Context: Computerized neuropsychological testing is commonly used in the assessment and management of sport-related concussion. Even though computerized testing is widespread, psychometric evidence for test-retest reliability is somewhat limited. Additional evidence for test-retest reliability is needed to optimize clinical decision making after concussion. Objective: To document test-retest reliability for a commercially available computerized neuropsychological test battery (ImPACT) using 2 different clinically relevant time intervals. Design: Cross-sectional study. Setting: Two research laboratories. Patients or Other Participants: Group 1 (n = 46) consisted of 25 men and 21 women (age = 22.4 ± 1.89 years). Group 2 (n = 45) consisted of 17 men and 28 women (age = 20.9 ± 1.72 years). Intervention(s): Both groups completed ImPACT forms 1, 2, and 3, which were delivered sequentially either at 1-week intervals (group 1) or at baseline, day 45, and day 50 (group 2). Group 2 also completed the Green Word Memory Test (WMT) as a measure of effort. Main Outcome Measures: Intraclass correlation coefficients (ICCs) were calculated for the composite scores of ImPACT between time points. Repeated-measures analysis of variance was used to evaluate changes in ImPACT and WMT results over time. Results: The ICC values for group 1 ranged from 0.26 to 0.88 for the 4 ImPACT composite scores. The ICC values for group 2 ranged from 0.37 to 0.76. In group 1, ImPACT classified 37.0% and 46.0% of healthy participants as impaired at time points 2 and 3, respectively. In group 2, ImPACT classified 22.2% and 28.9% of healthy participants as impaired at time points 2 and 3, respectively. Conclusions: We found variable test-retest reliability for ImPACT metrics. Visual motor speed and reaction time demonstrated greater reliability than verbal and visual memory. Our current data support a multifaceted approach to concussion assessment using clinical examinations, symptom reports, cognitive testing, and balance assessment.

"Conducting & Reading Research in Kinesiology" is designed for the first course in research techniques. Students who will be doing research and students who will be consumers of the research of others are the targeted users of "Conducting & Reading Research in Kinesiology." The new edition offers real-world examples of research, with particular attention to research in kinesiology.

The push-up test is commonly used to assess arm and shoulder girdle strength and endurance. Baumgartner, Oh, Chung, and Hales (2002) developed a revised push-up test for college students with a standardized test protocol. The purpose of the present study was to develop percentile norms for the revised push-up test based on the push-up scores of college students and compare these norms to those established by Baumgartner, Hales, Chung, Oh, and Wood (2004). A total of 418 male and 216 female students were tested using the revised push-up protocol. The percentile norms for the present study had a distribution of push-up scores similar to the distribution established by Baumgartner et al. (2004) for male students. The result of the Kolmogorov-Smirnov test suggests that the male samples from the two studies are from the same population. Therefore, an additional percentile norm by pooling the data of the two studies was done. However, a more favorable distribution for the female participants resulted from the present study than for the females in Baumgartner et al. (2004). Moreover, the result of the Kolmogorov-Smirnov test also suggests that the sample from the two studies significantly differ for females. Therefore, it is suggested that for females, the percentile norms in the present study should be used in preference to those in the Baumgartner et al. (2004) study.

In prior research, we used 4 stability platform tests as a measurement of core stability and found that scores on the third and fourth days of testing were essentially the same for each of the 4 tests. Lafayette Instrument Co. subsequently made us a prototype stability platform to enhance this research. The purpose of the present research was to determine the effect of changes in (1) equipment and (2) number of test administrations on test reliability. We also increased the number of test administrations on each day from 5 to 10 but only used the quadruped arm raise test. The subjects were 25 university students; each was tested on 10 trials of 30-seconds duration on 4 different days to enable us to study the learning effect. All 10 trials for the first day, as well as the first trial on the 3 subsequent days of testing, were used as practice trials. Trials 2 to 6 on testing days 2 to 4 were chosen for the data analysis. With 5 trials, the maximum score attainable was 150 seconds.; the means were 125 for day 2 and 132 for both days 3 and 4. Internal consistency intraclass reliability coefficients based on a 1-way analysis of variance model and a criterion score, which was the sum or mean of trials 2 to 6 for days 2 to 4, were 0.89, 0.95, and 0.92, respectively. Stability reliabilities were 0.76 and 0.92 for day 2 versus day 3 and day 3 versus day 4, respectively. Although we had hoped to show that only 2 days of testing would be required in future research, because of learning effect, 3 will be needed.

Practitioners can benefit from using norms, but they often have to develop their own percentile rank and percentile norms. This article is a tutorial on how to quickly and easily calculate percentile rank and percentile norms using SPSS, and this information is presented for a data set. Some issues in calculating percentile rank and percentile norms are discussed, and a comparison between percentile rank and percentile norms is presented. In summary, percentile rank and percentile norms can be quickly and easily developed by using SPSS.

OBJECTIVE:Study 1 investigated the intraclass reliability and percent variance associated with each component within the traditional Balance Error Scoring System (BESS) protocol. Study 2 investigated the reliability of subsequent modifications of the BESS.DESIGN:Prospective cross-sectional examination of the traditional and modified BESS protocols.SETTING:Schools participating in Georgia High School Athletics Association.INTERVENTION:The modified BESS consisted of 2 surfaces (firm and foam) and 2 stances (single-leg and tandem-leg stance) repeated for a total of three 20-second trials.PARTICIPANTS:Participants consisted of 2 independent samples of high school athletes aged 13 to 19 years.MAIN OUTCOME MEASURES:Percent variance for each condition of the BESS was obtained using GENOVA 3.1. An intraclass reliability coefficient and repeated measures analysis of variance were calculated using SPSS 13.0.RESULTS:Study 1 obtained an intraclass correlation coefficient (r = 0.60) with stance accounting for 55% of the total variance. Removing the double-leg stance increased the intraclass correlation coefficient (r = 0.71). Study 2 found a statistically significant difference between trials 1 and 2 (F(1.65,286) = 4.890, P = 0.013) and intraclass reliability coefficient of r = 0.88 for 3 trials of 4 conditions.CONCLUSIONS:The variance associated with the double-leg stance was very small, and when removed, the intraclass reliability coefficient of the BESS increased. Removal of the double-leg stance and addition of 3 trials of 4 conditions provided an easily administered, cost-effective, time-efficient tool that provides reliable objective information for clinicians to base clinical decisions upon.

The users of this book can be teachers of measurement, research, and statistics courses. Also, this book can be valuable to researchers and consumers of research as a reference. The book is written...

PURPOSE: Enjoyment is cited as an important correlate of physical activity, but is often measured with a single-item or group of items with no previous evidence for reliability or validity. The Physical Activity Enjoyment Scale (PACES) and the modified PACES (PACES-M) show potential as standardized measures of physical activity enjoyment. The purpose of this study was to evaluate the factor structure of the PACES and PACES-M and test measurement invariance across gender and race. METHODS: Participants (N = 1023; mean age = 19.60 ± 1.55 years) were recruited from two universities. Data were collected by web-based survey. During pilot testing no significant differences were found between responses to a paper & pencil and web version of the survey. Confirmatory factor analysis was used to examine factor validity and invariance. RESULTS: Findings supported the hypothesized factor structure of the PACES-M (CFI = 0.977; RMSEA = 0.055), but not the PACES (CFI = 0.844; RMSEA = 0.112). Based on exploratory analyses, a two factor model was found to represent the PACES (CFI = 0.940, RMSEA = 0.078). The factor invariance between black & white and male & female participants was supported for both scales. While statistically significant, differences between genders for PACES (Male = 102.84; Female =97.14) and PACES-M (Male = 67.32; Female = 65.64) were small and may be of little practical importance (effect size = 0.16 & 0.32). Mean scores on the PACES were also significantly higher for white (99.93) compared to black (96.10) participants, but these differences were small (effect size = 0.21). Correlations among the PACES-M and PACES were moderate to large (0.59-0.76). CONCLUSION: The results support the hypothesized single factor model of the PACES-M and a two-factor model for the PACES. This two-factor model should be explored in greater detail to determine how it might impact understanding of the enjoyment construct. This study provides evidence of factor invariance across race and gender in young adults and indicates substantial but not complete construct convergence between scales. Continued validity evidence from diverse populations involved in various physical activities will improve confidence in using PACES and PACES-M scores to examine longitudinal change, intervention effects, and mediation of physical activity behavior.

CONTEXT:Computer-based neurocognitive assessment programs commonly are used to assist in concussion diagnosis and management. These tests have been adopted readily by many clinicians based on existing test-retest reliability data provided by test developers.OBJECTIVE:To examine the test-retest reliability of 3 commercially available computer-based neurocognitive assessments using clinically relevant time frames.DESIGN:Repeated-measures design.SETTING:Research laboratory.PATIENTS OR OTHER PARTICIPANTS:118 healthy student volunteers.MAIN OUTCOME MEASURE(S):The participants completed the ImPACT, Concussion Sentinel, and Headminder Concussion Resolution Index tests on 3 days: baseline, day 45, and day 50. Each participant also completed the Green Memory and Concentration Test to evaluate effort. Intraclass correlation coefficients were calculated for all output scores generated by each computer program as an estimate of test-retest reliability.RESULTS:The intraclass correlation coefficient estimates from baseline to day 45 assessments ranged from .15 to .39 on the ImPACT, .23 to .65 on the Concussion Sentinel, and .15 to .66 on the Concussion Resolution Index. The intraclass correlation coefficient estimates from the day 45 to day 50 assessments ranged from .39 to .61 on the ImPACT, .39 to .66 on the Concussion Sentinel, and .03 to .66 on the Concussion Resolution Index. All participants demonstrated high levels of effort on all days of testing, according to Memory and Concentration Test interpretive guidelines.CONCLUSIONS:Three contemporary computer-based concussion assessment programs evidenced low to moderate test-retest reliability coefficients. Our findings do not appear to be due to suboptimal effort or other factors related to poor test performance, because persons identified by individual programs as having poor baseline data were excluded from the analyses. The neurocognitive evaluation should continue to be part of a multifaceted concussion assessment program, with priority given to those scores showing the highest reliability.

Computer based neurocognitive assessments are the most commonly utilized evaluative technique employed for the assessment of sport related concussion. Despite their wide acceptance among sports medicine professionals, the psychometric properties of these tests have yet to be established using clinically relevant testing intervals. PURPOSE: To establish the test-retest reliability of three commercially available computerized tests for concussion assessment. METHODS: One-hundred and eighteen healthy young adults (21.39 ± 2.78 years) completed the ImPACT, Concussion Sentinel, and the Headminder Concussion Resolution Index (CRI) tests on three occasions: Baseline, Day 45 and Day 50. Each participant also completed Green's Memory and Concentration Test (MACT) to evaluate effort. RESULTS: Data from 73 participants were included in the analyses. Data were lost to poor Baseline test performance or failure to return. Intraclass correlation coefficient reliability estimates on each test from the initial day of testing to Day 45 were .15 to .39 on the ImPACT, .23 to.65 on the Concussion Sentinel, and .15 to .66 on the CRI. Slightly higher estimates were seen from Day 45 to Day 50 and were .39 to .61 on the ImPACT, .39 to .66 on the Concussion Sentinel, and .03 to .66 on the CRI. High effort was exerted by all participants as indicated by results on the MACT. CONCLUSION: These findings suggest that the test-retest reliability of commonly utilized computer-based tests for concussion are less than optimal when administered using a test-retest interval relevant to the sports medicine practitioner. Inconsistent performance on these tests may lead the clinician to inaccurately evaluate neurocognitive performance following a suspected concussion. Those implementing a concussion assessment protocol for athletes at risk for concussion should consider combining the neurocognitive assessment with other evaluative tools known to be sensitive to the effects of concussion.

First, where we have been regarding measurement research will be discussed since the type, quality, and quantity of measurement research conducted in the past influences the type of measurement research which is presently conducted. Second, where we are now regarding measurement research will be discussed since the type of measurement research presently being conducted will influence the type of research which will be conducted in the future. Certainly the present status of, trends in, and needed measurement research should be identified to guide measurement researchers in deciding what measurement research to conduct. Third, where we are going regarding to measurement research will be discussed.

In this study, a 4-item battery of core stability (CS) tests modeled on core stabilization activities used in training and rehabilitation research was developed, and a measurement schedule was established to maximize internal consistency and stability reliabilities. Specifically, we found that 4 test administrations on each of 4 days produced intraclass correlation coefficients that in most instances exceeded 0.90 and stability reliability coefficients on the third and fourth days of testing that exceeded 0.90 for 2 of the tests and 0.80 for the other 2. Thus, it is recommended that in future research, examiners administer the battery for at least 3 days and consider the data collected on day 3 as the best estimate of participant CS.

Traditionally the pull-up was used as a measure of arm and shoulder girdle strength and endurance. This measure did not discriminate among ability levels because many zero scores occur. Baumgartner (1978) developed a modified pull-up test that was easier than the traditional pull-up test. The Baumgartner Modified Pull-Up (BMPU) has been used as an alternative to the pull-up because it has been successfully demonstrated that the BMPU is reliable, is capable of discriminating among ability levels, and can be used by males and females. Criterion validity evidence, however, has never been presented for the BMPU. The purpose of this study was to obtain criterion validity evidence for the BMPU. Scores for the BMPU were correlated with scores for the bench press and a modified lateral pull-down. Data were collected on 42 males and 40 female college students. The means for the BMPU, bench press, and modified lateral pull-down were 37.60, 14.03, and 20.22, respectively, for the males and 16.42, 20.43, and 29.46, respectively, for the females. Correlation coefficients for the BMPU with the bench press were .67 for the males and .61 for the females and, with the modified lateral pull-down,.85 for the males and .60 for the females. The correlation between the bench press scores and the modified lateral pull-down scores was .77 for males and .62 for females. Logical and construct validity evidence for the BMPU were cited from the literature. All the evidence supports that the BMPU yields scores from which valid interpretations of arm and shoulder girdle strength and endurance can be made.

Part I The Research Process 1 The Nature and Purpose of Research 2 The Research Problem 3 Searching the Literature 4 Developing the Research Plan 5 Ethical Concerns in Research 6 Selection of Research Participants: Sampling Procedures 7 Reading and Evaluating Research Reports Part II Types of Research 8 Experimental Research 9 Descriptive Research 10 Qualitative Research 11 Meta-Analysis 12 Additional Research Approaches Part III Data Analysis 13 Descriptive Data Analysis 14 Inferential Data Analysis 15 Measurement in Research Part IV The Research Report 16 Developing the Research Proposal 17 Writing the Research Report

The revised push-up test has been found to have good validity but it produces many zero scores for women. Maybe there should be an alternative to the revised push-up test for college-age women. The purpose of this study was to determine the objectivity, reliability, and validity for the bent-knee push-up test (executed on hands and knees) for college-age women and to determine the relationship between the revised push-up test (executed on hands and toes) and bent-knee push-up test scores. College-age women (N = 87) participated in this study. The bent-knee push-up test was administered to all the participants the 1st day. Two raters were used to determine interscorer objectivity for approximately half of the participants. On the 2nd day, half the participants did the bent-knee push-up test again to determine stability reliability of the scores. The other half of the participants were administered the revised push-up test. On the 3rd day of testing, all participants were administered the bench press test using 40% of their body weight to determine the criterion validity for both of the push-up tests. The interscorer objectivity coefficient for the bent-knee push-up scores was .997. A stability reliability coefficient of .83 was obtained. The correlation between the bent-knee push-up and revised push-up scores was .75. The correlation between the bent-knee push-up and bench press scores was .67. The correlation between the revised push-up and bench press scores was .68. Both tests appear effective, however, the bent-knee test is probably more appropriate with lower strength level college-age women.

A revised push-up test for college students was presented in 2002. The purpose of this study was to develop percentile norms for the revised push-up test when it is used with college students. Revised push-up scores collected on 177 male and 274 female college students were used to develop percentile norms. The norms for the men have a different push-up test score for each percentile point presented. The norms for the women have the same score (0 and 1) for several different percentiles presented. The size of the male and female samples in this study is adequate to obtain representative norms. The percentile norms presented can be used with college-aged men and women.

The purpose of this project was two-fold. The first purpose was to confirm the factorial and construct validity of responses to the Head Injury Scale (HIS) and a measure of symptom severity based upon the Post Concussion Symptom Scale (PCSS) and Graded Symptom Checklist (GSC). The second purpose was to examine the relationships between baseline responses to the self-report measures and variables that may serve to influence composite self-report scores. A priori models were tested using confirmatory factor analysis (CFA). Using an experimental design, scores were compared on each scale between concussed and non-concussed groups. Participants (N = 1065, male n = 805) were college athletes (age of 19.81 ± 1.53 years) from 7 NCAA institutions. Experimental analyses (N = 27, concussed n=17). Two day test-retest reliability was conducted with a sample of healthy college student (n=83). Participants completed baseline measures for two scales and health questionnaire. Experimental analysis was performed on Baseline and Days 1, 2, 3, and 10 post-injury. Evidence for the reliability, factorial, and construct validity was provided for the 9-item HIS and the 9-item severity scale. Significant interaction on responses to the 9item HIS and 9-item severity scale were found. Statistical differences between groups were observed on days 1 and 2 post-concussion. Previous concussion history and controllable conditions served to increase baseline responses to each measure. Daily fatigue, physical illness, and orthopedic injury can serve to increase self-report symptom scores. These variables need to be controlled prior to collecting non-concussed baseline measures on self-report symptoms.