Describe tests for skill-related fitness and interpret scores against norm tables to identify training needs

What this dot point is asking

SEAB wants you to describe the recognised tests for skill-related fitness and to interpret scores against norm tables so they can guide training. The central idea is that the skill-related components can each be measured with a specific test, and that comparing a score against a norm table turns a raw number into a meaningful judgement of strength or weakness.

The answer

Tests for skill-related components

Each skill-related component has a standard test.

• Agility: the Illinois agility run, timing a run through a set course with changes of direction.
• Power: the vertical jump (Sargent jump) or standing broad jump, measuring explosive leg power.
• Balance: the stork stand, timing how long the performer balances on one foot.
• Reaction time: the ruler drop test, measuring how far a falling ruler drops before it is caught.
• Speed: a timed 30 m or 50 m sprint.
• Coordination: the alternate-hand wall-toss test, counting accurate catches in a set time.

Reading a norm table

A norm table lists the typical scores for people of the same age and sex, divided into bands such as excellent, above average, average, below average and poor. To interpret a result:

1. find the row for the athlete's age and sex;
2. locate the band the athlete's score falls into;
3. read off the rating.

A score only has meaning in context. A 30 m sprint time of 5.0 seconds might be excellent for one age group and only average for another, which is why the norm table matters.

Using results to guide training

A test result points the way to training. A weakness shown by a test should be targeted with a suitable method, and the test repeated later to check for improvement. This loop, test then train then retest, is how testing improves performance.

Examples in context

Example 1. A netball coach screening a squad. The coach times each player on the Illinois agility run and compares results with a norm table. Players in the below-average band are given extra agility drills, then retested mid-season. The norm table makes it clear who needs work rather than relying on the coach's impression.

Example 2. A sprinter checking their start. The athlete uses the ruler drop test to measure reaction time and finds it below average. They add reaction drills off a starting signal, then retest, watching the band improve. This shows skill-related testing feeding directly into targeted training.

Try this

• Cue. Name the test you would use to measure agility and what it involves. (The Illinois agility run; a timed run through a course with changes of direction.)

• Cue. Explain why a coach compares a sprint time against a norm table rather than judging it alone. (The norm table shows how the time compares with others of the same age and sex, turning the raw number into a meaningful rating.)

• Cue. Describe the test then train then retest loop for an athlete with poor balance. (Measure balance with the stork stand, train balance with stability work, then repeat the stork stand to check for improvement.)