Vienna coordination course

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The Vienna Coordination Course ( WKP ) is a standardized and standardized sports motor test procedure developed by Siegbert A. Warwitz to determine movement coordination . The scope includes male and female adolescents between the ages of 11 and 21 as well as sports students of both sexes.

History of origin

The WKP was created in 1964/1965 as part of a research project at the University of Vienna on the question of statistically relevant relationships between combinatorial thinking and movement coordination. It was named after the place of its creation, the test content and the type of test construction. It was standardized and calibrated in cooperation with schools in Vienna. The normalization was initially carried out for the population of 17 to 21-year-old high school students. In a representative sample for the German state of North Rhine-Westphalia , 774 schoolchildren from 43 classes in 18 cities and municipalities were subjected to the experimental procedure. These were repeated ten years later in Baden-Württemberg by specially trained students and their results were confirmed at the level of significance p = 1% and a population of N = 2778. In the course of scientific examination theses , the tables of standards could be expanded from 1975 to 1981 up to the age of eleven and for the special group of sports students. In the case of the ten-year-olds, the limit of the scope of application was reached with too high a failure rate. From 1982 onwards, there was a fully developed test procedure based on 3668 test acceptances and annual samples of N> 100. According to the reflection on the Internet, the WKP is most often used today for aptitude tests for sports studies at universities , academies and sports colleges.

Test design

The Vienna coordination course (WKP) is a heterogeneous test battery consisting of eight individual tasks . It makes the quality of movement coordination quantitatively measurable and thus accessible to an objective assessment. The starting point is the fact that the demands on the ability to coordinate gradually increase with the speed of movement. The basic difficulty of the items is designed in such a way that they can be mastered by as many test persons as possible without any problems at a slow pace . With the increased speed a differentiation of the skill profile takes place.

The WKP breaks down the complex coordination ability into its most important components and checks these separately using corresponding tasks. Here, the sequence of the items is as important a function as the tasks themselves. The test design also takes into account the important for coordinating interaction between perception elements, cognitive characteristics and circumstances of the physical musculoskeletal system . The test person must have an overview of the course, include the following tasks in his or her mind ( anticipate ) and control their movement accordingly.

The spectrum of factors tested with the WKP includes the ability to perceive space , the control of the position in space ( spatial orientation ), the control of whole-body position changes ( movement control ), the coordination of force and speed ( movement flow ), the movement precision , the motorized adjustment to space and objects ( flexibility ), the maneuverability ( mobility ), the smoothness of the motion sequences ( economy of movement ), the interaction of sub-body movements ( movement coupling ), the sense of balance, the anticipation ability.

Test battery

According to the plan sketch by Warwitz, the course is to be completed in the following order:

tasks

  1. Roll backwards - roll forward on floor mats
  2. 360 ° rotation around the body's longitudinal axis (jumping around / stepping around)
  3. Balance over an upturned long bench up to a mark
  4. Figure eight around two stands connected by a rubber rope, whereby the rope has to be underpassed in one loop and skipped over in the other
  5. Slalom rolls: The medicine ball (2 kg) lying ready in a gymnastics ring is to be rolled around five cones with the hands or feet in a slalom manner and then safely placed back in the ring. Errors such as knocking over a cone or unsafe depositing of the medicine ball must be corrected immediately.
  6. Cross-jump combination: a box pattern is marked on the floor with adhesive tape. The test person assumes the starting position (left foot at position 0) and, according to the sequence of numbers, skips the middle box with the outer leg, i.e. crosswise, until he comes to a stand with the ninth jump on both legs at position 9/10 omitting a jump or entering the middle field leads to the repetition of the entire task.
  7. Cart hopping: A square marked with adhesive tape on the floor is to be skipped by hopping on one leg once forwards and backwards, right, left and forwards, i.e. five times. Mistakes like skipping a jump or entering the infield require repetition of the task.
  8. Obstacle climbing: A transversely positioned uneven bars must be overcome as an obstacle in such a way that the front (low) bar is submerged and the rear (higher) bar is climbed over. The spars should be kept as far apart as possible.

Measurement

The time is taken in whole seconds. Stop sign is the acoustic signal that you jump off the parallel bars. Errors require immediate correction and mean loss of time. The better of two runs is counted.

After the course has been set up, around 20 test persons can be tested by a test leader in one hour if organized quickly. A performance comparison with the standard tables only makes sense if the standardization regulations are strictly adhered to .

Test evaluation

The WKP offers various evaluation options:

  1. Intra-individual performance comparison : Determination of a change in performance in the same person in the course of a training unit or development
  2. Inter-individual performance comparison : Determination of the performance level within a class or sports group
  3. Intra-group comparison : Determination of the change in performance of a group in the course of a training unit or development
  4. Inter-group comparison : Establishing the performance levels of different groups
  5. Supraregional comparison : Determination of the performance level on the basis of age, gender or performance group, d. H. Measurement on standard tables
  6. Generation comparison : determination of a change in the average performance after decades. This means repeating the standardization on large representative samples and can only be carried out through a scientifically sound research project , such as a dissertation .

Standard tables

The test manual for the WKP contains two standard tables for interpreting the test results. They are published in the Warwitz source literature 1982, pages 62 and 63. A table records the performance spectrum of male students between the ages of 11 and 21 as well as male sports students. A second provides the comparative data for female pupils and students of the same age. The test values, broken down according to age group, were obtained in series tests on a representative basis. The assigned percentile ranks allow each test performance to be assessed on a five-point rating scale from "insufficient" to "defective" , "average" , "good" to "excellent" .

Test assessment

The degree of maturity and value of a test procedure can be precisely measured statistically and mathematically using so-called “ quality criteria ”. From the design documentation and from the scientific test literature, the following picture emerges for the WKP:

  1. The objectivity as the degree of independence of the test results from experimenter and subjective interpretations achieved through strict standardization requirements for the test procedure and by the standard panels for the interpretation of measurement results optimal values.
  2. The validity as the degree of informative value that the test actually measures what it is supposed to measure, became an average coefficient of r = .710 (Krammerbauer) in correlation series with the parallel teacher judgment and a value of r = .710 (Krammerbauer) with the student judgment (cipher method) r = .614 (Warwitz) determines what is to be classified as high.
  3. The reliability as the degree of reliability and stability of the results was ensured with the retest method already in the creation process of the test procedure with the very high value of r = .938. Using the split-half method, Furrer calculated the coefficient r = .850 on another population.
  4. The economy as the degree of ease of use of the test procedure results from the free test materials available in every school and sports facility, the quick setup using templates, the personnel-saving implementation by just one test manager and the rapid evaluation using standard tables.
  5. The standardization as a criterion for the comparability and clarity of the measurement results is given by the provision of reliable comparative data on the basis of 3668 test acceptances with gender-segregated age group quotas of N> 100 over the entire scope of the WKP.

See also

literature

Source literature

  • Warwitz, Siegbert (1966): The interrelationship between the general intellectual and the general physical area of ​​ability with special consideration of the combinatorial thinking and the coordination of movements - an experimental psychological investigation with adolescents . Diss. Vienna (242 pages)
  • Warwitz, Siegbert (1976): The Vienna coordination course , In: Ders .: The sports science experiment. Planning-implementation-evaluation-interpretation . Schorndorf (Hofmann) (124 pages) pages 48-62
  • Warwitz, Siegbert (1982): Standard tables for the Vienna coordination course (WKP) . In: Sportunterricht (teaching aids) 4. Pages 59–64

Secondary literature

  • Aigner, Th. (1980): The Vienna coordination course as an instrument for measuring the dexterity of sports students. Knowledge State examination thesis. PH Karlsruhe
  • Behr, B. (1981): The coordination ability of students in comparison of measurement and evaluation. Second state examination thesis. Karlsruhe
  • Bös, K. (1987): The Vienna coordination course by Warwitz. In: Bös, manual of sport motor tests. Goettingen. Pp. 361-364. 2nd edition 2001
  • Bürkl, A. (2008): Der WKP, In: Coordinative skills in the Thuringian curricula for the subject of sport and current theoretical models of science. Knowledge State examination thesis. University of Erfurt. P. 33 ff
  • Enderle, B. (1980): The assessment of the dexterity of girls through the Vienna coordination course. Knowledge State examination thesis. PH Karlsruhe
  • Furrer, H. (1975): Statistical Review of the Reliability and Objectivity of a Sports Psychological Test Battery (WKP). Knowledge State examination thesis. PH Karlsruhe
  • Krammerbauer, G. (1975): Validation and standardization of a sport psychological experiment (WKP). Knowledge State examination thesis. PH Karlsruhe
  • Mühlfriedel, B. (1987): The WKP. In: Mühlfriedel, training theory. Frankfurt. 3. Edition. Pp. 141-147
  • Niedermeyer, G. (1979): Test judgment and teacher's judgment in the assessment of the coordination ability of girls according to the Vienna coordination course. Knowledge State examination thesis. PH Karlsruhe
  • Rapp, G./Schoder, G. (1977): Sports motor test procedures. Stuttgart
  • Roth, G. (1978): Testing and standardization of the Vienna coordination course (WKP) in 12 to 14 year old secondary school students. Knowledge State examination thesis. PH Karlsruhe
  • Schäfer, R. (1979): Possibilities of application and evaluation of the WKP in schools. Knowledge State examination thesis. PH Karlsruhe
  • Schirach, N. (1979): The creation of norm tables for a sport motor test battery (Vienna coordination course). Knowledge State examination thesis. PH Karlsruhe
  • Schirach, N. (1982): The development of a test method for assessing physical performance (WKP). Second state examination thesis RL. Karlsruhe
  • Schmitt, E. (1980): Testing and assessment of a test to determine the ability to coordinate (WKP). Knowledge State examination thesis. PH Karlsruhe
  • Weineck, J. (2007): The WKP. In: Optimal Training. Erlangen (Spitta). 14th edition. Pp. 552 ff, 757 ff
  • Weiß, E. (1981): The connection between intelligence and coordination skills - an empirical comparison with the help of the WKP. Knowledge State examination thesis. PH Karlsruhe
  • Wontorra, W. (1981): Empirical review of the mental training of 52 students by the WKP. Second state examination thesis. RL. Karlsruhe
  • Center for Psychological Information and Documentation (Ed.) (2014): Directory of test procedures: Vienna coordination course. Trier. 21st edition. Pages 129-131 (9001322)

Web links

Video

Individual evidence

  1. ↑ S. Warwitz: The interrelationship between the general intellectual and the general physical ability area with special consideration of combinatorial thinking and movement coordination. Diss. Vienna 1966 pages 88-91, pages 96-102
  2. ↑ S. Warwitz: The Vienna coordination course (WKP) In: The sports science experiment. Schorndorf 1976, pages 48-62
  3. ^ Warwitz, Siegbert (1976): The Vienna coordination course , In: Ders .: The sport-scientific experiment. Planning-implementation-evaluation-interpretation . Schorndorf (Hofmann) pages 50-52
  4. ↑ cf. u. a. Bös, Furrer, Krammerbauer, Mühlfriedel, Roth, Weineck