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ABSTRACT

AN ANALYSIS OF A BALL CONTROL TEST AND A BATTERY
OF SKILL TESTS TO MEASURE BASKETBALL ABILITY
OF COLLEGE WOMEN

BY

Anne Elizabeth Irwin

The purpose of this study was to determine the
reliability, validity, and relative importance of perform-
ance on a ball control test in relationship to basketball
ability of college women.

The subjects were thirty-one beginning basketball
students at Michigan State University. The subjects were
given the ball control test and a subjective basketball
ability rating in four successive class periods.

A series of test-retest reliabilities of the ball
control test were first computed to determine the most
reliable measure of scoring. The best of four trials with
a one-second penalty added for each error indicated the
highest reliability. Using the Pearson Product Moment
correlation, the reliability was .77 with significance at
the .05 level.

To assess validity, the ball control test results

were correlated with the sum of the judges' ratings. The

Anne Elizabeth Irwin

validity was r =-z43 using the Spearman Rho Rank Order cor-
, relation which was significant at the .05 level.

The subjects were also given the modified Edgren
wall pass test and nine A.A.H.P.E.R. Basketball skill tests.
The ten tests and the ball control test were used as a set
of independent variables in a least squares problem with
the dependent variable being the sum of the judges' ratings.
A least squares equation was calculated each time one of the
independent variables was deleted. The skill test which had
the least significant beta weight was the next test to be
deleted from the battery. A set of least squares equations
was also calculated when the ball control test was retained
in the equation.

The ball control test was the fourth test deleted
from the group. At the time of deletion, it contributed
3.96% to the accounted for 67.15% variability in the sum
of the judges' ratings. When the ball control test was
held into the battery of skill tests, the beta weight of
the ball control test was not significantly different than
zero at the .05 level of confidence. The ball control test
did not contribute significantly to the batteries of skill
tests of basketball ability.

The following conclusions were drawn from the data
within the limitations of this study:

1. The ball control test was a reliable (.77)

basketball skill test using as the scoring

2.

Anne Elizabeth Irwin

method the best of four trials with a one-second
penalty added for each error.

The ball control test was a significantly valid
(-.43) measure of basketball ability of college
women.

The ball control test, when combined with ten
other basketball skill tests, did not explain
significantly any of the accounted for varia-
bility in the sum of the judges' ratings of
basketball ability.

A battery of skill tests with the ball control
test included was not a significant predictor

of basketball ability of college women.

AN ANALYSIS OF A BALL CONTROL TEST AND A BATTERY
OF SKILL TESTS TO MEASURE BASKETBALL ABILITY

OF COLLEGE WOMEN

BY

Anne Elizabeth Irwin

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

MASTER OF ARTS

Department of Health, Physical Education and Recreation

1971

ACKNOWLEDGMENTS

For their guidance and assistance in completing this
study, the author wishes to recognize the following:

Dr. Wayne Van Huss for his professional knowledge
and guidance and generosity of time,

Dr. William Huesner for his statistical guidance,

Judges Dr. Janet Wessel, Mrs. Betty Drobac, Miss Marge
Smith, Miss Jan Chapman, Miss Shelia Kraus for their coopera-
tion and donation of time,

Miss Jan Chapman's beginning basketball class of
Winter term of 1970 at Michigan State University for
participation in this study,

All of the students who devoted their time to assist

with the study.

ii

TABLE OF CONTENTS

Page
ACKNOWLEDGMENTS . . . . . . . . . . . . . ii
LIST OF TABLES . . . . . . . . . . . . . . v
LIST OF FIGURES . . . . . . . . . . . . . vi

LIST OF APPENDICES . . . . . . . . . . . . Vii

Chapter

I. THE PROBLEM . . . . . . . . . . . . 1

Statement of the Problem . . . . . . . 2

Scope of the Study . . . . . . . . . 2

Limitations of the Study . . . . . . . 2

Definitions . . . . . . . . . . . . 3

Ball Control . . . . . . . . . . 3

Basketball Ability . . . . . . . . . 3

II. RELATED LITERATURE . . . . . . . . . . 5
Reliability and Validity of Batteries of

Basketball Skill Tests . . . . . 5

Reliability and Validity of Basketball
Skill Tests . . . . . . . . . 7
Methods of Scoring Skill Tests . . . . . 9

III. METHODS OF RESEARCH . . . . . . . . . . 14

Ball Control Test . . . . . . . . . . 14

Design and Method . . . . . . . . . 14
Testing Procedure . . . . . . . . . 15
Description of the Tests . . . . . . . 17
Stability of Measurements . . . . . . 19

Treatment of the Data . . . . . . . 19
Battery of Basketball Skill Tests . . . . 21
Design and Method . . . . . . . . . 21
Testing Procedure . . . . . . . . . 23
Treatment of Data . . . . . . . . . 23

iii

Chapter
IV. RESULTS AND DISCUSSION . .

Validity of Skill Tests .
Ball Control Test . .
Other Skill Tests . .

Intercorrelation of Skill T
Ball Control Test . .
Other Skill Tests . .

Batteries of Skill Tests
Table 4 . .
Table 5 . .
Tfifle6 .
Table 7 . .
Table 8 . .

Discussion .

V. SUMMARY AND CONCLUSIONS .

Summary . . . . . .
Conclusions . . . . .

SELECTED BIBLIOGRAPHY . . . .

APPENDIX 0 O O O O O O O 0

iv

00.000000“).

(.0
(-1-
U) o o o

Page

26

26
26
26
28
28
28
29
29
31
33
36
39
41

44
44
46
47

52

LIST OF TABLES

Page

Reliabilities, Means, and Standard Deviations

of Skill Tests and Judges' Ratings . . . 20
Ball Control Test Reliabilities, Means, and

Standard Deviations . . . . . . . . 22
Intercorrelations of Basketball Skill Tests

and Basketball Ability Ratings . . . . . 27
Eight-test Battery and Two Seven-test

Batteries . . . . . . . . . . . . 30
Multiple Correlations, Standard Errors of

Estimate, and Coefficients of Determination

for Batteries Containing the Ball Control

Test . . . . . . . . . . . . . 32
Coefficients of Determination, Partial Corre-

lation Coefficients, and Beta Weights for

Each Skill Test in the Batteries Containing

the Ball Control Test . . . . . . . . 34
Two Five-test Batteries and a Four-test

Battery 0 O O I O O O O C O O O 37
Two Three-test Batteries and a Two-test

Battery 0 O O O O O O O O O O O 40

LIST OF FIGURES

Figure Page

1. Floor Pattern Markings for the Ball Control
Test 0 O C I O O O O O O O O O O 18

vi

LIST OF APPENDICES

Appendix
A. Individual Score Card . . . . . . . .
B. Judges' Rating Scale . . . . . . . . .
C. Individual Rating Card . . . . . . . .
D. Ball Control Test Directions . . . . . .
E. Basketball Skill Tests Directions . . . .
F. Multiple Correlation of Judges' Ratings with
Batteries of Basketball Skill Tests Not
Holding the Ball Control Test . . . . .
G. Regression Coefficients, Partial Correlation
Coefficients, Coefficients of Determination,
and Beta Weights of Skill Tests in Batteries
Containing the Ball Control Test . . . .
H. Regression Coefficients, Partial Correlation
Coefficients, Coefficients of Determination,
and Beta Weights of Skill Tests in Batteries
Not Holding the Ball Control Test . . . .
I. Raw Data . . . . . . . . . . . . .

vii

Page
53
55
57
59
61

65

67

72
76

CHAPTER I

THE PROBLEM

One of the objectives of teaching in physical educa-
tion is to develop the skills essential to games. The
teaching of skills necessitates the use of adequate in-
structional tools. Reliable and valid skill tests are
instructional tools useful not only for evaluation pur-
poses but for motivational purposes and as a guide to
practice.

The game of basketball involves the basic skills
of shooting, passing, catching, rebounding, and dribbling.l
Reliable and valid basketball skill tests are essential
instructional tools for student achievement. Review of
the literature revealed no reliable and valid basketball
skill tests which measured the ability of dribbling the
ball. Only two tests, a shooting test and a passing test,
were found to have high reliability and moderate validity.2
A reliable and valid ball control test and/or a battery of
skill tests are needed to adequately measure basketball

ability. Since a need exists in this area, it was selected

for investigation.

Statement of the Problem

 

The purpose of this study was to determine the

reliability, validity, and relative importance of perform—

ance on a ball control test in relationship to basketball

ability.

Scope of the Study

 

The results of this study are applicable only to

college age women.

Limitations of the Study

 

The following limitations were imposed upon the

study:

Ranging from zero to four years, the mean number
of years of experience per subject was one year.
Although all subjects had practice trials of the
ball control test one class period prior to the
collection of the data, variations existed in
the total practice time of the ball control

test for each subject.

The judges rated thirty-one subjects on five
skills in three class periods. This time
interval may have been too brief to adequately

rate all subjects.

‘Definitions

 

Ball Control

 

Ball control is the performance of the skills of
passing, catching, rebounding, dribbling, and body control

isolated from an actual baSketball game.

Basketball Ability

 

Basketball ability is the performance of the skills
of passing, catching, rebounding, dribbling, and body con-

trol during a basketball game.

Footnotes--Chapter I

1M. H. Meyer and M. M. Schwarz, Team Sports for

Girls and Women (4th ed.) (Philadelphia: W. B. Saunders
Company, 196577 pp. 20-66; see also D. M. Miller and K. L.
Ley, Individual and Team Sports for Women (Englewood Cliffs,
N.J.: Prentice—Hall, Inc., 1955), pp. 300—1; see also

A. Paterson, ed., Team Sports for Girls (New York: The
Ronald Press Company, 1958f, pp. 39-66; see also M. Vannier
and H. B. Poindexter, Individual and Team Sports for Girls
and Women (Philadelphia: W. B. Saunders Company, 1963),

pp. 326-39.

2M. G. Scott and E. French, Measurement and Evalua-

tion in Physical Education (Dubuque, Iowa: Wm. C. Brown
Company, 1959), pp. 159-63.

 

CHAPTER II

RELATED LITERATURE

The purpose of the study was to determine the
reliability, validity, and relative importance of perform-
ance on a ball control test in relationship to basketball
ability. Investigations on reliability and validity of
existing basketball skill tests, and investigations on
methods of scoring skill tests, are reviewed in the
following.

Reliability and Validity of Batteries
of Basketball Skill Tests

Leilichl found four factors basic to all skill
tests in basketball appearing in the literature. The
factors were basketball motor ability, speed, ball handling
involving passing accuracy and speed, and ball handling
involving accuracy in goal throwing.

Miller2 selected three tests on the basis of the
results obtained by Leilich. The tests were the bounce
and shoot test, the half-minute shooting test, and the
push pass test. They were correlated with ratings of the
four factors obtained in Leilich's study. The bounce and
shoot test accounted for 57% of the variance attributed to

the four factors, the half-minute shooting for 76%, and

the push pass for 85%. The bounce and shoot test correlated
highest with basketball motor ability at .63. The push

pass correlated highest with ball handling for accuracy

and speed at .76. The half-minute shooting test correlated

with speed at .48 and with ball handling for shooting accu-

racy at .60.

The validity of Young and Moser's3 five-test battery
was .86. The test scores of one-hundred and sixty freshman
and sophomore college women were correlated with ratings.
The battery was the Edgren ball handling test, the wall
Speed pass test, the free jump test, the bounce and shoot
test, and the moving target test.

Dyer, Schunig, and Apgar's4 three-test battery had
a validity of .83. The subjects were thirty—four college
women physical education majors. The tests were the moving
target test, the Edgren ball handling test, and the bounce
and shoot test.

Johnson5 found a validity of .64 when a battery of
three tests was correlated with judges' ratings. The half-
minute shooting test, the passing test, and the shuttle
test also had high reliabilities of .90 and above.

The A.A.H.P.E.R. Project Committee selected a battery
of nine tests to cover the fundamental skills of basketball.
Percentiles were computed on six-hundred to nine-hundred
scores for each age for each sex. There was no battery

validity reported.6

Reliability and Validity of Basketball
Skill Tests

 

Scott7 reported, in an unpublished study, a relia~
bility of .70 in the first and second trials and .82 stepped
up by the Spearman-Brown Prophecy formula on the half-minute
shooting test. Two-hundred and thirty-three freshman and
s0phomore college women were used for this study. Using
a sports tests criterion, she reported a validity of .60.

Scott also investigated another test which was a

8 She found that the relia-

modification of the Edgren test.
bility was .70 for the first and second trials and .82 by
the Spearman-Brown correction for the sum of two trials.

The subjects were two—hundred and thirty-three freshman

and sophomore women at the University of Iowa. She found
the validity to be .51 when correlated with judges' ratings
of ball-handling ability.

Dyer, Schunig, and Apgar9 found that the reliability
of the moving target test was .91, the Edgren ball handling
test was .92, and the bounce and shoot test was .69. The
subjects were twenty-five college senior women majors in
physical education. Using rankings during a game as the
criterion, the validity of each test was .65, .57, and .66,
respectively.

Young and Moser10 examined a battery of tests for

measuring basketball playing ability of women. The test-

retest reliabilities were .78 for the wall speed pass test,

.98 for the free jump test, .67 for the bounce and shoot
test, and .47 for the moving target test. No reliability
was reported for the Edgren ball handling test. The
subjects were one-hundred and sixty freshman and sophomore
college women. The validity of each test was .72, .67,
.61, and .59, respectively. The validity for the Edgren
ball handling test which was .77 was determined by cor-
relating the test score with instructors' ratings.

Latchawll reported the reliability of a wall pass
test for speed and accuracy. The test-retest reliability
for fifty fourth—grade girls was .94, for fifty fifth-grade
girls was .89, and for fifty sixth-grade girls was .83.
There was no validity reported.

Kammeyer12 used achievement in a battery of skill
tests as a criterion for validating an adaptation of the
Humiston motor ability test. The validity was .69 for
one-hundred and twenty-five high school girls.

In a study completed by Anderson and McCloy,l3 a
seven-level rating scale used to evaluate students was
analyzed for reliability. The correlation of the sum of
the ratings made the first week with those made during
the third week was .90. The sports ability rating was
correlated with eighteen tests which were administered
to one-hundred and fifty-five high school girls. The General
Motor Capacity Score had the highest correlation of .81 with

the sports ability rating. This score was a combination of

three test scores: the Sargent Jump, the Iowa Brace test,
and the ten-second squat thrust.

In the doctoral dissertation of Cunningham,14 players
were rated by four judges during regulation games. The
reliabilities of the judges' ratings were high.

In a review of basketball skill tests reporting
validities, fourteen out of nineteen tests used judges'

ratings while none used skill tests.15

Methods of Scoring Skill Tests

The literature revealed two attempts to refine the
method of scoring which penalized for errors made during
the test. In a study by Glassow, Colvin, and Schwarz,16
a penalty of one second was arbitrarily assigned to each
in a dribble and shoot test which was specially constructed
by Glassow and Broer.l7 Since frequent fouling in a game
was penalized, they felt justified with this penality.
The dribble and shoot test had a reliability of .82 using
the scores made by fifty-one college students on a repeti-
tion of the test.

18 constructed a dribble for speed and

Friermood
control test. He arbitrarily assigned a penalty of one
second for each error. The error trial was counted as a
trial, but another trial was given. The penalty for error

was added to the time recorded for the extra trial. This

score was then used as the score for the original trial.

10

The dribble for speed and control test was not scientifi-
cally examined for reliability.

The test-retest method and split-halves method were
two methods used for determining the reliability of a test.
According to Feldt and Mckee,19 the test-retest method was
preferred, since it defined both error components. These
error components were the trial-to-trial variation and the
day-to—day variation. The test-retest reliability was
computed using the average of four trials in one session
to correlate with the average of four trials of a second
session two weeks later. The split-halves reliability was
obtained by correlating the average of the first two trials
with the average of the second two trials in the first
session.

Baumgartner20 agreed with Feldt and Mckee. He
stated that using the Spearman-Brown Prophecy formula on
the split-halves method caused a bias when determining the
test length needed to secure a given level of reliability.
He also stated that the test-retest method was a truer score
for reliability.

In a study completed by McCraw and Tolbert,21 it
was shown that different ways of scoring tests produced
different reliabilities. Their study found that the highest

coefficients of correlation were obtained for the average

of three trials. Just slightly lower reliabilities were

11

found for the best of three trials and the median of three
trials. The correlation for one trial was the lowest of

all.

Footnotes--Chapter II

1A. R. Leilich, "The Primary Components of Selected
Basketball Tests for College Women" (unpublished Ph.D. dis-
sertation, Indiana University, 1952), pp. 1-53.

2W. D. Miller, "Achievement Levels in Basketball
Skills for Women Physical Education Majors," Research
gparterly, XXV (December, 1954), 450-5.

 

3Young, pp, cit., p. 2.
4Dyer, 9p. cit., pp. 128-47.

5J. M. Johnson, "The Relationship Between Skill as
Measured by a Combination of Selected Basketball Tests and
Judges Ratings of Basketball Playing Ability," Completed
Research in Healthprhysical Education and Recreation, I
71959), 29.

6D. Brace, Chairman. A.A.H.P.E.R. Basketball
Skills Test Manual for Girls (Washington, D.C.: NEA
PublICatiBn-Sales, 1966), PP. 1-35.

7M. G. Scott and E. French, Measurement and
Evaluation in Physical Edugation (Dubuque, Iowa: Wm. C.
Brown Company, 1959), p. 159.

8

 

 

 

 

 

Ibid., p. 163.

9J. Dyer, J. C. Schunig, and S. L. Apgar, "A
Basketball Motor Ability Test for College Women and Secondary
School Girls," Research Quarterly, X (October, 1939), 128-47.

10G. Young and H. Moser, "A Short Battery of Tests
to Measure Playing Ability in Women's Basketball," Research
Quarterly, V (May, 1934), 2.

11M. Latchaw, "Measuring Selected Motor Skills in
Fourth, Fifth, and Sixth Graders," Researchguarterly,

128. J. Kammeyer, "Reliability and Validity of a
Motor Ability Test for High School Girls," Research
Quarterly, XXVII (October, 1956), 310-5.

 

 

 

 

12

13

13T. Anderson and C. H. McCloy, "The Measurement
of Sports Ability in High School Girls," Research Quarterly,
XVIII (March, 1947), 2—11.

14P. Cunningham, "Measuring Basketball Playing
Ability of High School Girls," Dissertation Abstracts,
XXV (1965), 5095.

15Scott, 9p. gig., pp. 159-63; see also C. E.
Willgoose, Evaluation in Health Education and Physical
Education (New York: McGraw—Hill Book Co., 1961), pp. 224-
6; see also H. D. Edgren, "An Experiment in the Testing of
Ability and Progress in Basketball," Research Quarterly,
III (March, 1932), 159-71; see also N. Lehsten, A Measure
of Basketball Skills in High School Boys," The Physical
Educator, V (1948), 103-9; see also F. Stroup,*fiRelati6n-
ship Between Measurements of Field of Motion Perception
and Basketball Ability in College Men," Research Quarterly,
XXVIII (March, 1957), 72-5. w

16R. B. Glassow, V. Colvin, and M. M. Schwarz,
"Studies in Measuring Basketball Playing Ability of College
Women," Research Quarterly, IV (December, 1938), 60-8.

17R. B. Glassow and M. R. Broer, Measuring Achieve-
ment in Physical Education (Philadelphia, Penn.: W. B.
Saunders Co., 1938).

18H. T. Friermood, "Basketball Progress Tests
Adaptable to Class Use," Journal of Health, Physical
Education, and Recreation, V TJanuary, 193477 45-7.

19L. S. Feldt and M. E. Mckee, "Estimation of the
Reliability of Skills Tests," Research Quarterly, XXIX
(October, 1958), 279—93.

20T. A. Baumgartner, "The Applicability of the
Spearman-Brown Prophecy Formula When Applied to Physical
Performance Tests," Research Quarterly, XXXIX (December,
1968), 847-52.

21L. W. McCraw and J. W. Tolbert, "A Comparison
of the Reliabilities of Methods of Scoring Tests of Physical
Ability," Research Quarterly, XXIII (March, 1952), 73-81.

 

 

 

 

 

 

 

 

 

 

 

CHAPTER III

METHODS OF RESEARCH

This study was undertaken to determine the relia-
bility, validity, and relative importance of performance
on a ball control test in relationship to the basketball

ability of college women.

Ball Control Test

 

Design and Method

 

Subjects.--The subjects for the study were an
available sample of thirty-one, right-handed women students
at Michigan State University whose ages ranged from 17 to
22 years. The mean age was 19.0.

The subjects were enrolled in a beginning basketball
class during the winter term in 1970. The mean number of
seasons of eXperience was 1.0 seasons ranging from 0 to 4
seasons of experience.

Method.--The subjects were given the ball control
test and a subjective basketball ability rating in four
successive class periods. There were two class periods
per week. The investigation was conducted the last two

weeks of a nine week unit.

14

15

A series of test-retest reliabilities of the ball
control test were first computed to determine the most
reliable measure of scoring. The best of four trials with
a one-second penalty added for each error indicated the
highest reliability. This scoring method was used through-
out the remaining analyses.

To assess validity, the ball control test results

were correlated with the sum of the judges' ratings.

Testing Procedure

Testing schedule.--Data were collected during four

 

successive class periods.

Period 1: reported on page 23.

During period 2, all subjects practiced the ball
control test and were rated by the judges during a basket—
ball game.

During period 3, four trials of the ball control
test were administered to all subjects. The judges rated
all subjects during their second basketball game.

During period 4, four trials of the ball control
test were again administered to all subjects. The judges
rated all subjects during their last basketball game and
arrived at the final rating of each subject-

Ball control test.--A time score was recorded during

 

a testing period. The numbers and types of errors were
recorded by the scorer for each of four trials on an indi-

vidual score card (Appendix A).

16

The time allotment for administering the ball control
test was approximately one minute and fifteen seconds for
each girl. The time was six minutes for a team of five
girls rotating through the test one after the other. This
allowed a controlled rest interval between each subject's
trials.

Basketball ability rating.--Each player was sub-

 

jectively rated in basketball ability by five judges. The
judges were selected on the basis of the following criteria:
a judge must be a physical educator; each judge must have
had previous experience in teaching basketball.

The rating form was given to each judge during the
week before the rating periods. The rating scale was
discussed with each judge prior to the rating periods.

The rating scale, reproduced in Appendix B, had a
scale of values ranging from one to five. The scale was
devised in order to measure separately the specific skills
of passing, catching, rebounding, dribbling, and body
control in a game situation.

During a rating period, each judge rated each
subject on each of the five skills. The rating was recorded
by a recorder on an individual rating card for each subject
(Appendix C). Each subject wore an identifying number and
color which was the same during all testing and rating

periods.

17

There was a total of three rating periods. Indi-
vidual rating periods consisted of each team playing in a
basketball game of approximately fifteen to twenty minutes
running time. Subjects were added to complete the teams
when it was necessary. These added subjects were not rated

during this additional playing time.

Description of the Tests

 

Ball control test.--The ball control test consisted

 

of dribbling through the floor pattern while carefully placing
each step inside the correct rectangle. The ball was passed
against the wall, the subject dodged two obstacles and pro-
ceeded around a third obstacle, and then used a fast break

to the finish. The floor pattern used was obtained from an
article appearing in the 1962-1963 Division of Girls' and

Women's Sports Basketball Guide1 and is shown in Figure l.

 

The timer stood to the side of each subject and
read the test directions (Appendix D). On the signal
"Ready-go," the timer started the watch and checked for
errors throughout the test trial. Errors included illegal
dribbling, traveling, stepping on a line, throwing the
ball below the line on the wall, losing control of the
ball, and missing a rectangle. The trial was timed to the
nearest tenth of a second. Four trials were given to each

subject.

18

 

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19

Stability of Measurements

 

The reliability coefficients of the ball control
test and the reliability coefficients of the judges' ratings
are reported in Table 1, page 20. The test-retest relia-
bility of the ball control test was calculated by the Pearson
Product Moment correlation. The relationship between judges
was determined by the Spearman Rank Order coefficient of

correlation of the different pairs of judges.

Treatment of the Data

The data for the analysis were analyzed with the
assistance of a 3600 computer at Michigan State University.
Three statistical routines from the Agricultural Experiment
Station STAT Series and one routine from the CISSR Series
were used. BASTAT was used for analyzing the most reliable
scoring method of the ball control test. The CISSR routine
for rank correlation coefficients was used for analyzing
the validity of the ball control test.

Reliabilipy of the ball control test.--The test-

 

retest Pearson Product Moment correlation was computed for
each of thirteen different scoring methods: scoring
methods with no penalty for one error or less

Best of two trials

Best of three trials

Best of four trials
Average of two trials

wal-J

and scoring methods with one second penalty added for each

error

20

TABLE l.--Reliabi1ities, Means, and Standard Deviations of
Skill Tests and Judges' Ratings.

 

Standard
Deviation

Source Reliability Mean

 

(Pearson Correlations)

 

Ball control test (best of

 

 

 

four trials) .77* 12.61 1.39
Half minute shooting test .823* 8.81 2.55
Modified Edgren's wall pass test .82a* 8.61 1.23

(Spearman Correlations)
Judges' ratings

Judge 1 * 13.23 3.72
Judge 1 with judge 2 .64

Judge 1 with judge 3 .66*

Judge 1 with judge 4 .70*

Judge 1 with judge 5 .57*

Judge 2 13.97 3.06

Judge 2 with judge 3 .73*

Judge 2 with judge 4 .36*
Judge 2 with judge 5 .56*
Judge 3 15.35 3.84
Judge 3 with judge 4 .58*

Judge 3 with judge 5 .45*

Judge 4 15.03 3.79
Judge 4 with judge 5 .12
Judge 5 14.26 2.97

*

p = .05

aCalculated by: M. G. Scott and E. French, Measure-

ment and Evaluation in Physical Education (Dubuque, Iowa:
Wm. C. Brown Company, 1959), pp. 159 and 163.

 

21

5. Best of two trials
6. Best of three trials
7. Best of four trials
8. Average of two trials
9. Average of three trials
10. Average of four trials
11. Sum of two trials
12. Sum of three trials
13. Sum of four trials
Table 2 presents the test-retest reliability coef-
ficients for all thirteen trial combinations of scoring the
ball control test. The scoring methods using the best
trials resulted in the highest reliability coefficients.
The method resulting in the highest correlation (r = .77)
was the best of four trials with a one-second penalty added
for each error. This method of scoring the ball control

test was used for the remaining analyses.

Validity of the ball control test.--The validity of

 

the ball control test was made by comparing the sum of the
judges ratings of the subject with her score on the ball
control test. A Spearman Rank Order coefficient of cor-

relation was used for the validity.

Battery of Basketball Skill Tests

 

Design and Method

 

The subjects were given the modified Edgren wall
pass test and nine A.A.H.P.E.R. Basketball skill tests which
included: the front shot test, the side shot test, the foul
shot test, the underbasket shot test, the overarm pass test,
the push pass test, the dribble test, the speed pass test,

and the jump and reach test.

22

III

 

 

 

 

 

 

 

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23

The ten tests listed above and the ball control test
given the first testing day were used as a set of independ-
ent variables in a least squares problem.with the dependent
variable being the sum of the judges' ratings. A least
squares equation was calculated each time one of the inde-
pendent variables was deleted. A set of least squares
equations was also calculated when the ball control test

was retained in the equation.

Testing Procedure

 

Testing schedule.--During period 1, the modified

 

Edgren wall pass test and the A.A.H.P.E.R. battery of
basketball skill tests were administered to all subjects.
During any of the remaining three periods, these skill
tests were given to those subjects who did not complete
the battery during the first period.

Battery of skill tests.--The A.A.H.P.E.R. basketball

 

skill tests2 and the modified Edgren wall pass test3 were

administered according to their instructions.

Treatment of Data

 

LSDEL and LS routines from the Agricultural Experi-
ment Station STAT Series were used for analyzing the
validity of a battery of skill tests. These routines also
calculated a least squares equation each time one of the

skill tests was deleted from the battery. The routine was

24

run twice; the second time the ball control test was retained
in the least squares equation.

Validity of tests.--Va1idity was obtained for each of
the A.A.H.P.E.R. battery and for the modified Edgren wall
pass test by correlating the sum of the judges' ratings of
the subject with her score on each of the tests.

Validityppf the batteries.--The battery validities
were determined by a least squares analysis. The skill
test which had the least significant beta weight was the
next test to be deleted from the battery. After each
deletion, multiple correlations, regression coefficients
and their significance, beta weights, coefficients of
determination, and partial correlation coefficients were
computed for the remaining tests in the battery. These
statistics were also computed when the ball control test

was retained in the battery.

Footnotes--Chapter III

1R. Benton, R. Woosley, and B. Saunders, "Footwork
Floor Pattern," BaSketball GUide--DoGoWoSo (1962-1963), 51-40

2D. Brace, Chairman. A.A.H.P;E.R. Basketball Skills
Test Manual for Girls (Washington, D.C.: NEA Publication-
Sales, I966): PP. 1-35.

3M. G. Scott and E. French, Measurement and Evalua-
tion in Physical Education (Dubuque,—Iowa: Wm. C. Brown
Company, 1959), pp. 162-3.

4

 

 

 

 

Brace, 2p. cit., pp. 1—35.

5H. D. Edgren, "An Experiment in the Testing of
Ability and Progress in Basketball," Research Quarterly,
III (March, 1932), 159-71.

6Brace, 9p, cit., p. 11.

7Scott, 9p. cit., p. 163.

25

CHAPTER IV

RESULTS AND DISCUSSION

This study was undertaken to determine the relia-
bility, validity, and relative importance of performance
on a ball control test in relationship to the basketball

ability of college women.

Validity of Skill Tests

Ball Control Test

 

The validity of the ball control test was calcu-
lated by a simple correlation between the ball control
test and the sum of the judges' ratings (Table 3). The
validity was r = -.43 which was significant at the .05

level.

Other Skill Tests

 

The validity of each of the other ten skill tests
was calculated by a simple correlation between each test
and the sum of the judges' ratings (Table 3). The test
with the highest validity was the underbasket shot test.
The validity was r = +.58 Which was significant at the
.05 level. The other skill tests with significant validi-

ties were as follows: the side shot test, the foul shot

26

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28

test, the modified Edgren wall pass test, the speed pass

test, the front shot test, and the dribble test.

Intercorrelation of Skill Tests

 

Ball Control Test

 

Simple correlations between the ball control test
and each of the other ten skill tests were computed (Table
3). With the dribble test, the ball control test had its
highest intercorrelation which was +.59. The ball control
test had its second highest intercorrelation with both the
modified Edgren wall pass test and the underbasket shot

test. Both correlations were r = -.40.

Other Skill Tests

 

Simple correlations between pairs of the other
ten skill tests were computed (Table 3). The speed pass
test was the only passing test which had no significant
correlation with other passing tests. All shooting tests
had significant intercorrelations with the other shooting
tests. Skill tests involving Speed and ball handling
correlated significantly with each other. The foul shot
test correlated significantly with the tests involving
speed and ball handling. The jump and reach test cor-
related significantly with only two tests involving speed
and ball handling. With beginning basketball players,

this indicated that these two tests which required minimum

29

ball handling showed results similar to the tests involving

speed and ball handling.

Batteries of Skill Tests

 

The AES STAT Series Least Squares Delete routine
was used to calculate the battery statistics. The largest
battery included the ten skill tests and the ball control
test. All statistics were calculated for the eleven-test
battery. The skill tests with the least significant beta
weight was removed from the battery. All statistics were
calculated for the new ten-test battery. The single-test
deletion continued until there was only one test remaining
'in the battery. All statistics were calculated for each

new battery.

Table 4

The ball control test was the fourth test to be
deleted from the batteries. It was deleted from the
eight-test battery to form a seven-test_battery. Very
little change in the battery validities was shown between
the eight-test battery, Battery D, and the seven-test
battery, Battery E. There were changes within the battery
when deleting from Battery D to form Battery M. In Battery
M, the coefficient of determination of both the under-
basket shot test and the dribble test was larger. The
beta weight of the dribble test was larger which made it

significantly different from zero. The partial correlation

30

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31

coefficients were larger for both the underbasket shot

test and the dribble test which made them both significant.
When these changes occurred within the battery, it indicated
that more of the variance was accounted for in the sum of
the judges' ratings when the ball control test was not
included in the battery.

For comparison, the ball control test was retained
in the seven-test battery and the next skill test with the
least significant beta weight, the overarm pass test, was
forced from the battery thus forming Battery E. The ball
control test was not significant in either Battery D or
Battery E.

Very little change was noted within each skill

test when comparing batteries in Table 4.

Table 5

For the battery statistics that follow, the ball
control test was forced to remain in each battery while
other skill tests with less significance were deleted.
In Table 5, the multiple correlations of the batteries
ranged from R = .48 to R = .82 and were significant at
the .05 level. The standard error of estimate for the
eleven-test through the three-test batteries ranged from
10.0311 to 9.1769 which was less than one. Whereas,
between the three-test battery and the two-test battery,

the standard error of estimate increased more than one.

I32

 

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33

The lowest standard error of estimate was calculated for
the five-test battery.

The coefficient of determination for the batteries
had a range from the lowest .23 to the highest .68. These
values represented the proportion of the variability in
the sum of the judges' ratings which was accounted for by
the battery of skill tests. The battery with a coefficient
of determination of .50 or more and including the smallest
number of skill tests was the three-test battery. This
battery accounted for 54.34% of the variance within the
sum of the judges' ratings. The battery with a coefficient
of determination of .50 or more with the highest coefficient
of determination for the ball control test was the five-test
battery. The percentage of variance within the sum of the
judges' ratings accounted for by each skill test in the
battery was determined by the product of the beta weight
of the skill test and its simple correlation with the sum
of the judges' ratings. The ball control test in the five-
test battery accounted for 6.07% of the total variance with
the sum of the judges' ratings. This indicated that the
ball control test when combined with other skill tests in
a battery contributed very little to the total variance

in the sum of the judges' ratings.

Table 6
The partial correlations were calculated to observe

the relationship between the variance not accounted for in

34

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35

each of the skill tests and the variance not accounted for
in the sum of the judges' ratings. In Table 6, the partial
correlation coefficients were significant for the under-
basket shot test in all of the eleven batteries. The
dribble test had significant partial correlation coeffi-
cients for the eight-test through the one-test batteries
with the exception of the five-test battery. The speed
pass test had a significant partial correlation coeffi-
cient for the nine-test through the six-test battery.

The front shot test had significant partial coefficients
for the five-test and the four-test batteries. The ball
control test had a significant partial correlation coeffi-
cient for the two-test battery and when it was by itself
in the one-test battery.

The beta weights were normalized weightings of
the skill tests. In Table 6, there were only three tests
which had significant beta weights when combined with
other skill tests. The three skill tests were the under-
basket shot test, the dribble test, and the front shot
test.

For a more detailed analysis of the ball control
test, two batteries were selected. The five-test battery
was chosen for several reasons. The standard error of
estimate of the multiple correlation was the lowest. The
multiple correlation of the battery was above .80 which

was significant. The contribution of the five-test battery

36

to the total variance of the sum of the judges' ratings
was 64.32%. In the battery, the ball control test had
its highest contribution to the total variance of the sum
of the judges' ratings. The contribution of each skill
test to the total variance of the sum of the judges'
ratings was determined by the product of its beta weight
and its simple correlation with the sum of the judges'
ratings.

The three-test battery was chosen for a more de-
tailed analysis for the following reasons. The contribution
of the battery to the total variance of the sum of the
judges' ratings was more than 50%. The multiple correla-
tion was above .70 which was significant. The standard
error of estimate of the multiple correlation was the last
one calculated before the rate of increase changed. In
the three-test battery excepting the ball control test,
all of the partial correlation coefficients and beta
weights were significant. This battery would significantly
measure basketball ability if the ball control test were

eliminated.

Table 7

Battery G was compared to Battery 0. In Battery
0, the partial correlation coefficients and the beta weights
for the dribble test were larger and significant. The

partial correlation coefficient of the front shot test

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38

lost its significance. The partial correlation coefficient
for the speed pass test became significant. The partial
correlation coefficients and the beta weights for the
underbasket shot were larger. Excepting the front shot
test, the contribution of each skill test to the total
variance of the sum of the judges' ratings was larger.
The contribution of each skill test to the total variance
of the sum of the judges' ratings was determined by the
product of its beta weight and its simple correlation
with the sum of the judges' ratings. These changes indi-
cated that the replacement of the ball control test by
the jump and reach test in the five-test battery accounted
for more of the variance in the sum of the judges' ratings.
In Table 7, Battery G was compared to Battery P.
In Battery P, the contribution to the total variance of
the sum of the judges' ratings, the partial correlation
coefficients, and the beta weights were larger and signifi-
cant for the underbasket shot test and the dribble test.
The diminishing values of these statistics for the front
shot test and speed pass test were evident. This indicated
that with or without the ball control test, the other skill
tests accounted for about the same total variance.
The three batteries in Table 7, Batteries G, O,
and P, had similar multiple correlations with a range of
R = .80 to .81. All three batteries had similar contribu—

tions to the total variance of the sum of the judges'

39

ratings. The contributions ranged from 63.4% to 65.5%.
None of the three batteries had significant partial cor-
relation coefficients or beta weights for all skill tests
including the ball control test. This indicated that
there were too many skill tests that were not contributing

significantly to the batteries.

Table 8

Battery J was compared to Battery Q. In Battery
Q, the partial correlation coefficients and the beta
weights were significant for all of the skill tests.
The partial correlation coefficient, the beta weight,
and the contribution to the total variance of the sum
of the judges' ratings were larger for the dribble test
and were less for the underbasket shot test. The multiple
correlation was larger and significant. The standard error
of estimate was less. The contribution that Battery Q
made to the total variance of the sum of the judges' rat-
ings was larger. With the beta weights significant for
all of the skill tests, Battery Q was a significant
predictor of basketball ability.

In Table 8, Battery J was compared to Battery R.
In Battery R, the multiple correlation was less, but
significant. The standard error of estimate was less.
The contribution to the total variance in the sum of the

judges' ratings, the partial correlation coefficients,

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41

and the beta weights for each skill test were larger and
significant. This indicated that Battery R was a signifi-
cant predictor of basketball ability, but did not account
for as much variance in the sum of the judges' ratings

as did Battery Q.

In Table 8, in Battery J and in Battery R, the
multiple correlation and standard error of estimate were
similar. The ball control test did not have a significant
beta weight or partial correlation coefficient. The partial
correlation coefficients and beta weights were significant
for all of the other skill tests. In Battery Q, the multiple
correlation was larger and the standard error of estimate

was smaller than in Battery J or than in Battery R.

Discussion

 

As a single test of basketball ability, the ball
control test had the sixth highest correlation of validity
of the eleven basketball skill tests. The ball control
test had a moderate relationship, correlation higher than
.40, with the following skill tests: the dribble test,
the modified Edgren wall pass test, and the underbasket
shot test.

As a part of a battery of basketball skill tests,
the ball control test was the fourth skill test of eleven
to be deleted from the battery. The deletion was based
on the significance of the beta weight of the skill tests.

The least significant was deleted.

42

Between Battery G in Table 7 and Battery J in
Table 8, Battery G had the highest contribution to the
total variance in the sum of the judges' ratings. However,
all skill tests in Battery G including the ball control
test did not have significant partial correlation coeffi-
cients or beta weights. In Batteries G and O in Table 7,
the multiple correlation, the standard error of estimate,
the significance of the batteries, and the contribution
the batteries made to the total variance of the sum of the
judges' ratings remained about the same. These statistics
remained about the same in Battery 0 and P in Table 7.
Therefore, the Batteries in Table 7 accounted for about
the same total variance, but none were significant predic-
tors of basketball ability.

In Table 8 in Batteries J, Q, and R, all skill
tests except for the ball control test had significant
partial correlation coefficients and beta weights. In
Battery J and in Battery R, the multiple correlation,
the standard error of estimate, the significance of the
batteries, and the contribution the batteries made to
the total variance of the sum of the judges' ratings
remained about the same. In Battery Q, the multiple
correlation and the contribution to the total variance
of the sum of the judges' ratings were greater, the
standard error of estimate was less, and significance

of the multiple correlation was the same. Of the three

43

batteries, this indicated that Battery Q was the best
measure of basketball ability. It also indicated that
the elements tested by the ball control test were inherent
in the other basketball skill tests; the ball control test
had no significant contribution in predicting basketball
ability.
Either Battery Q or Battery R in Table 8 would
be a sound test battery for the prediction of basketball
ability. Battery Q is slightly better than Battery R.
Regression equations of Batteries Q and R were
obtained from regression coefficients. These equations
can be used for predicting basketball ability from the
obtained raw scores of the basketball skill tests. The

regression equations are:

Three-test battery

basketball ability = 96.65 + 1.93 (underbasket shot
test score)

-3.85 (dribble test score + .95
(front shot test score)

Two-test battery

 

107.35 + 2.40 (underbasket shot

basketball ability
test score)

-3.93 (dribble test score)

CHAPTER.V

SUMMARY AND CONCLUSIONS

Summazy
The purpose of the study was to determine the

reliability, validity, and relative importance of perform-
ance of a ball control test in relationship to basketball
ability of college women.

Thirty-one available, right-handed subjects enrolled
in a beginning women's basketball class at Michigan State
University during the winter term of 1970 participated in
the study. They ranged in age from 17 years to 22 years.
The mean age was 19.0. Ranging from 0 to 4 seasons, the
mean number of seasons of eXperience playing basketball
was 1.0.

During the four testing and rating class periods,
the subjects were given the ball control test, nine
A.A.H.P.E.R. basketball skill tests, the modified Edgren
wall pass test, and a Subjective basketball ability rating
during the four consecutive class periods. The nine
A.A.H.P.E.R. basketball skill tests were: the front shot
test, the side shot test, the foul shot test, the under-

basket shot test, the overarm pass test, the push pass

44

45

test, the dribble test, the speed pass test, and the jump
and reach test.

Each subject was given the ball control test once
during each of two successive class periods. The A.A.H.P.E.R.
battery of nine skill tests and the modified Edgren wall
pass test was administered once to each subject. Each class
period for three consecutive periods, the five judges rated
each subject during a twenty minute basketball game. The
subjects were rated on each of five skills: passing,
catching, rebounding, dribbling, and body control.

The ball control test had a reliability of .77 with
significance at the .05 level using a Pearson Product
Moment correlation. The best of four trials with a one
second penalty added for errors was the scoring method
used for the test—retest correlation.

The validity of the ball control test given the
first testing period when correlated with the sum of the
judges' ratings was -.43. This Spearman Rho Rank Order
correlation was significant at the .05 level.

The ball control test and ten other skill tests
were analyzed in a least squares regression routine to
find the best battery of basketball skill tests and a
prediction equation for basketball ability. The ball
control test was the fourth test deleted from the group.

At the time of deletion, it contributed 3.96% to the

accounted for 67.15% variability in the sum of the judges'

46

ratings. When the ball control test was held into the
battery of skill tests, the beta weight of the ball control
test was not significantly different than zero at the .05
level of confidence. The ball control test did not con-
tribute significantly to the batteries of skill tests of

basketball ability.

Conclusions

 

The following conclusions were drawn from the data

within the limitations of this study:

1. The ball control test was a reliable (.77)
basketball skill test using as the scoring
method the best of four trials with a one-
second penalty added for each error.

2. The ball control test was a significantly valid
(-.43) measure of basketball ability of college
women. The test could be used as a means of
classifying students, for selecting team members,
or for identifying a players' weaknesses.

3. The ball control test, when combined with ten
other basketball skill tests, did not explain
significantly any of the accounted for varia-
bility in the sum of the judges' ratings of
basketball ability.

4. A battery of skill tests with the ball control
test included was not a significant predictor

of basketball ability of college women.

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Russell, Naomi, and Lange, Elizabeth. "Studies Relating
to Achievement Scales in Physical Education
Activities." Research Quarterly, XI (December,
1940), 33-41.

 

Schmithals, Margaret, and French, Esther. "Achievement
Tests in Field Hockey for College Women." Research
Quarterly, XI (October, 1940), 84-92.

Smith, Flavious J. "The Prediction of Basketball Ability
Through an Analysis of Selected Measures of
Structure and Strength." Dissertation Abstracts,
XXIII (April, 1963), 3764.

 

Stroup, Francis. "Relationship Between Measurements of
Field of Motion Perception and Basketball Ability
in College Men." Research Quarterly, XXVIII
(March, 1957), 72-75.

 

Voltmer, R. F., and Watts, Ted. "A Rating Scale of Player
Performance in Basketball." Journal of Health,

Physical Educationyyand Recreation, II (Februa ,
E40) I 94-50

Wolfe, Herman. "Picking the Team." Scholastic Coach,
XXXIV (October, 1964), 30-2 & 74-7.

 

Young, Genevieve, and Moser, Helen. "A Short Battery of
Tests to Measure Playing Ability in Women's Basket-
ball." ResearchQuarterl , V (May, 1934), 2-23.

 

APPENDICES

52

APPENDIX A

INDIVIDUAL SCORE CARD

53

54

Front View

 

 

 

 

 

 

 

 

 

 

 

 

X1 fl__ X2 ___ ___ __fl ___ .11 ~__ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
X3 X4 X5 X6 X7 X8 X9 X10 X11 X12
x13__ __ __ __ _x14__ __ __ __ _X15__ __ __ __ __X16__ __ __ __ __x17__ __ __ __ __
DO NOT WRITE ABOVE THIS LINE
0881 NO. NAME SEASONS OF BASKETBALL PRIOR
HOME TOWN & STATE 7 AGE WHY DID YOU TAKE BASKETBALL THIS TERM?
FFPZ / / / //Needed credits
____/_____/_____/_____//Like it
. Was given it
Nothing else
TEST 3 ————- —— —— —— —— ——/ —— —— —— —— -—/ ————— // fit schedule
TEST 4 _____ __ __ __ __ __/ __ __ __ __ __/ __ __ __ __ __/ __ __ __ __ _‘//
TEST5_________/______/______/_________//
TEST 6 / / //
TEST 7 / / // lst Wk DATE
TEST 8 // / // 2nd Wk DATE
TEST 9 //
TEST 10 //
TEST 11 / / //
TEST 12 / / //

 

Front View

 

 

 

 

sg— —— —— ——|e
#4
‘ Side ShOt #5 Foul Shot
I
. "\
:5. <9
,>\\ #9 Overarm
1 Pass
><’ e I______.-_ 9A
I, \
‘ /I .3“.
[6:9 F #12 Passing
\\/l e B
K ‘\ |#10 Push
\ , Pass _—
,’:‘ 9+————-———- ' B
#11 Dribble i : '
__I___l.
I O
#3 Front
9 Shot 9|._____
#7 SPGEd #6 Underbasket
Pass Shot

$8 Jump 5 Reach
%

Back View

APPENDIX B

JUDGES' RATING SCALE

55

56

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domBZOU Moom OZHQZDOmmm UZqum Hmo UZHmUB<U oszm/E ZOHBmHmUme

APPENDIX C

INDIVIDUAL RATING CARD

57

58

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APPENDIX D

BALL CONTROL TEST DIRECTIONS

59

Ball Control Test Directions

lst RUN*

This is a test of skill and speed. The idea is to
get from the start to the finish as quickly as possible
and without any basketball rule violations. You cannot
double dribble, travel, or step on any lines during the
test. The ball must be thrown on or above the line on
the wall. You will have four trials to get at least one
trial which has no violatiOns. Go slow enough on the first
trial to get a perfect trial. Then speed up and try for
three more perfect trials. If you should make a violation,
please continue as best as you can. Do NOT stop once you
start. Remember you are trying to complete the test as
fast as you can with as few violations as_possible with
at least one error-free trial.

 

 

 

 

 

 

 

You will follow a pattern with your feet. At the
signal READY - Go, you will follow the pattern as follows
(DEMONSTRATE, BUT DO NOT TALK). You start by placing the
right foot into the first square, the left in the next
square, then the right in the next square. The next step
is to the left with the left foot to side step the obstacle.
This is where you release the ball. While you are awaiting
for the ball to return, you may take a step with the right
foot, then left and retrieve the ball. Now you are ready
to take a step to the right to side step the second obstacle,
then take one step with the left foot, and off with the
right foot.

Continue dribbling with control as fast as you can
going counterclock-wise around the far obstacle. 'Turn
toward the wall. Dribble back as quickly as possible.
Your time stops as soon as you touch the floor across
the finish line. You must have control of the ball.

 

 

 

Take two (one) practice trials. It is to your
advantage to practiEE these trials with a dribble so when
you take the next four trials which count, you will be
ready. You do not have to dribble around the far obstacle
on the practice trials. -

 

 

*
Only underlined words were read for the 2nd Run.

60

APPENDIX E

BASKETBALL SKILL TESTS DIRECTIONS

61

Basketball Skill Tests Directions

TEST 3 - Front Shot
1. Must shoot from shooting point only--from.behind line
2. Take 15 shots - 5 at a time (1 practice shot only)
3. Scoring - 2 pts. each basket made
1 pt..each miss if ball hits rim first
0 pts. each miss, or if ball hits Eachoard
first
4. Record each shot - put 0, 1, or 2 for each shot in
proper space on score card
0 l l 0 2 / 2 2 0 0 0 / 1 l l 2 0 / (EXAMPLE)
TEST 4 - Side Shot
1. Take all shots from.behind marks (lines)
2. Take 10 shots from each side - 5 at a time
(1 practice shot only)
3. Scoring - 2 pts. each basket made
1 pt. each miss if ball hits rim anytime
0 pts. each complete miss
4. Record each shot - 20 in all - in proper space on

score card
0 1 l 0 2 / 2 2 0 0 0 / 1 1 l 2 0 / 0 1 l 0 2 /(EXAMPLE)

TEST 5 - Foul Shot

1. Take shots from anywhere behind free throw line
2. Take 20 shots - 5 at a time (1 practice shot only)
3. Scoring - 1 pt. each basket made
0 pts. each basket missed
4. Record each shot in proper space on score card
0 0 1 O 1 / 1 0 1 l l / 0 O 0 O 1 / 1 0 1 1 1 /(EXAMPLE)
TEST 6 - Underbasket Shot
1. Shoot from anywhere you wish, use any type of shot
(if lose control, may restart once)
2. Shoot as many baskets as you can in 30 seconds.
Take three trials
3. If balI Has left your hands on signal stop, then
basket counts if made
4. Record number of baskets made in proper space on
score card
10 / 13 / 5 / (EXAMPLE)
TEST 7 - Speed Pass

1.

Stand behind line on all passes, on signal 'Go,’ pass
the ball against the wall 10 times as fast as you can.
Use any pass, ball may hit anywhere on wall. Ball
must be caught and thrown each time.

62

 

l'lulllillul‘lllln'li! Ill-I'll: ll]

63

Score is time it takes to complete 10 passes. Start
time when ball first hits wall, stop when it hits
10th time. Take 3 trials.

Record in seconds and tenths in proper space on
score card

15.1 / 20.3 / 21.8 / (EXAMPLE)

TEST 8 - Jump & Reach

1. Stand with side to wall, knees straight, reach as high
as you can with fingertips on tape. Record this
height on first blank (Example 80%")

2. Jump & touch tape as high as you can. Record in
proper space on score card

3. Take 2 jump trials. Record both (1 practice jump only)
808" / 92k" / 95" / (EXAMPLE)

TEST 9 - Overarm Pass

1.

IbbJN
coo

Throw from behind line (if take a step both feet must
remain behind the line)
Pass must be made with one hand only
Take 10 passes (1 practice pass only)
Scoring - 3 pts. - center circle (If ball hits on a
line, count higher score)
2 pts. - 2nd circle
1 pt. - outside circle
Record each pass in proper space on score card
1 2 2 2 3 I 3 3 1 2 / (EXAMPLE)

TEST 10 - Push Pass
1. Throw with both feet behind line
2. 2-hand push or chest pass must be used
3. Take 10 passes (1 practice pass only)
4. Scoring - 3 pts. - center circle (If ball hits on a line,

2 pts. - 2nd circle count higher score)
1 pt. - outside circle

1222313312/(EXAMPLE)

TEST 11 - Dribble
1. Start behind line, on signal 'Go," dribble to ri ht
of first chair, weave in and out of remaining cHairs
until you get back to the starting line
2. Legal dribbles must be used (1 practice trial only)
3. Take 3 trials. Record time in seconds and tenths

in prOper space on score card.
15.1 / 20.3 / 21.8 / (EXAMPLE)

ill-Ill" I ll. . I'll-Ill- a} .l I ll 1'

 

 

64

TEST 12 - Passing

1. Stand in area A, on signal 'Go,‘ throw ball to area A
on wall. Run to area B to catch ball on rebound.
Stand in area B & throw ball to area B on wall. Run
to area A to catch rebound. Continue.

2. Use any type of pass & traveling is ngt_pena1ized.
Must stand behind 7'6" line

3. Take 3 trials

. Scoring - successful hits made in proper wall area
without committing line violations in 20 seconds.

5. Record number of hits made in proper space on score
card.

8 / 11 / 10 / (EXAMPLE)

APPENDIX F

MULTIPLE CORRELATION OF JUDGES' RATINGS WITH
BATTERIES OF BASKETBALL SKILL TESTS NOT

HOLDING THE BALL CONTROL TEST

65

66

 

 

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APPENDIX G

REGRESSION COEFFICIENTS, PARTIAL CORRELATION
COEFFICIENTS, COEFFICIENTS OF DETERMINATION,
AND BETA WEIGHTS OF SKILL TESTS IN BATTERIES

CONTAINING THE BALL CONTROL TEST

67

 

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68

 

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69

 

 

 

 

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70

 

 

 

 

 

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71

 

 

 

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.wmncflucooll.0 xHszmm4

APPENDIX H

REGRESSION COEFFICIENTS, PARTIAL CORRELATION
COEFFICIENTS, COEFFICIENTS OF DETERMINATION,
AND BETA WEIGHTS OF SKILL TESTS IN BATTERIES

NOT HOLDING THE BALL CONTROL TEST

72

73

 

 

 

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74

 

 

 

 

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nono.- ma.u mo.- mm. mm. om. I moan sumnm>o
mmmo.u mn.u HH.u om. mm. om.nu mmmn gunman
oomo.- nm.u mn.u om. mm. mm. . Eamon can mean
mmmm. mm.u om.u mn. mm.~ mo.on mmmn ommmm
mmmo. mm. mm. on. mo.~ mm. -uonm pecan
Honm. om. mm. mo. mm.m mo.m Loam umxmmnumoas
mmnm. om.u mm.u mo., m~.m Hm.mu mmnnnun
Hoo. mo.mm oo.mmn unmpmcoo
mooo. mo. mo. mos .ma. .mm. Noam anon,
mnoo. HH.I mo.u mo. mm. om. u Houucoo damn
omno.u mn.- mo.u om. om. om. . mmmn sumum>o
mmoo.| oH.- mo.n om. om. mo. u mmmn common
mnmo.u on.u on.u mm. mm. mm. . oommm can Esau
mmom. mm.- om.- ma. m~.m m.mu mmmn ommnm
mmoo. mm. om. mm. mo.n mo. Noam pecan
ooom. no. om. mo. mm.o om.n norm Amnmonnwoop
moon. o~.- mm.- mm. om.m om.~u mannnun
ooo. oH.o om.oon nomumooo
.umn .nmoo .nmoo.mmn .nmoo.mmn_
mo .HHOU Hanm3 HO HO .mmou mumma mo
.HOOU .unmm mumm .mHm n .mmm mOHHOHpmm

 

 

.pmssHunoonu.m xHazmmma

75

 

 

 

 

 

 

moom. mo. oo. moo. moeon.. oo.m pogo nonooguoogo
moom. mo.- oo.- moo. mm.~n mo.m- onggnuo
oooo.v mo.nm om.mon Agonogoo
omnn. mm. mm. mo. mm.o om. .nogo ngoun
ooom. mo. om. no. mo.o mo.n nogo nogooguoogo
mnom. mo.u oo.n noo. om.mn monmn onggnno
oooo.v mn.oH oo.om agonogoo
ommn. Hm.u mm.- on. xmoqm mo.~- moon ooono
mmoo. om. no. on. mo.~ om. pogo ugonn
moon. mo. om. mo. mm.o mo.n pogo nogooonoogo
moon. oo.u om.n mo. mo.m mm.~- onggnuo
mooo.v ~m.om om.mnn agonogoo
mmmosu o~.n on.n . . mm. ..... oo-n ..... no- u . gooon ogo neon
oomm. mm.n mm.u mo. oo.m mm.ou moon ooono
ommo. om. on. mm. oo.n om. pogo ngonn
oomn. oo. om. mo. mo.o mo.n pogo nogoognoogo
moon. mm.» mm.- oo. oo.o oo.~u onggnno
oooo.v nm.mn oo.oon agonogoo
«noo.: on.. on.. mo. . ooe omen- wooon common
mmoo.n om.u mm.- on. om.n mo.na gooog ogo neon
moom. Am.u oo.. oo. om.m .oo.ou moon ooono
momo. mm. om. on. mm.n no. pogo ngoun
mnnm. mo. om. no. om.m oo.~ pogo pogooggoogo
momm. mo.- mm:. mo. mo.o on.m- ononnno
noo. m~.on on.nmn agonogoo
.noo .oooo .oooo.mon .nooOemom
mo .nnoo uzmez Ho HO .moou ovooa mo
.HOOU .unmm opmm .mHm m .mom ooHnwuuom

 

 

.UODGHQQOUII.E XHDZHQAG

APPENDIX I

RAW DATA

76

77

 

AHV on Ao AH on AHV on on

m.NH h.mH v.MH b.MH m.MH m.MH m.VH m.MH «H
nmv nov on AHV on AHV on AHV

H.NH H.NH N.NH N.NH m.HH m.HH «.mH m.~H MH
on nov AHV AHV nov AHV nov nov

w.mH o.MH m.mH «.mH «.mH m.NH «.mH m.NH NH
nov on AHV nov AHV Amv on AHV

m.NH H.NH v.MH o.vH m.mH o.vH m.mH m.MH HH
nov on on on AHV on AHV nov

~.NH m.mH m.NH N.MH ¢.NH m.NH w.mH m.MH 0H
Amy AHV on nov Amy on on Amy

m.mH m.HH w.NH m.vH w.~H m.NH o.vH m.MH m
Hey How AHV AHV nov on on on

N.OH m.0H o.mH o.HH w.0H H.HH m.HH N.NH m
on on Hov nov on on AHV on

m.NH o.HH h.MH m.NH N.~H m.MH m.mH m.NH h
on Amy on AHV on on on AHV

h.NH H.mH m.NH H.MH m.NH H.MH w.NH m.mH w
AHV nov on gov HHV on on on

m.NH m.HH m.MH m.MH v.NH m.NH m.NH H.¢H m
nov on on on on Amy nov Amy

m.m m.OH m.CH m.HH o.HH N.OH m.HH H.MH v
Amy AHV nov AHV Amy AHV on AHV

o.HH H.0H o.CH o.HH m.OH o.HH o.NH h.mH m
Amv nov Amy AHV on AHV on Amy

H.wH m.vH h.mH m.NH m.VH H.vH m.VH m.vH N
nov Amy on on on AHV on AHV«

m.vH m.mH o.HH m.vH o.HH h.¢H m.vH m.MH H
v m m H v m N H .02

mHmHHB mHMHHB Adm

 

 

coHooom mcHHooe pcm EOHooom mEHHoOB uoH

 

.Hmoa Honpnou HHomaloHoo 3mmII.H xHozmmm<

‘0 -
‘ i

 

|l
III
II.
lull
|ull|
«Ill
1|

78

AHV

AHV

on

nov

ANV

on

AHV

Roy

 

v.¢H m.vH m.vH H.0H m.hH N.mH H.hH N.oH mN
on on on on AHV on AHV nov
o.HH m.NH m.HH m.NH H.NH m.NH ¢.NH m.MH 5N
nov on AHV nov on on on on
H.MH m.NH o.NH o.MH m.mH m.NH m.MH m.MH mN
on on nov on on Hey Hey Hey
h.HH m.HH ¢.NH H.NH v.NH m.NH H.MH H.MH mN
AHV on nov nov “NV AHV nmv on
m.0H N.OH b.0H H.HH ¢.NH o.HH m.vH o.mH oN
AHV AHV nov AHV AHV on on Amy
m.vH N.MH m.mH b.vH m.NH b.MH h.MH N.mH MN
on AHV AHV on on on on on
m.OH m.0H b.0H o.HH m.OH 0.0H m.0H m.HH NN
now nov on nov on on nov on
m.HH o.NH m.NH v.NH m.HH m.HH m.NH m.mH HN
on nov AHV on Amy on on nov
H.0H v.0H o.HH h.OH h.HH w.m m.m m.0H ON
AHV ANV nov on nov AHV on nov
h.NH H.HH m.OH h.NH m.0H b.0H m.HH H.NH mH
on on AHV nov nov on AHV AHV
m.NH H.MH N.NH m.NH o.MH m.MH m.MH h.MH mH
on nov on on nov nov nov ANV
o.HH o.HH m.HH N.NH m.HH o.NH m.NH m.HH NH
nov AHV AHV ANV AHV AHV Amy AHV
o.NH o.MH o.HH H.MH H.mH m.NH m.NH m.mH mH
now AHV nov Amy now How on nov
m.HH m.HH m.NH h.mH >.NH o.NH n.NH o.MH mH
v m N H v m N H .02
mHMHHB mHmHHB now

 

 

:OHooom msHHooB pom EOHmoom mnHumOB umH

 

 

.possHpsouul.H xHozmmm<

79

.mHOHHo mo Hohfidz A V
.4.

 

AoV

AoV

AHV

noV‘

AoV

3V.

 

AHV ANV

o.HH h.OH m.0H m.0H o.HH o.HH m.NH m.MH Hm
AoV AoV noV noV AoV AoV AoV AoV

m.HH m.NH w.NH m.NH m.NH v.NH o.VH m.mH om
noV nHV noV AoV noV AmV AHV ANV

H.HH o.HH m.HH h.HH m.vH H.NH m.MH ¢.mH mN
w m N H v m N H .02

mHMHHB mHmHHB 95m

 

 

EOHmmom mnHuooB pEN sonoom msHpomB umH

 

. COSQHHCOUII . H mezmmmmH

80

Total
10
ll
15
l7
l4
l4
14
10
12
18
18

Judge 5
*l 2 3 4 5 Score 1 2 3 4 5 Score 1 2 3 4 5 Score 1 2 3 4 5 Score 1 2 3 4 5 Score

 

2 2 2 2 2
2 2 3 2 2
3 3 3 3 3
4 4 4 2 3
3 3 3 2 3
3 3 3 2 3
3 3 3 2 3
2 2 2 2 2
3 3 2 2 2
4 4 4 3 3
4 4 4 3 3

Total
18
13
19
25
10
12
15
12
16
17
12

Judge 4

 

4 4 3 3 4
3 2 3 2 3
4 3 4 4 4
5 5 5 S 5
2 2 2 2 2
2 3 2 2 3
3 3 3 3 3
2 2 2 3 3
3 3 3 4 3
3 3 4 3 4
2 2 2 4 2

Total
14
ll
15
24
15
14
14
17
15
20
15

Judge 3

 

3 3 3 2 3
2 2 3 2 2
3 3 3 3 3
5 5 5 4 5
3 3 3 3 3
3 3 2 3 3
3 3 3 2 3
3 4 3 4 3
3 2 3 3 4
4 4 4 4 4
4 3 2 3 3

Total
11
11
l3
18
15
10
ll
13
14
19
18

Judge 2

 

3 3 2 l 2
3 2 2 1 3
3 2 2 3 3
4 5 4 l 4
2 3 2 2 2
3 2 2 l 2
3 3 2 1 2
2 3 3 2 3
3 3 3 2 3
4 4 3 4 4
4 4 3 4 3
2 4 2 2 2

Total
15
20
10
12
14
10
10
18
15

Judge 1
3 3 3 3 3
4 4 4 4 4
2 2 2 2 2
3 3 2 2 2
3 3 2 3 3
2 2 2 2 2
2 2 2 2 2
4 4 3 3 4
3 3 2 4 3

 

4

 

 

APPENDIX I.-Raw Data-Judges' Ratings.

Sub
No.
10
ll
12

mmoo
HI-lr-I

16
10
17
12
16
17
20

NMMQ‘
NMMQ‘
NMMV'
MVQ'Q‘

3

3

4
3 3 4 3 3
2 2 2 2 2
3 4 4 3 3

MMVQ'

12
14
15
19
10
15
1
l
1
l

2 2 2 3 3
2
3
4 3 4 4 4
2 2 2 2 2
4 2 3 3 3
2
3
4
2

M08
r-II—I

12
19
08

Nfl‘
NM
MQ'
00¢

3 2 2 3 2
4 4 3 4 4
1
4
l
3
3
3

MV‘

MQ‘
r-IH

12
19
1
1
12
16
3 18
14

MN
HM
mm
MV‘

4 4 4 3 4
3
3

4 2 2 2 2
3
4

2 3 3 3 3

MN

NN
I—lr-i

20
10

08
l9
l9
l3

2 2 1 1 2
2
2
4 4 4 4 4
2 2
2 2
2 2 1 1 2 08
4 4 3 4 4
3 3 2 3 2

13
14
15
16
17
18
19
20
21
22

15
13
15
15

3 3 3 3 3
3 3 2 2 3
3 3 3 3 3
3 3 3 3 3

17
15
12
20
22
17
10

3 3 4 3 4
3 3 3 3 3
2 2 2 3 3
4 4 3 4 5
5 4 5 4 4
3 4 3 3 4
2 l 2 3 2

18
16
16
19
20
15
08

4 4 3 3 4
3 3 3 3 4
4 4 3 2 3
4 4 4 3 4
4 5 4 3 4
3 3 3 3 3
2 l 2 l 2

16
13
18
13
18
11
09

3 3 3 3 4
3 3 3 1 3
4 4 3 3 4
3 3 3 l 3
4 4 5 l 4
3 3 l 1 3
3 3 1 l 1

15
15
18
15
06

4

3 3 3 3 3
3 3

3 3 3 3 3

1 l l l 2

25
26
27
28

81

HOHHEOU moon m
msHpssonom v
mgnnggnno m
mgngonoo N
mcHommm H

k.

 

NH

 

 

 

 

 

 

N N m m m Nn N m N m N on m o m m m mn m n m m m nn N m N N N nm
on N N N N N Nn o m m o m on m m m m m. .en Non N m N on N N N N N om
Nn N N N m m on N m n N N nn m m n N N mn N N m m m on N N N N N oN

onooo m o m N n onooo o o m N n onooo o o m N n onooo m o m N n onooo o o m N no .02

nouoa nouoe nonoe nonom nonoo goo

m omoso o omooo m omooo N omooo n omooo

 

.poanHEOUII.H xHozmmmd

M

APPENDIX I.--Raw Data--Front Shot Test.

 

Total
Score

Trials

mm.

Na

,.10 .11 12 13 14, 15

8.9

.7

 

 

791609274295371213944713 654646 43
11111 1112 111212111111111111

2111111112011211002101010211111
0.102100101211211102211111010112
2100101112001120201111211120211
1200111012020110202011211112.1111.
1121002211121111202101111011111
110201.1111011112201011120121111

0201021122110121100220112100111
l212111012101021101111111102111
2111001110011110101110012211111
llllllll02111221212011111222211
1011210101011111201020100011110
ll01101212111110121121112011111
1211000111111111101121011111010
l221011212111121201110021111100

2111100221011121101211111110111

12.34567890123456789012 345678901
1111111111222 222222233

 

83

APPENDIX I.--Raw Data--Side Shot Test.

 

Total
Score

Trials

Sub.

NO.

 

1 2.3 4.5 6 7 8.9 10 11 12 13 14 15 16.17.18 19 20

 

43380617 56 .163 0892 :15 86.14 063650
11111122 12 .112 21.12 2.12 1.12.1 2.1.1.1112

0.1010111110111002.110111010100211
00111111100011.111122011210021111.1101
2.10.1111212121101101112011100011
1.1.1le.12.11221100201011000101101
01211112120011111010100.111.11.101
1011111110201le0.1010111110211111
20.12.101102001010100211210100012
00110011111121121021101.101.121.11
0001112111111212100000.12.10.11.1100
00.1.1022221012201001112212121102

0111.Onuoz1.2922nu1Tlnu011920N21fl11011nulnunZU1il
11011nVOAUnu2119204192111112nu1iln211211nulainrl1il
011no0111fl1i011no0nu122oolnu1ilaiafl1121ioz0117IU
1111iOnunul111i11102111041110.1112111T1solnu1flnu2
1201.10.10.11101122101121111011120
110411Tlnu1?111211031112ainu0111IUoooaiozlnu1flnul
1111.0nu11211nu01i1fl1il~11.0111:1110N4no2o212U1il
1112U110111i2nu1:l1ilai1ilnunulnunvGaza.Onuofl1ilai
0N2nu2nu1f11ilnln311ilal11211022azn:l110n21:U11111

1234567890123456789012345678901..
111111111111 222222222233

 

1 '1' 11 II Iii‘l 11 1 I'll! III III( 1 1". I11. .11. ll ll ll 1 I A

84

APPENDIX I.--Raw Data--Foul Shot Test.

 

Total
Score

Trials

Sub.

No.

 

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

 

2460462745548883926655786564536
.1

Oainolnu1iOAUnUOnunoonunoonunoonunoOnunoonunooainuo
noonunoOninUOAU1.Onunu0nunu0111IUnuOnunuonunuonunoo
nuOnunoonunuOnunu04111011111nuno0nunulnunooainZUnul
0AunulAU11011n31nu041110nu11041nu1Aunuoninulnunuonu
nu0nU1iOninolainu0nu1rlnuonunu0111ilainoOninuogunOO
nuO;inulainuonunuOnu110111flnu0nunulAU11Onu11011nfl
nu0111.OnunolnunilnuoainuonunZI110nuntlnu0111:1nu0
0nulflnaninoonunVOAU11011nuOnU1ilAU1ilai1IUnuOnU1.
AUTIOnu110Aunu0A0110111ilnunu0AunVOnunrlnu0111:0110
OainuonunuoainoonunulAU1iOAUno0n01IUnuOAU110AUnuOnU
0nu1i0nunuOAunooainuonunuonunIInu0nunfl110nUnZUnuO

.U11011nu011nulAunulnunuOAU1ioainu0nU11041nuOAUnu011
0nunolnunuonunooninuoqinu0.1nu0AUnOOAUnOOAUnZInuoai
noonunuonunuonu1.0111iOnunuonunilnuoainflnuOninVONU
110111T1no0AU110AUnu0111iOainuOAUnoonunVOAU1iOnunUO
OnunoOnunvoainuOAunVOAUnVOainYO11nu1411iOnunVOAUnUO
nu0nU1ionunulAU1.Onunooainulnunuonu1IU1iOnunooainol
Onu1fUnuOnuOZUnu0111:111OwinZUnulnu1ZU1ilnunZU110
lnunu011110nu1IUnu0AUnoOnunu11111011nVOAUnuOAU1ilnu
.UnuoainUOAU11011110nunulnunu0nunVOAUnulAU1iOnUnuOAU
1:2154H54u7nooJoai 1. r67.8n9nul

111 2 N2922N2133

234567890 2345
11.11.111.12 2222

 

85

APPENDIX I.-—Raw Data-—Underbasket Shot Test.

 

 

 

Sub. - _ Trials Best
No. Score
1 . 2 3
1 3 6 6 6
2 5 5 3 5
3 8 6 7 8
4 13 12 11 13
5 7 7 9 9
6 7 8 4 8
7 l 6 9 9
8 6 8 7 8
9 l 5 6 6
10 8 ll 7 ll
11 6 3 9 9
12 8 4 5 8
13 10 9 8 10
14 10 ll 8 10
15 10 10 11 ll
16 3 7 .7 7
17 12 16 9 16
18 2 3 5 5
l9 5 5 7 7
20 7 10 8 10
21 9 12 ll 12
22 4 6 10 10
23 5 4 6 6
24 3 4 5 5
25 9 8 10 10
26 12 10 6 12
27 4 6 7 7
28 5 7 5 7
29 7 8 5 8
3O 10 7 9 10
31 5 6 9 9

 

86

APPENDIX I.--Raw Data--Speed Pass Test.

 

 

 

Sub. Trials (Seconds) Best
No. Score
1 2 3
1 12.3 14.9 12.9 12.3
2 15.6 13.6 13.0 13.0
3 11.5 11.5 12.1 11.5
4 10.0 10.1 9.6 9.6
5 13.6 13.8 13.1 13.1
6 18.6 14.1 13.1 13.1
7 13.6 13.0 15.5 13.0
8 11.6 11.1 11.4 11.1
9 13.6 14.1 12.6 12.6
10 12.0 11.9 12.0 11.9
11 12.0 14.1 15.6 12.0
12 18.0 15.7 14.8 14.8
13 15.4 14.6 17.3 14.6
14 11.9 11.4 11.3 11.3
15 12.5 12.1 12.0 12.0
16 16.5 15.0 14.6 14.6
17 11.3 10.5 10.6 10.5
18 14.2 12.6 13.4 12.6
19 11.0 11.2 10.8 10.8
20 11.1 11.5 10.5 10.5
21 15.3 11.1 11.0 11.0
22 12.3 11.3 11.4 11.3
23 12.5 11.6 11.7 11.6
24 12.6 11.4 11.1 11.1
25 13.6 13.6 11.6 11.6
26 12.5 12.1 11.9 11.9
27 11.4 11.0 11.5 11.0
28 13.1 12.5 14.6 12.5
29 10.5 10.5 10.6 10.5
30 13.0 12.0 12.6 12.0
31 18.0 12.4 13.3 12.4

 

87

APPENDIX I.--Raw Data--Overarm Pass Test.

 

Total
Score

Trials

Sub.

No.

10

 

 

9.465747352549874895068373676956
.1222222222222222212322122222222

2233332223233233323323122322323
0233322230233322323322033333332
2333232223323321333333332333332
2233223333323333322333032223333
2232223232322232302333233233313
2322333333223333233333033333223
3223333323233332322333122332323
2333323222323333222323222333332
2222323222333332303333132222333
232.1323231223323332322332232332
123456789 1.11

0 23456789012345678901
.1 11111111222222222233

 

88

APPENDIX I.--Raw Data--Push Pass Test.

 

Total

Trials

Sub.

No.

Score

 

10

 

 

96 7 6 58724948
22 2 2 22222122

347
222

237 4 9
222 2 2

3333223332223331312232123333323
22.13323333333332332332233332233
2333323333333332223333033333333
2233232221133322332333111332323
2333333322332333223332103333223
3233323333233233302332223223333
1223223332322332223332232332333
2132232322332332212333122322333
2233333322222213233322013322322
3333322333232332222233033333333

1234567890123456789012345678901
1111111111222222222233

 

89

 

 

 

APPENDIX I.--Raw Data-~Dribble Test.

Sub. Trials (Seconds)- Best
No. Score
1 2 3
1 14.7 14.0 14.2 14.0
2 15.5 16.2 14.9 14.9
3 15.5 13.6 13.3 13.3
4 10.8 11.7 11.1 10.8
5 19.1 17.7 16.7 16.7
6 15.3 14.4 14.1 14.1
7 15.3 14.6 15.2 14.6
8 15.7 14.8 15.1 14.8
9 17.4 16.2 16.9 16.2
10 16.0 17.1 19.4 16.0
11 16.6 15.3 15.3 15.3
12 18.2 17.6 17.9 17.6
13 15.6 13.8 13.2 13.2
14 14.8 14.4 15.4 14.4
15 15.3 13.3 15.8 13.3
16 16.7 16.8 17.8 16.7
17 14.6 14.5 14.0 14.0
18 15.3 15.2 15.0 15.0
19 15.2 14.1 15.1 14.1
20 12.4 12.0 10.6 10.6
21 13.7 13.0 13.6 13.0
22 14.1 14.1 13.1 13.1
23 15.2 16.1 18.6 15.2
24 13.1 12.6 15.8 12.6
25 14.3 14.5 13.8 13.8
26 15.4 15.4 15.8 15.4
27 15.8 14.6 13.6 13.6
28 18.2 18.1 19.6 18.1
29 15.5 14.3 14.3 14.3
30 16.6 15.5 16.8 15.5
31 14.0 13.9 13.4 13.4

 

APPENDIX I.--Raw Data--Jump and Reach Test (inches).

90

 

 

 

Sub. Stand Jump Height Trials Best
No. Reach Height
Height 1 2 Jumped
1 84 97 97 13
2 85 96 97 12
3 84 102 103 19
4 84 100 101 17
5 85 98 100 15
6 86 99 99 13
7 82 94 96 14
8 87 103 104 17
9 84 98 98 14
10 83 96 98 15
11 88 101 103 15
12 98 101 102 04
13 84 95 96 12
14 81 94 94 13
15 89 102 102 13
16 79 90 90 11
17 85 99 99 14
18 76 87 89 13
19 92 102 103 ll
20 84 97 98 14
21 87 103 103 16
22 81 96 95 15
23 80 92 94 14
24 83 97 99 16
25 81 97 98 17
26 80 92 93 13
27 80 95 94 15
28 84 95 98 14
29 90 109 110 20
30 82 98 99 17
31 86 97 98 12

 

91

APPENDIX I.--Raw Data—-Modified Edgren Wall Pass Test.

 

 

 

Sub. . _ _ Trials Best
No. Score
1. . 2 a 3
1 4 6 9 9
2 4 8 9 9
3 6 4 6 6
4 9 8 11 11
5 6 5 7 7
6 6 7 8 8
7 5 8 9 9
8 7 9 9 9
9 4 7 8 8
10 8 9 9 9
11 5 9 8 9
12 7 7 8 8
13 7 8 9 9
14 6 7 9 9
15 8 7 10 10
16 l 6 7 7
17 8 9 8 9
18 4 7 4 7
19 8 7 9 9
20 5 8 10 10
21 9 10 10 10
22 10 8 11 11
23 6 7 6 7
24 4 7 8 8
25 6 6 8 8
26 7 8 7 8
27 8 9 10 10
28 7 6 7 7
29 9 9 10 10
30 6 7 8 8
31 6 7 8 8

 

"7'11 11111111111411“