体育に於ける測定の基本的考察

Abstract

Physical education has a rich heritage in measurement and evaluation. The physical educator's approach to measurement should be in terms of improved service to boys and girls. Each child is a unique problem, with his own peculiar background and capabilities, differing from the others in innumerable ways. The fundamental function of the physical educator is to understand each child's needs in order to give him adequate guidance and to adapt programs to meet his needs. The regular use of measurement is one of the most distinctive marks of the professional viewpoint in any human activity. This statement applies particularly to engineering, medicine, and education, and perhaps most to physical education, which affects pupils so immediately and so profoundly in their most impressionable years. Educational tests and the programs resulting from their use in physical education are coming to be regarded as synonymous with good teaching practice, for it is only through measurement that the effects of teaching can be determined at all-that progress can be known. Therefore, the physical educator contemplating the inauguration of any program should turn to measurement as a matter of course. It is not too much to say that the use of measurement in physical education may be considered as a prerequisite to the professional growth of the educator.