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The purpose of the study was to develop, implement and evaluate a skill assessment instrument to evaluate expertise in defensive football. The Skill Assessment Scale: Defensive Backs (SAS:DB) was based on a knowledge-based approach to sport expertise which emphasized the integration of five types of knowledge about action: procedural, declarative, affective, metacognitive knowledge and metacognitive skills. After field testing, the revised SAS:DB was sent to coaches at; high school, college, university and professional levels of play for use with their players. / The reliability, face validity and content validity of the SAS:DB scale were found to be very acceptable. Players at each playing level were categorized by their coaches into high, medium and low skill groups. Analysis of variance procedures demonstrated the ability of the scale to differentiate among these three skill levels and multiple discriminant function analysis identified the importance of the different knowledge-based categories at each level.

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There is no abstract available for this dissertation.

The purposes of this study were to investigate the extent of relationship and the extent of agreement between the instructional reading level as determined by the informal reading inventory and the instructional reading level as determined by a cloze test, the Ginn Reading 360 Initial Screening Test, and teachers' estimates at three grade levels (second, third, and fourth).MethodologyTwenty-seven second graders, thirty third graders, and twenty-three fourth graders from one elementary school in Muncie, Indiana constituted the population of the study.In May, 1975, primary teachers in the selected school estimated the projected instructional reading level of their students for Septembers In a few cases (e.g., transfer students) it was necessary in the autumn of 1975 to secure this estimate from the child's previous teacher. The two group tests, the cloze test which was specifically constructed for this study and Ginn 360-IST, were administered by the investigator to the students in each of the three classrooms during a period from August 30, 1975 to September 10, 1975. The informal reading inventory, an individual test constructed specifically for this study, was administered by the investigator during a period from September 13, 1975 to October 7, 1975.Data for the eighty students included: Instructional reading placement in Ginn Basal Readers as determined y the IRI, the cloze test, the Ginn 360-IST, and teacher stimate.Analysis of Data1. The Pearson Product Moment Correlation Coefficient was utilized to determine relationship between the RI scores and the results of each of the other assessment devices.2. A stepwise multiple regression correlation was used to determine the relationship between the IRI scores and various combinations of the results of the other assessment devices.3. The agreement between the scores on the IRI and the results from each of the other assessment devices was determined by cross tabulation. The extent of agreement id lack of agreement was reported in percentages.4. The Kappa Index of Agreement, a nonparametric statistic, was utilized to determine whether placements agreed above and beyond chance.Findinqs1. The correlation between the informal reading inventory scores and the results of each of the other instructional assessment devices was statistically significant above the .001 level of confidence for the entire population and for each of the three grades.2. The correlation between the informal reading inventory scores and various combinations of the results from the other assessment devices revealed statistical significance at the .01 level of confidence for the entire population and for each of the three grades.3. Only three of the 12 computed Kappa values to determine the degree of agreement above chance were statistically significant at the .01 level of confidence. Lackof agreement between procedures for identifying instructional levels was evident.Conclusions1. Based on the findings of this study the cloze procedure cannot be recommended as a replacement for the informal reading inventory as a reliable assessment instrument for determining the instructional reading levels of pupils.2. The Ginn Reading 360 Initial Screening Test did not provide results that justify its use in place of tine informal reading inventory for assessing pupil's instructional reading level.3. The lack of accuracy of the teachers' estimates of their pupils' instructional reading levels would indicate that teacher estimates cannot replace the informal reading inventory as a reliable estimate of the pupil's instructional reading level.

To determine the differences between the control strategies of skilled and less-skilled riders as they control the lateral and longitudinal motion of a motorcycle, a study of motorcycle handling skills and their assessment was carried out. For the experiments, an instrumented motorcycle was developed which allowed the recording of the various rider/cycle control and response variables while skill tests were being conducted. Riders with a range of riding skills performed a standard skill test and an alternative skill test on the instrumented motorcycle. The experimental data were extensively examined and differences in the control behaviour over the range of riding skills were identified and quantified. A theoretical model was developed describing how less-skilled riders may control the lateral motion of their motorcycle.

My sincerest appreciation must be expressed to the people who provided support and encouragement while this paper was being prepared. J. A. W. (Warner) Woodley, Industrial Relations Manager of Allan Potash Mines was more than generous with his time and intellectual capacity. Doctors, N. A. Hall and V. F. Mitchell of the faculty of Commerce and Business Administration at the University of British Columbia, gave up much of their valuable time for consultations. To these people as well as the participating owners of Allan Potash Mines, my sincerest thanks. / Business, Sauder School of / Graduate

The purpose of the study was to explore the construct validity of the Durrell subtest Visual Memory of Words: Intermediate. The study was designed to investigate whether the Durrell Visual Memory of Words: Intermediate measures visual memory, as it is purported or includes a measure of an auditory-visual integration process in short-term memory. The study was conducted in four stages: Stage One described the paradigm for the study and identified tests to represent the constructs, of auditory memory, visual memory and auditory-visual integration. Stage Two of the study required administering two tests of auditory discrimination and three tests of auditory-visual integration, individually to 60 grade four students. The sample was stratified by age, gender and reading level. The results of Stage Two led to the development of a new paradigm for the study and the retention of two measures of auditory-visual integration for use in further exploratory studies. In Stage Three of the study two tests each of auditory memory, visual memory and auditory-visual integration were administered to 22 grade four students, controlling for test order effect. The same six tests were given to 120 grade five students during Stage Four of the study. The data were subjected to test, item and multiple regression analysis. Results of the test and item analysis indicated the California Phonics-Visua1 and the: G-F-W Auditory Memory were too easy for the grade five age students. Multiple regression analysis of the data revealed 55 percent of the variance of the Durrell Visual Memory of Words; Intermediate was accounted for by general reading ability plus tests of auditory memory, visual memory and auditory-visual integration. It was concluded that there was sufficient evidence from the exploratory study to raise the question of whether the Durrell Visual Memory of Words: Intermediate, does in fact contain a measure of auditory-visual integration. Some implications and suggestions for further research were stated. / Education, Faculty of / Graduate

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