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What is “Context” and why is it important?
What is “Context” and why is it important?
Context is importance because it helps you connect and create a relationship with the reader. It helps you communicate your point of view clearly making it easier to understand. It allows you and others to be more creative.
What is meant by “Sense and Respond”?
What is meant by “Sense and Respond”?
Sense and respond has been used in primarily closed systems where comparisons are made between measurements and desired values, and system settings are adjusted to narrow the gap between the two.
What does “Sense-Making” mean?
What does “Sense-Making” mean?
Sense making or sense-making is the process by which people give meaning to their collective experiences.
What is the difference between “Emergence” and “Order”?
What is the difference between “Emergence” and “Order”?
Emergence refers to the existence or formation of collective behaviors — what parts of a system do together that they would not do alone. While order refers to putting something in its right place according to some predetermined rule.
What are the 3 Types of Systems?
What are the 3 Types of Systems?
Ordered Systems: the system tightly constrains agent behavior
Complex Systems: the system loosely constrains agent behavior. The system and agents collectively modify each other’s behaviors.
Chaotic Systems: the system imposes little to no constraints on the agents. Agents act independently of each other, and behavior appears random.
Complex Systems: the system loosely constrains agent behavior. The system and agents collectively modify each other’s behaviors.
Chaotic Systems: the system imposes little to no constraints on the agents. Agents act independently of each other, and behavior appears random.
What is “Flow” and “Self-Organization”?
What is “Flow” and “Self-Organization”?
Self-organization, also called spontaneous order, is a process where some form of overall order arises from local interactions between parts of an initially disorder system. Flow refers to the organization of the spontaneous order.
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Rule #3
Rule #3
Functions
What is a function?
What is a function?
A function is defined as a relation between two terms called variables because their values vary. Call the terms x and y. If every value of x is associated with exactly one value of y, then y is said to be a function of x. In lay-mans terms: A function relates an input to an output. It is like a machine that has an input and an output. And the output is related somehow to the input.
What is the purpose of a function?
What is the purpose of a function?
Functions and procedures are the basic building blocks of programs. They are small sections of code that are used to perform a particular task, and they are used for two main reasons. The first reason is that they can be used to avoid repetition of commands within the program.
How can you apply a function in health and human performance or administration in healthcare?
How can you apply a function in health and human performance or administration in healthcare?
Functions can be utilized in health and human performance when evaluating a large group of students or a population. When many variables exist in large quantities, a function could reduce error and improve reliability.
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Rule #2
Rule #2
Online Stat-Book Questions
Describe the shape of normal distributions.
Describe the shape of normal distributions.
A normal distribution is a true symmetric distribution of observed values. When a histogram is constructed on values that are normally distributed, the shape of columns forms a symmetrical bell shape. This is why this distribution is also known as a 'normal curve' or 'bell curve'.
State 7 features of normal distributions.
State 7 features of normal distributions.
1. Normal distributions are symmetric around their mean.
2. The mean, median, and mode of a normal distribution are equal.
3. The area under the normal curve is equal to 1.0.
4. Normal distributions are denser in the center and less dense in the tails.
5. Normal distributions are defined by two parameters, the mean (μ) and the standard deviation (σ).
6. 68% of the area of a normal distribution is within one standard deviation of the mean.
7. Approximately 95% of the area of a normal distribution is within two standard deviations of the mean.
2. The mean, median, and mode of a normal distribution are equal.
3. The area under the normal curve is equal to 1.0.
4. Normal distributions are denser in the center and less dense in the tails.
5. Normal distributions are defined by two parameters, the mean (μ) and the standard deviation (σ).
6. 68% of the area of a normal distribution is within one standard deviation of the mean.
7. Approximately 95% of the area of a normal distribution is within two standard deviations of the mean.
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State the proportion of a normal distribution within 1 and within 2 standard deviations of the mean.
State the proportion of a normal distribution within 1 and within 2 standard deviations of the mean.
For an approximately normal data set, the values within one standard deviation of the mean account for about 68% of the set; while within two standard deviations account for about 95%.
Answer the questions (show your answers in your Plectica map) for questions 1–6 at the bottom of Online Statbook C.
Answer the questions (show your answers in your Plectica map) for questions 1–6 at the bottom of Online Statbook C.
1- A distribution has a mean of 40 and a standard deviation of 5. 68% of the distribution can be found between what two numbers? Answer: 35 and 45
2- A distribution has a mean of 20 and a standard deviation of 3. Approximately 95% of the distribution can be found between what two numbers? Answer: 14-26
3- A normal distribution has a mean of 5 and a standard deviation of 2. What proportion of the distribution is above 3? Answer: 0.8413
4- A normal distribution has a mean of 120 and a variance of 100. 35% of the area is below what number? Answer: 116.15
5 - A normal distribution of test scores has a mean of 38 and a standard deviation of 6. Everyone scoring at or above the 80th percentile gets placed in an advanced class. What is the cutoff score to get into the class? Answer: 43
6 - A normal distribution of test scores has a mean of 38 and a standard deviation of 6. What percent of the students scored between 30 and 45? Answer: 78.7%
2- A distribution has a mean of 20 and a standard deviation of 3. Approximately 95% of the distribution can be found between what two numbers? Answer: 14-26
3- A normal distribution has a mean of 5 and a standard deviation of 2. What proportion of the distribution is above 3? Answer: 0.8413
4- A normal distribution has a mean of 120 and a variance of 100. 35% of the area is below what number? Answer: 116.15
5 - A normal distribution of test scores has a mean of 38 and a standard deviation of 6. Everyone scoring at or above the 80th percentile gets placed in an advanced class. What is the cutoff score to get into the class? Answer: 43
6 - A normal distribution of test scores has a mean of 38 and a standard deviation of 6. What percent of the students scored between 30 and 45? Answer: 78.7%
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Rule #1
Rule #1
Chapter 8 Textbook Questions
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1. Describe the four components of the psycho-motor domain
1. Describe the four components of the psycho-motor domain
Physical: this component deals with the individual’s anatomical or structural status.
Motor: this component deals with the quality of movement patterns, or how well the individual moves.
Fitness: this component refers to the quality of movement, or how much movement can be sustained.
Play: this component represents the culmination of development within the psycho motor domain.
Motor: this component deals with the quality of movement patterns, or how well the individual moves.
Fitness: this component refers to the quality of movement, or how much movement can be sustained.
Play: this component represents the culmination of development within the psycho motor domain.
2. Select psycho-motor tests that have been constructed properly.
2. Select psycho-motor tests that have been constructed properly.
Motor Ability: the innate and acquired ability of an individual to perform motor skills of a general nature, exclusive of highly specialized sport or gymnastics.
Motor Capacity: the individual’s potential ability to perform motor skills.
Motor Educability: the individual’s ability to learn new motor skills.
Motor Capacity: the individual’s potential ability to perform motor skills.
Motor Educability: the individual’s ability to learn new motor skills.
3. Describe the procedures for the construction of a psycho-motor test.
3. Describe the procedures for the construction of a psycho-motor test.
For a test to have been constructed properly they need the following properties:
- Define the performance to be measured.
- Analyze the performance
- Review the literature
- Devise the test items
- Prepare the Directions
- Have the test reviewed by your peers
- Administer the test to a small group of students.
- Determine the Validity, Reliability, and Objectivity
- Develop the Norms
- Determine Inter-correlations
- Define the performance to be measured.
- Analyze the performance
- Review the literature
- Devise the test items
- Prepare the Directions
- Have the test reviewed by your peers
- Administer the test to a small group of students.
- Determine the Validity, Reliability, and Objectivity
- Develop the Norms
- Determine Inter-correlations
4. Describe the pre-testing, testing, and post-test responsibilities for the administration of psycho-motor tests.
4. Describe the pre-testing, testing, and post-test responsibilities for the administration of psycho-motor tests.
Pre-test Responsibilities:
- Develop a test schedule
- If the entire class cannot be tested at the same time, plan an appropriate testing procedure.
- Provide opportunities for the students to practice the test items or activities similar to the items.
- Prepare the scorecards
- Train all test assistants, and make sure that they are familiar with their responsibilities
- Know exactly how the test instructions are to be given to the group
- If smaller groups are needed, plan how they are to be formed
- Review all safety precautions
- Provide all necessary equipment and floor or court markings.
Testing Responsibilities:
- Organize the group for instructions
- Give test instructions
- Demonstrate test items
- If the assistants are available, form smaller groups
- Administer the test items
- If time allows, gather the group for reaction to the test and discussion
Post-Test Responsibilities:
- Score all test items
- If you are testing for grading purposes, determine the grade for each student
- Interpret the test results to the students
- Prescribe the appropriate program for all students
- Evaluate the test
- Develop a test schedule
- If the entire class cannot be tested at the same time, plan an appropriate testing procedure.
- Provide opportunities for the students to practice the test items or activities similar to the items.
- Prepare the scorecards
- Train all test assistants, and make sure that they are familiar with their responsibilities
- Know exactly how the test instructions are to be given to the group
- If smaller groups are needed, plan how they are to be formed
- Review all safety precautions
- Provide all necessary equipment and floor or court markings.
Testing Responsibilities:
- Organize the group for instructions
- Give test instructions
- Demonstrate test items
- If the assistants are available, form smaller groups
- Administer the test items
- If time allows, gather the group for reaction to the test and discussion
Post-Test Responsibilities:
- Score all test items
- If you are testing for grading purposes, determine the grade for each student
- Interpret the test results to the students
- Prescribe the appropriate program for all students
- Evaluate the test
5. As a test administrator, what things should you consider to assure the validity and reliability of the test you are using?
5. As a test administrator, what things should you consider to assure the validity and reliability of the test you are using?
Validity: the validity of a test can be assured by controlling more variables, improving measurement technique, increasing randomization to reduce sample bias, blinding the experiment, and adding control or placebo groups.
Reliability: A simple correlation between two scores from the same person is one of the simplest ways to estimate a reliability coefficient. If the scores are taken at different times, then this is one way to estimate test-retest reliability; Different forms of the test given on the same day can estimate parallel forms reliability.
Reliability: A simple correlation between two scores from the same person is one of the simplest ways to estimate a reliability coefficient. If the scores are taken at different times, then this is one way to estimate test-retest reliability; Different forms of the test given on the same day can estimate parallel forms reliability.
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