Definition of the test, Procedure of the test, Layout of the test area
and Scoring Procedures for the Physical Proficiency Test (PPT)
General Description
The PPT is a unique test meant for the aspiring candidates wishing to opt for Diploma in Physical
Education and Sports Coaching (DPESC) to be offered in Paro College of Education. The Physical
Proficiency Test (PPT) is designed to maintain the standards in the program, initiated by Royal University
of Bhutan. This program is needed to meet the demands of standard recruitment. The earlier encounter of
recruitment in the physical education program in Bachelor of Education (majoring health and physical
education) gave an impetus that current program needed to be founded with scientific studies.
After the registration for the test the candidate must fill in and submit the declaration form available in
the registration counter. There are four stations set-up for the PPT. The stations are in the following
sequence.
1. Throwing and Catching
2. Dribbling with hands
3. Agility test
4. Possession game
Throwing and Catching Proficiency
Throwing
Definition of the test –Throwing with hands is one of the most challenging tasks a person can
learn. Throwing and catching areparts of manipulative patterns. The child who can throw and
catch the object properly can naturally learn to strike, dribble with hands and volley. Throwing
proficiency test will test the ability of the individual to throw an object or implement proficiently.
Procedure of the test- The basic rule for throwing is to use the whole body movement, not just
the shoulder, arm and hand. The combination of run and throw, jump and throw, leap and throw,
and slide and throw will challenge a person at higher levels of proficiency.
Throwing is done in three basic ways: under hand, over hand and side arm. Individuals will be
assessed on all three ways.
Layout of the test area
8m - 10m
4m - 6m
Scoring Criteria's for under hand, over hand and side arm throws.
Throwing
Sl no
Throwing Proficiency
1
Hold the object properly
2
Throw with the elbow away
Total
Under hand
Over hand
Side arm
Points
throw (5)
throw (5)
throw (5)
(15)
Remarks
from the body
3
Transfer the weight from the
back foot to the front foot,
twisting the hips
4
Step with the foot opposite to
the throwing hand.\
5
Follow through or extend the
arm toward the target
Catching
Definition of the test –Catching proficiency test will test the ability of the individual to catch an object or
implement proficiently.
Procedure of the test- Proficient catching requires eye contact. Many assume that the object to be
caught should come directly to them instead of them going to the object.
While catching, move toward the object; catch with hands, instead of body, bend the arms and
relax the fingers and absorb the force by taking a step backward. catching will be easy by
adjusting the hands depending on the level of the ball.
Layout of the test area
8m - 10m
4m - 6m
Scoring Criteria for catching.
Sl no Catching Proficiency
1
Eye contact with the object
2
Move towards the object
3
Catch with hand instead of the body
4
Bend arms and relax the fingers
5
Absorb the force by taking a step backward
Point Remarks
Grand Total (5 Points)
Dribbling Proficiency
Definition of the test: – Dribbling an object with hands consists of bouncing the ball on the floor
with one hand while walking or running down the court. Dribbling is a part of manipulative
patterns.In basketball, dribbling is the legal method of advancing the ball by oneself, as opposed
to passing it to another player or shooting for the basket. Dribbling test will test the proficiency
of hand dribbling in an individual.
Procedure of the test-Most children are intrigued and challenged to bounce a ball over a long
period of time with varying force and direction. Dribbling is a continues bouncing with one hand
in a downward direction. The skill is useful in playing basketball.A good dribbling includes
pushing; firm and flexible wrist; consistent force and rhythm; waist-high bouncing with good
body balance; leaning forward with the knees bent; and dribbling without looking at the ball.
Layout of the test area
8m - 10m
4m - 6m
Scoring Criteria's for dribbling.
Sl no Dribbling Proficiency
1
Dribble by pushing the ball
2
Consistent force and rhythm
3
Waist High bouncing with good body balance
4
Body leaning slightly forward with knee bent
5
Dribbling without looking at the ball
Grand Total (5 Points)
Point Remarks
Agility Test
Definition of the test – The agility proficiency test is a test designed to test one's agility. It is a simple test
which is easy to administer and requires little equipment. It tests the ability to turn in different directions
and at different angles. The aim of the test is to complete a weaving running course in the shortest
possible time. Cones mark the course.
Procedure of the test -The length of the course is 10 meters and the width (distance between the start and
finish points) is 5 meters. Four cones are used to mark the start, finish and the two turning points. Another
four cones are placed down the center an equal distance apart. Each cone in the center is spaced 3.3
meters apart. Subjects should lie on their front (head to the start line) and hands by their shoulders. On the
'Go' command the stopwatch is started, and the athlete gets up as quickly as possible and runs around the
course in the direction indicated, without knocking the cones over, to the finish line, at which the timing
is stopped. The time is recorded in seconds.
Layout of the test area- The picture below depicts the layout of the test area.
Scoring Procedure- The following scoring procedures would be used to award points for the Agility
Proficiency Test
Rating
Males
Females
Points
<19
< 23
5
Above Average
19-19.9
23-23.9
4
Average
20-20.9
24-24.9
3
Below Average
21-21.9
25-25.9
2
>22
>26
1
Excellent
Poor
table source: Davis B. et al; Physical Education and the Study of Sport; 2000
Possession Game
Definition of the assessment – Two assessment instruments have arisen from the TGfU (Bunker &
Thorpe, 1982) conceptualization of physical education games teaching. These instruments are the Game
Performance Assessment Instrument (GPAI) (Griffin, Mitchel &Oslin; 1997) and the Team Sport
Assessment Procedure (TSAP) (Grehaigne, Richard & Griffin; 2005). Both instruments have been
developed for the contextually relevant collection of data for the assessment of student game
performance.
Authentic game assessment therefore needs to measure all aspects of game performance (Grehaigne,
Richard & Griffin, 2005). It is therefore appropriate to give consideration to assessment instruments that
collect evidence during game play of both possession and ‘off the ball’ play. Paro College of Education
would like to use the GPAI for the assessment of Game sense. According to (Mitchell, Oslin, and Griffin,
2006) "The GPAI includes behaviors that demonstrate the ability to solve tactical problems by making
decisions, moving appropriately, and executing skills." The components of the GPAI that would be used
to assess the players would contain support, decision making, and skill execution. According to
(Mitchell, Oslin, and Griffin, 2006) "Support is appropriately supporting teammate with the ball (or
projectile) by being in position to receive a pass. Decision making is choosing which movement or skill
to execute in response to a tactical problem. After players decide what they are going to perform, skill
selection and execution must be efficient to achieve the desired outcome." Decision making is what the
player decides to do during the play. Skill execution is how well the player executes a certain skill
whether it is hitting or fielding the ball correctly.
Procedure of the test – Two teams of 10 players each will be provided with numbered bibs. A
possession game with hands will be played for 15 minutes. Two unguarded targets would be placed at the
playing ends. The field would be demarcated with cones with length specifications as provided in the
Layout of the assessment area.
Layout of the assessment area
40 yards
60 yards
Scoring Procedures- Below is a sample data sheet containing the GPAI components. The data sheet also
includes the total number of tallies given to each player during my observations.
The GPAI has a scoring system of Appropriate (A), Inappropriate (IA), Efficient (E), and Inefficient
(IE). Below the data sheet will be a detailed description of how each of the players played.
Sample Data Sheet
Sl.
Name
No
Index Bib no.
No
Skill
Skill
Decision Decision Support Support
Execution Execution Making
Making
(E)
(IE)
(A)
(IA)
(E)
(IE)
1. Karma
12
1111 (4)
0
1111(4)
0
1111 (4)
0
2. Sonam
45
11(2)
1 (1)
1111(3)
0
1111 (4)
1(1)
3. Dorji
3
11 (2)
1 (1)
11(2)
0
1111 (4)
0
4. Leki
7
11 (2)
0
11(2)
0
1111 (4)
0
5. Ngawang
9
1111(4)
0
111(3)
0
1111 (4)
1(1)
Below is a table showing the percentage scores for game performance.Four formulas for
computation of percentage scores would be used. According to (Mitchell, Oslin, and Griffin, 2006) "Skill
execution Index (SEI) --> is the number of efficient skill executions divided by the number of efficient
skill executions plus the number of inefficient skill executions, SEI=(E/(E+IE)). Decision Making Index
(DMI) --> is the number of appropriate decisions made divided by the number of appropriate decisions
made plus the number of inappropriate decisions made, DMI = (A/(A+IA)). Game involvement = Add
together all responses that indicate involvement in the game . GI = Support + Skill Execution + Decision
Making. Game performance is calculated by adding scores from all components assessed and dividing by
the number of components assessed, GP = (Support + Skill Execution + Decision Making) / 3."
Name
Karma
SEI
4/(4+0) 4/(4+0)
100%
Sonam
100%
2/(2+1) 2/(2+0)
66%
Leki
100%
GI
GP
4+4+4
3/12
12
.25
2/(2+1) 3/(3+0) 2+1+3+4+1
66%
Dorji
DMI
100%
2/(2+0) 2/(2+0)
100%
100%
Ngawang 4/(4+0) 3/(3+0)
100%
100%
3/11
11
.27
2+1+2+4
3/9
9
.33
2+2+4
3/8
8
.38
4+3+4+1
3/12
12
.25
References
Bunker, D., & Thorpe, R. Eds. (1982). Themed Edition: Reflecting on the Teaching of Games. Bulletin of
Physical Education 18:1
Griffin, L., Mitchell, S., &Oslin, J. (1997).Teaching Sport Concepts and Skills: A Tactical Games Approach.
Champaign Illinois: Human Kinetics.
Grehaigne, J. F., Richard, J. F., & Griffin, L. (2005).Teaching and Learning Team Sports and Games. New
York: RoutledgeFalmer. Harlen
Oslin, J. (2005). The role of assessment in teaching games for understanding. In L. Griffin & J. Butler
(Eds.), Teaching Games for Understanding: Theory, Research and Practice. . Champaign, Illinois:
Human Kinetics.