DOCUMENT RESUME ED 313 366 SP 031 746 AUTHOR Hensley, Larry, Ed. TITLE Tennis for Boys and Girls Skills Test Manual. INSTITUTION American Alliance for Health, Physical Education, Recreation and Dance, Reston, VA. National Association for Sport and Physical Education. REPORT NO ISBN-0-88314-442-5 PUB DATE 89 NOTE 56p. AVAILABLE FROMAmerican Alliance for Health, Physical Education, Recreation, and Dance Publications, 1900 Association Drive, Reston, VA 22091. PUB TYPE Guides Classroom Use Guides (For Teachers) (052) EDRS PRICE MFO1 Plus Postage. PC Not Available"fromEDRS. DESCRIPTORS *Drills (Practice); Higher Education; *Norm Referenced Tests; Physical Education; Secondary Education; Skill Development; *Student Evaluation; *Tennis; Test Selection ABSTRACT The first chapter of this manual for tennis instructors provides an overview of the game of tennis, a brief history of the background of skill testing in tennis, and general instructions for using the manual. The second chapter presents tests for ground stroke, serve and vollgy, as well as suggestions on selecting the most appropriate tests. Diagrams and scoring rules are included. In the third chapter the use of norms is explained and tables list percentile and T-score norm tables for males and females in grades nine to college. The fourth chapter provides detailed descriptions of tennis drills for the basic skills in ground stroke, service, and volley. References are included and appendices contain the American Alliance for Health, Physical Education, Recreation and Dance tennis skills tests and rating scales. (JD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***************************t******************************************* Tennis Skills Test Manual EDITOR Larry Hensley, University of Northern Iowa ASSOCIATE EDITORS Graham Hatcher, University of North Carolina, Wilmington Gloria Hook, Dallas, Texas Public Schools 7aul Hook, Southern Methodist University Carolyn Lehr, University of Georgia Jacqueline Shick, University of Minnesota Copyright cu 1989 American Alliance for Health, Physical Education, Recreation, and Dance 1900 Association Drive Reston, Virginia 22091 ISBN 0-88314-442-5 Li Purposes of the American Alliance for Health, Physical Education, Recreation, and Dance The American Alliance is an educational organization, structured for thepurposes of supporting, encouraging, and providing assistance to membergroups and their personnel throughout the nation as they seek to initiate, develop, and conductpro- grams in health, leisure, and movement-related actin ities for the enrichment of human life. Alliance objectives include: 1. Professional grcwth and developmentto support,encourage, and provide guidance in the development and conduct of programs in health, leisure, andmove- ment-related activities which are based on the needs, interests, and inherent capacities of the individual in today's society. 2. Communicationto facilitate public and professional understanding andappre- ciation of the importance and value of health, leisure, andnn, ement-related activities as they contribute toward human well-being. 3. Researchto encourage and facilitate research which will enrich the depth and scope of health, leisure, and movement-related activities, and to disseminate the findings to the profession and other interested and concerned publics. 4. Standards and guidelinesto further the continuous development andevalua- tion of standards within the profession for personnel andprograms in health, leisure, and movement-related activities. 5. Public affairs--to coordinate and administera planned program of professional, public, and governmental relations that will improve education inareas of health, leisure, and movement-related activites. 6. To conduct such other activities as shall be approved by the Board of Governors and the Alliance Assembly, provided that the Alliance shall notcAgage in any activity which would be inconsistent with the status of an educational and charitableorga- nization as defir ed in Section 501 (c)(3) of the Internal Revenue Code of 1954or any successor provis.on thereto, and none of the said purposes shall at any time be deemed or construed to be purposes other than the public benefit purposes and objectives consistent with such educational and charitable status. Bylaws, Article III iii iJ Tennis Skills Committee Larry Hensley, University of Northern Iowa,Chairperson Graham Hatcher, University of North Carolina, Wilmington, NC Gloria Hook, Dallas, Texas Public Schools Paul Hook, Southern Methodist University, Dallas, TX Carolyn Lehr, Univ rsity of Georgia, Athens, GA The following individuals served the Tennis Skills Committee inan advisory capacity and should be acknowledged for their contributions: E. Dawn McDonald,Ames, IA; Don C. Peatson, Springfield, MO; Kathleen Black, Edmond, OK; R.V. McGehee, Hammond, LA. v G Acknowledgements Countless professionals have generously contributed their time and expertiseto the development of this test battery and its manual. The Alliance is gratefulto the AAHPERD Task Force on Sports Skills Testing, the tennis skills subcommittee,and all those individuals in the middle bchools, secondary schools, and collegesacross the country who provided the test data on which thenorms are based. A sincere "thank you" for a job well done. Appreciation is also extended to Ray Ciszek ofthe Alliance staff for his support for thib project and to Lynne Cairney for herconscientious preparation of the manuscript. AAHPERD Task Forceon Sports Skills Testing Jacqueline Shick, Chairperson University of Minnesota Ted Baumgartner University of Georgia Larry Hensley University of Northern Iowa David Hopkins Indiana State University Jeralyn Plack University of Minnesota Contents Chapter 1 Test Development 1 Overview of Tennis 3 Background of Skill Testing in Tennis 4 General Instructions for Using the Manual 7 2 The Tests 9 Selecting the Tests 10 Ground Stroke (Foref and/Backhand) Test 12 Serve Test 14 Volley Test 16 3 Normative Information 19 Use of Norms 20 Percentile Norm Tables 22 T-Score Norm Tables 25 4 Tennis Drills for the Basic Skills 31 Ground Stroke Drills 33 Service Drills 36 Volley Drills 41 REFERENCES 45 APPENDICES 47 A AAHPERD Tennis Skill Test 48 B Rating Scales 49 ix u CHAPTER Test Development 2 TENNIS SKILLS TEST MANUAL Evaluation in physical education is done for be simple both to admin.ster and to take, a variety of reasons but, whatever the pur- have directions which are easy to under- pose, the credibility of the outcome is directly stand; related to the quality of the measuring tool used in the process. Recognizing this pre- require neither expensive nor extensive cept, the Measurement and Evaluation equipment; Council appointed a task force to develor be reasonable in terms of time with regard sports skill tests which could be used to assess student performance. This group was to both preparation and administration; responsible for the delineation of a sequence encourage correct form and be game- of tasks to be completed by a sports skills like, but involve only one performer; subcommittee in the development of a bat- be of suitable difficulty, i.e., it should tery of tests for a given sport. Specific guide- be neither so difficult that it causes dis- lines for the completion of the tasks were couragement nor so simple that it is not also outlined. challenging; The first task for each sport skills subcom- mittee was to identify the skills deemed most be interesting and meaningful to the important for success in a particular sport. performer; Since the battery was intended for use at all exclude extraneous variables as much as age levels,it was directed that alltests possible; included within it must represent skills used by all players, regardless of age. Because the provide for accurate scoring by utilizing task force believed that the skill test should the most precise and meaningful mea- not require more than two class periods for sure. administration, a maximum of four tests per battery was established. follow specific guidelines if a target is Determination of content validity for the the basis for scoring. The target should essential skills was a requisite to individual have a common goal with the capacity test selection or development. Based on the to encompass 90 percent of the attempts; judgment of experts in the sport, obtained near misses may need to be awarded either directly or through a search of the points. The determination of target literature, the subcommittee was required to placement should be based on two prin- provide evidence that the selected skills are, ciple factors. First, the developmental in fact, those which are most essential to level of the student needs to be consid- successful performance in the respective ered, e.g., the height of a given target sport. The next task was to select an existing may be appropriate for a 17-year-old but test or, in the absence of an adequate mea- not a 10-year-old. Second, the strategi- sure, to develop a new one. Guidance, to cal aspects of the performance should determine the adequacy of a potential test or enter into the allocation of points, e.g., to develop a new test, was provided by a list the placement of a badminton serve to of the cardinal features of good sport skills an opponent's backhand should score tests. higher than an equally accurate place- The test should: ment to i'le opponent's forehand. require a sufficient number