Abstract
IntroductionThe assessment of learning in basketball in the PE class, and in training sessions of young players, requires valid, reliable, and trustworthy tools. The purpose of this research was to design and validate the Basketball Learning and Performance Assessment Instrument (BALPAI) that assesses simultaneously decision making, technical execution and efficacy. The play actions are codified using a categorical system, awarding a score for each category (1 = inadequate action; 2 = neutral action 3 = adequate action). An example of a summative procedure for assessing decision making in dribbling is: (1) Dribbling to a place where there is defensive pressure and there is a free teammate able to receive the pass; (2) Dribbling to a place where there is defensive pressure or a free teammate able to receive the pass; (3) Dribbling through a space where there is no defensive pressure and no free teammate able to receive the pass.MethodsA pilot study was performed following this procedure. A group of 13 experts participated in the assessment of the 33 elements (66 items) included in the BALPAI. Aiken’s V formula was used to analyze content validity, and internal consistency was calculated using Cronbach’s α. Inter-observer reliability was determined among three observers who used the BALPAI to record the play actions in a 3 × 3 basketball match (N = 45 possessions) and was calculated with the Multirater κfree, obtaining an almost perfect agreement with values between 0.84 and 1.ResultsThe BALPAI has very high internal consistency (0.969), Interobserver reliability was almost perfect (>0.84 in all items) and Aiken’s V coefficient (>0.71 in all items) attained a high value.ConclusionThe BALPAI proved to be a valid tool, with high internal consistency and reliability that makes it possible to perform a complete assessment of basketball in PE classes.
Highlights
The assessment of learning in basketball in the PE class, and in training sessions of young players, requires valid, reliable, and trustworthy tools
Each action is codified as: (i) Inadequate; (ii) Neutral; or (iii) Adequate. This codification proposal is different from the majority of existing instruments, as it is a development from two levels of assessment to three, being similar to the one suggested by Folle et al (2014), including an intermediate level of adequacy
The results show that the Basketball Learning and Performance Assessment Instrument (BALPAI) is the most complete of the existing instruments and has a high level of content validity, internal reliability and inter-observer reliability
Summary
The assessment of learning in basketball in the PE class, and in training sessions of young players, requires valid, reliable, and trustworthy tools. The designing of instruments for the assessment of team sports using observation has become increasingly important as a research topic in the last few years. Between the 60s and the 80s, objective tests were the predominant method for assessing motor skills (Lopez-Pastor et al, 2013) These tests presented certain limitations for being applied to the different playing skills in invasion sports as they did not include decision making (Oslin et al, 1998), and actual play during games (Bar-Eli and Raab, 2006). The development of valid and reliable instruments will help teachers, and other students for peer assessment in classroom settings (Memmert and Harvey, 2008). Specific research should be undertaken in the evolution and development of observation tools that overcomes these limitations
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