Vrbik Ivan, Sporiš Goran, Štefan Lovro, Madić Dejan, Trajković Nebojša, Valantine Irena, Milanović Zoran
1 Industrial School Sisak.
2 University of Zagreb.
Pediatr Exerc Sci. 2017 May;29(2):278-284. doi: 10.1123/pes.2016-0091. Epub 2016 Oct 21.
The number of familiarization sessions in fitness assessments seems to be critical and inconsistent. Therefore, the primary aim of this research was to determine the number of familiarization attempts that stabilize the results in particular physical fitness tests. The secondary aim was to establish the test reliability through familiarization sessions.
Thirty-nine primary school children participated in this research (age: 10.8 years, body mass: 40.6 ± 8.9 kg, and body height: 145.3 ± 7.2 cm). During six sessions, with one session every third day, participants performed the following tests to assess explosive strength (vertical jump and standing long jump), coordination (polygon backward and polygon with turn) and flexibility (toe touch).
The results of repeated analysis of variance (ANOVA) showed that there were significant increases (p < .05) in the polygon backward and polygon with turn performances from the first to third familiarization session. The standard error of measurement decreased as sessions progressed, indicating little within subject variation between the coordination test results following a familiarization period. Statistically significant differences were identified in the vertical jump test from the fourth test session compared with the first session. On the other hand, statistically significant differences for the standing long jump test were only found in the final session compared with the initial session. In the toe touch test, there were no significant increases from the first to the final familiarization session. All tests showed high a reliability coefficients, ranging from 0.979 to 0.991.
Polygon backward and polygon with turn performance may be a practical, reliable method to assess coordination in primary school-aged children. However, completion of at least 3 practice sessions is suggested for participants to obtain a stable score. In addition, both jump tests are feasible for assessing skill-related fitness in young children, although the scientific reliability of the two tests should be questioned and the tests should be tailored to fit the age group of the children.
体能评估中熟悉测试环节的次数似乎至关重要且并不统一。因此，本研究的主要目的是确定在特定体能测试中能使结果稳定的熟悉测试尝试次数。次要目的是通过熟悉测试环节来确定测试的可靠性。
39名小学生参与了本研究（年龄：10.8岁，体重：40.6±8.9千克，身高：145.3±7.2厘米）。在六个环节中，每隔三天进行一个环节，参与者进行以下测试以评估爆发力（纵跳和立定跳远）、协调性（多边形向后走和转弯多边形）和柔韧性（触摸脚趾）。
重复方差分析（ANOVA）结果显示，从第一次到第三次熟悉测试环节，多边形向后走和转弯多边形的表现有显著提高（p<.05）。随着环节的推进，测量标准误差降低，表明在熟悉期后的协调性测试结果中，受试者内部差异较小。与第一次测试环节相比，在第四次测试环节的纵跳测试中发现了统计学上的显著差异。另一方面，立定跳远测试的统计学显著差异仅在最后一次测试环节与初始环节相比时发现。在触摸脚趾测试中，从第一次到最后一次熟悉测试环节没有显著提高。所有测试均显示出较高的可靠性系数，范围从0.979到0.991。
多边形向后走和转弯多边形表现可能是评估小学年龄段儿童协调性的一种实用、可靠的方法。然而，建议参与者至少完成3次练习环节以获得稳定分数。此外，尽管这两项测试的科学可靠性值得质疑且测试应根据儿童年龄组进行调整，但这两项跳跃测试对于评估幼儿与技能相关的体能都是可行的。
