Volleyball Tests - Part 1

Articles In This Section:

· Teaching Techniques

· Class Organization

· Individual Fundamentals and Drills - Part 1

· Individual Fundamentals and Drills - Part 2

· Individual Fundamentals and Drills - Part 3

· Individual Fundamentals and Drills - Part 4

· Individual Fundamentals and Drills - Part 5

· Individual Fundamentals and Drills - Part 6

· Advanced Drills - Part 1

· Advanced Drills - Part 2

· Advanced Drills - Part 3

· Discussion - Part 1

· Discussion - Part 2

· Volleyball Tests - Part 1

· Volleyball Tests - Part 2

· Conclusion

Tests in volleyball take two forms—the skill test and the written test. The skill test measures a student's or player's ability to perform certain aspects of the game such as serving or passing. Some of these tests have been correlated with general volleyball playing ability. The written test measures such factors as knowledge of rules, history of volleyball, and strategy.

Tests, depending on the type, can be important for grading, measuring teacher effectiveness, predicting the ability of players, classifying players into teams of equal strength, comparing players' skill and progress, diagnosing individual weaknesses, and stimulating player interest. Some skill tests, such as serving tests, can be used effectively in the instructional phase of the program.

Several volleyball coaches and instructors have devised tests and rating scales. These tests and rating scales may well accomplish the purpose for which they were intended. However, they would have much more value if controlled experiments were conducted to determine their validity and reliability.

A volleyball test can be of maximum effectiveness if it meets the following requirements. First, is the test valid, or does the test measure accurately what it intends to measure? For example, does a wall volley test actually measure general playing ability? Second, is the test reliable, or does it measure consistently what it intends to measure? For example, if the wall volley test is given to a class on different occasions, will similar results be obtained?

The statistical concepts of validity and reliability give us a common denominator from which to judge and select tests. If Test A has higher validity and reliability coefficients than Test B, then we can safely assume that Test A is better.

Unfortunately, there are just a few volleyball tests which have been subjected to statistical analysis and meet acceptable standards for both validity and reliability. Since most of these tests were devised, there have been many changes in playing techniques, officiating, and rules. The validity of some of these tests could possibly be questioned now. However, the approach which the authors took was statistically sound. Their scientific method points the way toward developing new volleyball tests at the various levels of play.

Brady developed a wall volley test designed to measure the general volleyball playing ability for college men.¹⁰ He found the test to be useful with college men as a classifying device, as one basis for grading, and as a measure of skill improvement. A horizontal chalk line is drawn on the wall 5 feet in length and 11 feet 6 inches from the floor. Vertical lines extending upward are drawn at the ends of the horizontal line. The student may stand at any distance from the wall he wishes. He throws the ball against the wall and then volleys it against the specified area on the wall. If he makes an illegal volley or if the ball gets away from him, he starts again as in the beginning. His score is the number of successful volleys in one minute.

Mohr and Haverstick devised a repeated volleys (wall volley) test for college women.¹¹ Its purpose is to test the student's ability to control and pass the ball. The procedure calls for a line 10 feet long on the wall, 7½ feet from the floor. Another line is marked on the floor 7 feet from the wall. The student stands behind the 7-foot line and tosses the ball to the wall with an underhand toss. When it returns, she volleys it repeatedly against the wall above the net line for thirty seconds. The ball may be set up as many times as desired or necessary to maintain control. It may be caught or recovered, if it gets out of control, and re-started with a toss as at the beginning. The score for the trial is the number of times the ball is clearly batted (not tossed or held) from behind the 7-foot line to the wall on or above the net line. The student is given three trials, and her score for the test is the sum of the successful volleys made during the three trials.