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UGC NET Physical Education Subject - IX Syllabus

The Subject - IX syllabus for UGC NET Physical Education in full: 1 chapter, 12 topics and 37 sub-topics, every one listed below, plus 51 Subject - IX flashcards with answers.

1Chapters
12Topics
37Sub-topics
51Flashcards

Subject - IX syllabus: 1 chapter, 12 topics

Expand any chapter to see its topics and sub-topics.

  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

UGC NET Physical Education Subject - IX flashcards — 51 questions with 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.

  20. In knowledge-test item analysis, define the difficulty index (item difficulty).

    The difficulty index ($P$) is the proportion of examinees who answered the item correctly: $P=\frac{\text{Number correct}}{\text{Total examinees}}$. Higher $P$ means an easier item.

Show the other 31 Subject - IX flashcards
  1. In item analysis, what does the discrimination index indicate?

    The discrimination index shows how well an item differentiates between high-scoring and low-scoring examinees; a positive value means high achievers answer it correctly more often than low achievers.

  2. What are the basic steps in constructing a skill (motor performance) test?

    Analyse the activity and select components, determine the testing items, establish validity, reliability and objectivity, develop scoring and administration procedures, conduct a pilot study, and prepare norms and a manual.

  3. Define Physical Fitness.

    Physical fitness is the ability of an individual to carry out daily tasks with vigour and alertness, without undue fatigue, and with ample energy to enjoy leisure and meet unforeseen emergencies.

  4. Differentiate between Physical Fitness and Motor Fitness.

    Physical fitness relates to health and the capacity for sustained work (strength, endurance, flexibility), while motor fitness is a broader concept that adds performance/skill components such as speed, agility, power, balance and coordination needed for athletic performance.

  5. Define Motor Ability.

    Motor ability is the present, acquired and innate capacity of an individual to perform a wide variety of motor (movement) skills; it reflects general athletic ability at a given time.

  6. Define Motor Educability.

    Motor educability is the ease and speed with which an individual can learn new motor skills; it indicates a person's potential or capacity to acquire new movement skills quickly.

  7. Differentiate between Motor Ability and Motor Educability.

    Motor ability is the current capacity to perform already-acquired motor skills, whereas motor educability is the ability/potential to learn new motor skills easily and quickly.

  8. List the health-related components of physical fitness.

    Cardiovascular (cardiorespiratory) endurance, muscular strength, muscular endurance, flexibility, and body composition.

  9. List the skill-related (performance) components of physical fitness.

    Speed, agility, power, balance, coordination, and reaction time.

  10. Name common health-related fitness test batteries.

    AAHPERD Health-Related Physical Fitness Test, FITNESSGRAM, and Eurofit. Items typically include a distance run, sit-ups, sit-and-reach, skinfolds (body composition) and pull-ups/push-ups.

  11. Which test is used to measure body composition in health-related fitness, and what does it estimate?

    Skinfold measurement (using calipers at sites such as triceps and subscapular) estimates the percentage of body fat. Body Mass Index $BMI=\frac{\text{weight (kg)}}{[\text{height (m)}]^{2}}$ is also commonly used.

  12. Define Strength as a motor/fitness component.

    Strength is the ability of muscles to overcome or act against resistance; it is the maximal force a muscle or muscle group can exert in a single contraction.

  13. Name the types/forms of strength in sports training.

    Maximum strength, Explosive strength (power), and Strength endurance. (Static/isometric and dynamic/isotonic are also distinguished by mode of contraction.)

  14. How is dynamic muscular strength commonly measured?

    By the 1-Repetition Maximum (1-RM) test — the maximum weight that can be lifted once with correct technique. Static strength is measured with dynamometers (e.g., grip dynamometer).

  15. Define Endurance as a conditioning ability.

    Endurance is the ability of an individual to sustain physical activity for a prolonged period and to resist fatigue; it depends largely on the cardiorespiratory system and aerobic capacity.

  16. Name common field tests for cardiovascular endurance.

    Cooper's 12-minute run/walk test, Harvard Step Test, 1.5-mile run test, 600-yard run/walk, and the multistage 20 m shuttle run (beep test).

  17. What does the Harvard Step Test measure and how is its fitness index calculated?

    It measures cardiovascular endurance/efficiency. Physical Fitness Index $=\frac{\text{Duration of exercise (s)}\times 100}{2\times(\text{sum of 3 recovery pulse counts})}$.

  18. What does Cooper's 12-minute run test estimate, and what is the relation to VO2 max?

    It estimates aerobic capacity (cardiovascular endurance) from the distance covered in 12 minutes. Estimated $VO_{2}\,max=\frac{d-504.9}{44.73}$, where $d$ is the distance in metres.

  19. Define Speed as a motor component.

    Speed is the ability to perform movements or cover a distance in the shortest possible time; it is the capacity to move the body or its parts as rapidly as possible.

  20. Name the forms of speed abilities.

    Reaction speed (reaction ability), Acceleration speed, Locomotor/movement speed (maximum speed), and Speed endurance.

  21. How is running speed commonly tested?

    By short maximal sprints over a fixed distance, such as the 30 m, 50 m, or 60 m dash, timing the run from a standing/flying start.

  22. Define Flexibility.

    Flexibility is the range of motion (ROM) available at a joint or group of joints; the ability to move joints freely through their full range.

  23. Differentiate between active and passive flexibility.

    Active flexibility is the ROM achieved through one's own muscular effort (e.g., raising a leg unaided), while passive flexibility is the greater ROM achieved with the help of an external force (partner, gravity, or apparatus).

  24. Which test commonly measures flexibility of the lower back and hamstrings?

    The Sit-and-Reach test, performed using a sit-and-reach (flexometer) box, measuring how far one can reach forward past the toes.

  25. Define Coordinative Abilities (as per Hartmann and Blume / Zimmermann).

    Coordinative abilities are relatively stabilized and generalized patterns of motor control and regulation processes that enable an individual to perform motor actions efficiently, controlled by the central nervous system.

  26. Name the coordinative abilities classified by sports scientists.

    Differentiation ability, Coupling ability, Reaction ability, Orientation ability, Balance ability, Rhythm ability, and Adaptation (adjustment) ability.

  27. Define Agility and name a common test for it.

    Agility is the ability to change body position or direction rapidly and accurately. It is commonly tested by the Shuttle Run (e.g., 4 Ă— 10 yards/m) or the Illinois Agility Run test.

  28. What is a Sports Skill Test, and what is its main purpose?

    A sports skill test is a measure designed to assess an individual's proficiency in the fundamental skills of a specific sport (e.g., serving, passing). Its purpose is classification, diagnosis, achievement/grading and prediction of playing ability.

  29. Name a well-known standardized badminton skill test battery.

    The Miller Wall Volley Test (Lockhart–McPherson type) and the French Short Serve / Scott–Fox Long Serve tests are widely used badminton skill tests.

  30. What does the Miller Wall Volley Test measure in badminton, and how is it scored?

    It measures badminton playing/rallying ability and wrist-stroke skill. The subject continuously volleys the shuttle against a wall above a target line for a set time (e.g., 30 s), and the score is the number of legal hits above the line.

  31. What do the French Short Serve and the Long Serve (Scott–Fox) tests measure in badminton?

    The French Short Serve Test measures accuracy and lowness of the short (low) service over the net into a target near the service line, while the Long/High Serve Test measures the accuracy and height of the deep service to the back of the court, both scored by concentric target zones.

UGC NET Physical Education Subject - IX FAQ

What is in the UGC NET Physical Education Subject - IX syllabus?

UGC NET Physical Education Subject - IX is split into 1 chapter: Test, Measurement, and Evaluation. Together they contain 12 topics and 37 sub-topics.

How many chapters are in UGC NET Physical Education Subject - IX?

1 chapter, containing 12 topics and 37 sub-topics.

Are there flashcards for UGC NET Physical Education Subject - IX?

Yes — a 51-card Subject - IX deck, printed in full in the flashcards section of this page and available in the Examius app with spaced repetition. The free plan covers one exam of your choice, including its flashcards; Examius Pro, a one-time purchase, unlocks every other exam and deck.