Principles of test selection and administration

Reasons for testing

Testing helps athletes and coaches assess athletic talent and identify physical abilities and areas in need of improvement. In addition, test scores can be used in goal setting. Baseline measurements can be used to establish starting points against which achievable goals can be set, and testing at regular intervals can help track an athlete’s progress in reaching those goals. Using tests as a basis for goal setting allows coaches to set specific goals for individual athletes that, when taken together, help to accomplish group or team objectives.

Assessment of athletic talent

It is important for a coach to determine whether an individual has the physical potential to play a sport at the competitive level of the team. That judgment is not difficult if the candidate has already excelled at the sport and is of adequate body size. However, in many cases, candidates have not clearly demonstrated their competitive abilities or may lack experience in the sport. The coach then needs some way of determining whether the candidate has the necessary basic physical abilities that, in combination with technique training and practice, could produce a competitive player. Field tests serve as tools for such assessment.

Identification of physical abilities in need of improvement

While some physical abilities are innate and not amenable to change, other physical abilities can be improved through physical training. By using appropriate testing methods and analysis, the strength and conditioning professional can determine which physical qualities of the athletes can be targeted by participation in prescribed exercise programs.

Testing terminology

To communicate clearly with athletes and colleagues, strength and conditioning professionals should use consistent terminology. The following terms and definitions are widely accepted and are used in this text:

Test—A procedure for assessing ability in a particular endeavor.
Field test—A test used to assess ability that is performed away from the laboratory and does not require extensive training or expensive equipment.
Measurement—The process of collecting test data.
Evaluation—The process of analyzing test results for the purpose of making decisions.
Pretest—A test administered before the beginning of training to determine the athlete’s initial basic ability levels.
Midtest—A test administered one or more times during the training period to assess progress and modify the program as needed.
Formative evaluation—Periodic reevaluation based on midtests administered during the training, enabling monitoring of progress and adjustment of the training program.
Posttest—A test administered after the training period to determine the success of the training program.

Evaluation of test quality

Test results are useful only if the test actually measures what it is supposed to measure (validity) and if the measurement is repeatable (reliability). These two characteristics are the key factors in evaluating test quality and must be present in order for the test to be beneficial.

Validity

Validity refers to the degree to which a test or test item measures what it is supposed to measure and is one of the most important characteristics of testing.

Construct validity—The ability of a test to represent the underlying construct (the theory developed to explain existing knowledge and observations).
Face validity—The appearance to the athlete and other observers that the test measures what it is supposed to measure.
Content validity—The assessment by experts that the testing covers all relevant subtopics or component abilities in appropriate proportions.
Criterion-referenced validity—The extent to which test scores are associated with some other measure of the same ability (including concurrent, predictive, and discriminant validity).

Reliability

Reliability is a measure of the degree of consistency or repeatability of a test. If an athlete whose ability does not change is measured two times with a perfectly reliable test, the same score is obtained both times.

Factors affecting reliability include:

Intrasubject variability—A lack of consistent performance by the person being tested.
Lack of interrater reliability—The degree to which different raters agree in their test results over time or on repeated occasions.
Intrarater variability—The lack of consistent scores by a given tester.
Failure of the test itself to provide consistent results.

Test selection

When evaluating tests for high levels of validity and reliability, the strength and conditioning professional must rely on their knowledge base and practical experience with the sport. Several factors must be considered when selecting tests:

Metabolic energy system specificity—A valid test must emulate the energy requirements of the sport for which ability is being assessed.
Biomechanical movement pattern specificity—The more similar the test is to an important movement in the sport, the better.
Athlete experience and training status—A technique-intensive test may be appropriate for a well-trained, experienced athlete but not for a novice.
Age and sex—Both factors can affect the validity and reliability of a test.
Environmental factors—High ambient temperature and humidity can impair performance and affect the validity of a test. Strength and conditioning professionals should record environmental conditions or keep them consistent across testing sessions to ensure accurate interpretation of results.

Test administration

To achieve accurate test results, tests must be administered safely, correctly, and in an organized manner. Strength and conditioning professionals should ensure that testers are carefully selected and trained, tests are well organized and administered efficiently, and athletes are properly prepared and instructed.

Health and safety

Athletes should be medically cleared before being permitted to physically train and compete. The strength and conditioning professional must be aware of testing conditions that can threaten the health of athletes and be observant of signs and symptoms of health problems that warrant exclusion from testing.

Before, during, and after maximal exertions, such as maximal runs or 1-repetition maximum (1RM) tests, underlying heart conditions may be revealed or exacerbated. Standard medical screening cannot always detect hidden heart problems, which may occasionally result in fatality among young athletes.

Heat injury is also a risk in hot environments, especially when humidity is high. Athletes should wear light clothing in warm weather and drink water before and during exercise in the heat. Beginning activity in a well-hydrated state and replacing sweat losses is recommended, since relying on thirst alone may not fully prevent under-hydration. Musculoskeletal injuries can also be a problem if symptoms are ignored.

Medical referral may be warranted for an athlete experiencing symptoms such as chest pain, dizziness, confusion, nausea, blurred vision, rapid pulse, or shortness of breath. Such symptoms can occur long after exercise is terminated and require immediate medical attention.

When aerobic endurance exercise tests are administered in a hot environment, caution must be observed to protect the health and safety of the athlete.

Selection and training of test administrators

Test administrators should be well trained and have a thorough understanding of all testing procedures and protocols. The testing supervisor should ensure that all novice personnel perform and score all tests correctly, such as timing sprint speed with a stopwatch or determining a 1RM back squat.

All testers should practice scoring consistently. Test reliability is impaired if one administrator provides verbal encouragement while another does not. Administrators should have a checklist of materials needed for testing and written test protocols for reference. Electronic timing is preferred for greater reliability, but if manual timing is used, start and finish procedures should be standardized.

Recording forms

Scoring forms should be developed before testing to document all test results and comments. Environmental conditions and test setup details should also be recorded. For example, in a 1RM squat test, the tester should note the pin height used for the barbell. This improves efficiency and reduces errors.

Test format

A well-organized testing session enhances the reliability of test measures. Planning should address whether athletes will be tested individually or in groups and whether the same administrator will score all athletes.

For simple, well-defined tests (such as counting push-ups), different testers may be used. However, for tests requiring skill-based judgment (such as a squat), experienced personnel should be used.

Testing batteries and multiple testing trials

If time is limited and the group of athletes is large, duplicate test setups may be employed. For example, in a 30-yard shuttle test, two courses may be set up.

When multiple trials are needed, full recovery between attempts must be ensured. At least 2 minutes of rest should be given between submaximal efforts and 3 minutes between near-maximal efforts. For tests assessing muscular endurance (e.g., push-ups), a minimum of 5 minutes of rest is needed between tests.

Sequence of tests

To optimize test reliability, tests should be sequenced to minimize fatigue effects. The recommended order is:

Nonfatiguing tests (e.g., height, weight, flexibility, skinfold and girth measurements, vertical jump).
Agility tests (e.g., T-test, pro agility test).
Maximum power and strength tests (e.g., 1RM power clean, 1RM squat).
Sprint tests (e.g., 40 m sprint with split times at 10 m and 20 m).
Local muscular endurance tests (e.g., push-up test).
Fatiguing anaerobic capacity tests (e.g., 300-yard shuttle).
Aerobic capacity tests (e.g., 1.5-mile run or Yo-Yo intermittent recovery test).

The test order should also minimize recovery time between tests. Fatiguing tests should be performed last or on a separate day.

Preparing athletes for testing

Athletes should be informed about the time, purpose, and procedures of a test battery in advance. A short, supervised pretest practice one to three days before testing can improve reliability.

Instructions should cover:

Purpose of the test
How the test is performed
Amount of warm-up required
Number of practice attempts allowed
Number of trials
Test scoring
Criteria for disallowing attempts
Recommendations for maximizing performance

Test administrators should provide clear, concise instructions and demonstrate proper technique when possible. Athletes should be allowed to ask questions before and after the demonstration.