing erect with feet flat on the floor, they reach as high as possible on
the wall and in line with the body and inhale.

• RECORD THE ARM HEIGHT (total reach, baseline) in centimeters

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• The athlete then performs a jump by sinking down to approximately ninety

(90) degree knee angle and then jump as high as possible while ‘marking’ the
height of their jump with the supplied tape, chalk or sharpie.

• Record the total height of the jump only. The ‘total reach’ measurement will
be subtracted from the ‘total jump’ measurement to give us the ‘vertical leap’

• Two (2) jumps recorded per side. The best jump on each side shall be
recorded.

VERTICAL JUMP – single legged

The purpose of this test is to measure the explosive force (power) in the lower
limb. This is the amount of power (strength & speed) that an athlete can
generate with one leg.

Materials required: Tape measure, masking tape or chalk (sharpie)

Component tested:

Lower body power and explosiveness

Measured in: Centimeters

No. of attempts: Two (2) per side; best score on each side to be used

Duration:

Not applicable

Procedure:

• Athlete starts facing sideways to the wall (with right shoulder, or left
shoulder against the wall)

• Standing erect with feet flat on the floor, they reach as high as possible on
the wall and in line with the body and inhale.

• Record the arm height (total reach, baseline) in centimeters

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• The athlete then performs a jump by sinking down to approximately ninety

(90) degree knee angle and then jump as high as possible with one leg while
‘marking’ the height of their jump with the supplied tape, chalk or sharpie.
(color fingertips with chalk).

• Record the total height of the jump only. The ‘total reach’ measurement will
be subtracted from the ‘total jump’ measurement to give us the ‘vertical leap’

• Two (2) jumps recorded per side. The best jump on each side shall be
recorded.

STANDING LONG JUMP

(Single Jump) double legged, single legged:

Purpose: to measure the explosive power of the legs

This test is conducted by measuring out a distance of approximately 3 meters.

Mark a 2m line (masking tape) for easy measure.

Materials required: Tape measure, meter stick and masking tape

Component tested: Lower body power and stability

Procedure:

• The athlete starts with the toes of both shoes behind the line

• The athlete performs one (1) single jump for length with maximal effort.

• The athlete must land solidly with good stability. Final measurement is taken
to the toe of the hindmost foot (ideally the feet should be at the same length).

• The best of 3 trials should be recorded

AGILITY & SPEED:

ILLINOIS AGILITY RUN

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The objective of the Illinois Agility Run is to monitor the development of the
athlete’s agility and directional quickness. The course is 10m in length and 5m
in width

Materials required:

Eight (8) pylons, stop watch and sufficient width (5 track lanes)

Component tested: Agility, directional quickness and coordination

Measured in: Seconds

No. of attempts: Two (2); one attempt in each direction; left & right

Procedure:

• The athlete lies face down on the floor at the start point

• On the starter’s command (Ready, Set, GO!) the athlete jumps to their feet
and negotiates the course around the cones to the finish – IMPORTANT –
Athlete is always running forward

• Conduct two trials one starting from left to right (start –finish) and the other
right to left (finish – start) Note: use cones as turning point

• One (1) restart is given if necessary: use your discretion and give the athlete
the benefit of the doubt.

Hexagonal Obstacle

The objective of Hexagonal Obstacle jump is to monitor the development of

the athlete’s agility and directional quickness. The Hexagon is 65cm each
length and has different heights as seen in

Materials required: Hexagon build with pipes

Component tested: Agility, directional quickness and coordination

Measured in; Seconds

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The sum of the fastest clockwise and counterclockwise times is recorded as a

score.

No. of attempts: Max three (3) min two (2) in each direction left & right

Procedure:
The objective is to jump through the barrier as quickly as possible.

The starting position is inside the barrier, next to the 20 centimeter hedges between 32
and 35 centimeters apart. The start command is “READY... GO!” The athlete and the clock
begin at "GO!"

At the start signal, the athlete jumps over a hedge of 32 or 35 centimeters (depending on
direction), and then jumps over a hedge of 20 centimeters (between 32 and 35
centimeters).

An attempt consists of three labs, and the clock stops when the athlete lands with both feet
back in the middle of the obstacle after the last jump 20 cm hedge.

If an obstacle is knocked over during a trial, the trial is repeated.

Each athlete performs at least two trials in each of the clockwise and counterclockwise
directions.

Each athlete uses two-footed jumps and faces the direction of travel.

Each athlete is given a maximum of three attempts to achieve their fastest time in each
direction, with two to three minutes of rest in between.

The score is the sum of the fastest clockwise and counterclockwise times.

40m SPRINT

This test is designed to measure pure linear speed and explosiveness. Running
is a fundamental building block for any athlete.

Materials required;

Stop watch, 60m track & pylons, cones

No. of attempts: Two (2); best time to be used

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Measured in: Seconds

Duration: Not applicable

Procedure:

• have the athlete start from a stationary and ready position at the starting
line with one or two hands on the line

• On the ‘Ready, Set, GO!’ command, the athlete sprints the 40m distance as
fast possible.

The athlete should decelerate over the remaining 20m

• The timer should start the watch on the first movements of the athlete’s
hand and stop the watch as the athletes crosses the 40m line

• The athlete will have two (2) chances with a three (3) minute rest in
between attempts.

Measure to the nearest .1’s taking the best attempt as the score.

LOWER BODY STRENGTH

(15a) Single Leg Squat (all age groups):

Squat down at full range. Keep back straight as possible and supporting knee
pointed same direction as foot supporting. Raise body back up to original
position until knee and hip of supporting leg is straight. Return and repeat.

Continue with opposite leg

Materials required: High box/bench (ensure bench is well secured and stable -
60-80cm

Component tested: Entire leg strength including gluteus, ankle and knee
stability, ROM

No.of attempts: As many as able

Measured in: # of full range single leg squats

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Duration: Not applicable

Procedure:

Supporting knee should point same direction as foot throughout movement.

Hip knee and big toe in alignment. Speed of movement is controlled speed, 1
minute rest between legs.

Failure is considered if speed of movement can't be controlled, if full range is

not achieved, if balance can't be maintained, if knee buckles inward, if ankle
stability can’t be maintained.

3RM Squat test- for Open, U21, U18 athletes only

Equipment required: Barbells, Spotter is necessary

Disadvantages: It is only for advanced athletes who have good technique.

Component tested: Entire leg strength including gluteus, ankle, Core and
knee stability, ROM

No. of attempts: 3-5 until 3RM determined

Measured in: # of repetition and weight lifted

Duration: Not applicable

Procedure:

1. The participant should place their feet shoulder width apart with weight
equally spread on both feet and barbell placed on shoulder (padding) below
neck.

2. Each squat requires the thigh to go to parallel to floor or below, while the
subject maintains a neutral lumbar spine.

3. Do not bounce at the bottom of the movement or stop during the

assessment.

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4. If a squat is considered incomplete, then this is instructed to the subject and

that squat is not counted.

• Start with a warm-up and a light weight you can easily handle for 10-15reps.

• Rest two minutes.

• Increase the weight by 10-20 percent and perform a second warm-up set of
6-8 reps.

• Trial and error establishing your score within 4 lifts. After each attempt,
increase or decrease the load by 2.5 to 5 kilograms depending on the outcome
of the attempt.

Remember to take three to four minutes rest between attempts.

• Repeat this process until only 3 repetitions can be performed with proper
technique.

Always rest three to four minutes between attempts.

Conversion: 1RM-3 and 5 RM – click on link below

Due to safety issues this test will be performed as a sub-max test and then
converted into 1RM.

The aim is to complete between 4 and 10 repetitions max.

Equipment required: Barbells, Spotter is necessary

Disadvantages: It is only for advanced athletes who have good technique.

Component tested: Entire leg strength including gluteus, ankle, Core and
knee stability,

ROM

No. of attempts: 3-5 until 1RM determined/or 4-10 Reps max for sub max
testing

Measured in: # of repetition and weight lifted

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Duration: Not applicable

Procedure:

1. The participant should place their feet shoulder width apart with weight
equally spread on both feet and barbell placed on shoulder (padding) below
neck.

2. Each squat requires the thigh to go to parallel to floor or below, while the
subject maintains a neutral lumbar spine.

3. Do not bounce at the bottom of the movement or stop during the

assessment.

4. If a squat is considered incomplete, then this is instructed to the subject and

that squat is not counted.

• Start with a warm-up and a light weight you can easily handle for 10-15reps.

• Rest two minutes.

• Increase the weight by 10-20 percent and perform a second warm-up set of
6-8 reps.

• Trial and error establishing your score within 4 lifts. After each attempt,
increase or decrease the load by 2.5 to 5 kilograms depending on the outcome
of the attempt.

Remember to take three to four minutes rest between attempts.

• Repeat this process until only 1 repetitions (or in sub max 4-10 reps) can be
performed with proper technique. Always rest three to four minutes between
attempts.

Component tested:

Anaerobic lactic endurance, agility and quickness

No. of attempts: One (1)

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Measured in: # of touches on the box with both feet

Duration: Sixty (60) for U12/U14; ninety (90) seconds for U16 and older

Procedure:

• The athlete will start behind the box on whichever side they are most
comfortable starting on left shoulder beside the box

• On the command (Ready, Set, GO!) the athlete jumps laterally onto the box
and then down off the other side. This is done continuously for sixty (60)
seconds (U14, U12) ninety (90) seconds for U16 and older.

• The recorder shall count one (1) for each time the athlete’s feet touch the
box. It is imperative that both feet touch the box together, or at the same time.

• The timer starts the watch on the ‘GO!’ command. The timer will call out the
time lapsed for every fifteen (15) seconds during the test. As the timer calls
out thirty seconds, the counter shall shout out the total # of touches for the
first thirty (30) seconds while recording the total number of touches for the
first thirty (30) in the ‘Box 30’ column and the final # of touches in the ‘Box 60’
column. One extra step for juniors.

• The athlete then has exactly three (3) minutes to recover prior to heading to
the ‘Balance Test’.

Both feet must work in unison; only those touches where the feet take off and
land at the same will be counted. We should attempt to have spotters for this
test in the event that an athlete falls. Two spotters should be covering the
athlete on each side for the duration of the test. One person

BALANCE Test

To be exactly three (3) minutes right after the ‘Box Test’

This test is to be performed exactly three (3) minutes after completing the box
test.

Balance is tested under fatigued conditions, where it is most critical.

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Materials required: Balance board and stopwatch

Component tested: Balance, recovery balance

No. of attempts: One (1)

Measured in: # of touches

Duration: One (1) minute

Procedure:

• The athlete will gain balance by holding onto one of the coaches / other
athletes, the athletes have five (5) seconds to gain his / her balance before the
test begins.

• The goal of the test is to have the board touch the floor as few times as
possible in one (1) minute.

• The recorder shall record the # of touches in one (1) minute

20M SHUTTLE RUN (Beep Test)

The ‘beep test’ is designed to measure VO2 max (estimate) without the use
and cost of lab equipment. The ‘beep test’ will measure the athlete’s ability to
take in and utilize oxygen. Each stage of the test is assigned a number which is
correlated to a predictive estimate of VO2 max it is important that the athletes
push themselves to the absolute limit. The VO2 max is a predictive measure of
an athlete’s aerobic capacity and power (endurance).Materials required:
Pylons, CD player, and Leger Boucher CD

Component tested: Aerobic endurance; predictive VO2 max

No. of attempts: One (1)

Measured in: Stage and level achieved

Procedure:
• Pylons or masking tape are placed in two parallel lines that are exactly 20 meters apart.

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• The athletes watch the explanation portion of the disc (track #2) and then watch the test
portion (track #3) after they line up on the line.

• If an athlete loses pace with the disc, they are given a warning to keep up the pace. The
test is over for that athlete if they fail to cross the line twice in a row. 2015 Alpine Skiing
Fitness Testing Stage 17

• The athlete's final stage must be recorded. Because the predictive VO2 value is based on
maximal effort, the athlete should try to reach the highest stage possible.

There are many different names for this test, but you should be careful because the
different names may also indicate that these are different versions of the test. As a result,
you should be cautious when comparing results to norms.

Cooper test VO2Max

The Cooper Test is used to monitor the development of the athlete's aerobic
endurance and to obtain an estimate of their VO2max.

Materials required: 400m track, stop watch, whistle and support person

Component tested: Aerobic endurance; predictive VO2 max

400m Run Test

Measured in: Distance over 12min duration

This test requires the athlete to run as far as possible in 12 minutes

The athlete warms up for 10 minutes

The assistant gives the command “GO”, starts the stopwatch and the athlete
commences the test

The assistant keeps the athlete informed of the remaining time at the end of
each lap (400m)

The assistant blows the whistle when the 12 minutes has elapsed and records
the distance the athlete covered to the nearest 10 meters.

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REFERENCES:
 Google Scholar
 Wikipedia
 DeKyser, R. (2007) Practice in a Second Language: Perspectives from Applied
Linguistics and Cognitive Psychology. New York: CUP.
 Ellis, R. (2009). Corrective Feedback and Teacher Development. L2 Journal 1
(1).
 Ellis, R. and Shintani, N. (2014). Exploring Language Pedagogy through Second
Language Acquisition Research. London: Routledge.

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