UGC NET Physical Education Subject - IX Syllabus

Subject - IX syllabus — full chapter and topic list

Expand any chapter to see its topics and sub-topics. This is the whole examinable outline for Subject - IX in UGC NET Physical Education, not a summary of it.

1. 1

   Test, Measurement, and Evaluation

   12 topics

   • Types and Importance in Physical Education and Sports
   • Principles and Processes of Evaluation in Physical Education
   • Criteria of Selecting an Appropriate Test and Administration of Testing Programme
   • Types of Tests and Construction of Standard Knowledge and Skill Tests
   • Tests for Fitness
     • Physical Fitness
     • Motor Fitness
     • Motor Ability
     • Motor Educability
   • Health Related Fitness Tests
   • Tests for Fitness Components
     • Strength
     • Endurance
     • Speed
     • Flexibility
     • Coordinative Abilities
   • Sports Skill Tests
     • Badminton
     • Basketball
     • Football
     • Hockey
     • Tennis
     • Volleyball
   • Anthropometric Measurements
     • Landmarks and Measurement of Various Body Segments
     • Height
     • Sitting-Height
     • Weight
     • Diameters
     • Circumferences
     • Skinfolds
     • Body Mass Index
     • Ponderal Index
   • Somatotype and Posture Evaluating Techniques
   • Testing of Physiological Phenomenons
     • Blood Pressure
     • Breathing Frequency
     • Vital Capacity
     • Heart Rate
     • Pulse Rate
     • Body Temperature
     • Body Composition
   • Tests for Psychological Variables
     • Anxiety
     • Aggression
     • Team Cohesion
     • Achievement Motivation
     • Mental Toughness
     • Self-Efficacy

Subject - IX flashcards for UGC NET Physical Education

19 of 51 cards from the Subject - IX deck — real questions with worked answers.

1. Define 'Test' in the context of measurement and evaluation in physical education.

   A test is a specific tool, instrument, or systematic procedure used to gather data (information) about a particular trait, ability, or characteristic of an individual or group.

2. Distinguish between 'Measurement' and 'Evaluation' in physical education.

   Measurement is the process of collecting quantitative data (assigning numbers to a trait using a test), whereas Evaluation is the qualitative judgment or interpretation of that data against a standard to determine its worth and make decisions.

3. List the main purposes/importance of tests and measurement in physical education and sports.

   Classification/grouping of students, diagnosis of weaknesses, measuring achievement/progress, motivation, prediction, providing a basis for grading, evaluating instruction, research, and guidance/counselling.

4. What are the three classic criteria (scientific authenticity) of a good test?

   Validity, Reliability, and Objectivity. Additional administrative criteria include norms, economy, ease of administration, and student appeal.

5. Define Validity of a test.

   Validity is the degree to which a test actually measures what it claims (purports) to measure. It is the most important criterion of a good test.

6. Define Reliability of a test.

   Reliability is the consistency or repeatability of test results; a reliable test yields the same scores when administered repeatedly to the same individuals under the same conditions.

7. Define Objectivity of a test.

   Objectivity (rater reliability) is the degree of agreement between scores assigned by two or more different judges/scorers testing the same individuals; high objectivity means scorer bias does not affect results.

8. What is the relationship between validity and reliability?

   A valid test must be reliable, but a reliable test need not be valid. Reliability is a necessary but not sufficient condition for validity.

9. Name the four common methods of establishing reliability of a test.

   Test–retest method, Parallel/equivalent forms method, Split-half method, and Internal consistency (e.g., Kuder–Richardson) method.

10. In the split-half method, which formula is used to estimate full-test reliability and why?

    The Spearman–Brown prophecy formula, because splitting the test halves its length and reliability must be corrected upward to estimate the reliability of the whole test: $r_{tt}=\frac{2r_{hh}}{1+r_{hh}}$.

11. State the Spearman–Brown prophecy formula for split-half reliability.

    $$r_{tt}=\frac{2r_{hh}}{1+r_{hh}}$$ where $r_{hh}$ is the correlation between the two halves and $r_{tt}$ is the estimated full-test reliability.

12. List the main steps in the process of evaluation in physical education.

    1) Formulating objectives, 2) Selecting/constructing appropriate tests, 3) Administering the tests, 4) Scoring and recording, 5) Interpreting results against norms/standards, and 6) Making decisions and follow-up (feedback).

13. State the basic principles of evaluation in physical education.

    Evaluation should be based on clearly defined objectives, be continuous and comprehensive, use valid and reliable tools, be cooperative, lead to improvement/decision-making, and consider the individual as a whole.

14. List the major criteria for selecting an appropriate test.

    Scientific authenticity (validity, reliability, objectivity, norms), educational application, administrative economy (time, cost, equipment, personnel, space), and student/participant appeal.

15. What administrative factors should be considered before administering a testing programme?

    Advance preparation (knowing the test, equipment, marking the area), preparation of subjects (instructions, warm-up, motivation), efficient use of time and helpers, accurate scoring/recording, and ensuring safety.

16. Differentiate between norm-referenced and criterion-referenced tests.

    Norm-referenced tests compare an individual's score to a group/norm to rank performance, while criterion-referenced tests compare a score to a fixed standard/criterion to judge mastery regardless of others.

17. What are 'norms' in testing?

    Norms are sets of average/standard scores derived from a large representative sample, used as a reference to interpret and compare an individual's raw score (e.g., percentile norms, T-score norms).

18. List the broad classification of tests used in physical education.

    Standardized vs teacher-made tests; written (knowledge) vs physical performance tests; subjective vs objective tests; and specific types such as skill tests, fitness tests, anthropometric, physiological and psychological tests.

19. What are the basic steps in constructing a standardized knowledge (written) test?

    Planning (objectives, content blueprint), item writing, item analysis (difficulty and discrimination), establishing validity, reliability and objectivity, preparing norms, and writing the test manual.

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