Dribbling With Hands Assessments and Analysis

Emma Gagne

Background
● The sample groups that were assessed were two 2nd grade Physical Education classes at
Washington Elementary School. A total of 40 students were assessed over the 2 classes.
○ Room 26’s Pre-Tests were performed on 2/27/23
○ Room 24’s Pre-Tests were performed on 3/6/23
○ Room 26’s Post-Tests were performed on 3/1/23
○ Room 24’s Post-Tests were performed on 3/10/23

● The 4 criteria that the students were being assessed on were using their fingertips, eyes
looking ahead/up, knees bent, and 5 consecutive dribbles.
○ For each they were rated on a scale of 0-4:
■ 0 = did not participate or was absent from class
■ 1 = partially and/or rarely performs criteria
■ 2 = somewhat and/or sometimes performs criteria
■ 3 = mostly and/or most of the time performs criteria
■ 4 = fully and/or always performs and criteria

● Prior to any instruction, students were given this prompt on the first day of the unit:
“Everyone is going to have one basketball and you are going to dribble with your hands
in any way you know how to. Right now there are no right or wrong answers. I just want
to see what you know.”

● Students dribbled at their spots, as I circulated the class and rated the students on a scale
from 0-4. Each student was observed performing at least 5 dribbles (consecutively or
nonconsecutively).

● The same procedure was followed for the Post-Test performed 2 classes later. The prompt
was: “Everyone is going to have one basketball and you are going to dribble with your
hands. I want to see how much you have improved after we have been practicing for 2
classes.”

Growth Differences
● Greater than or equal to +6 = High Impact
● +3-5 = Moderate Impact
● +2 and lower = Low Impact
● * = Absent for Pre=Test
● ! = Perfect Score on Pre-Test
● Marked with Designated Highlight in Charts
 Dribbling Pre-Tests (2nd Grade)
*Perfect score = 16*

Dribbling Pre-Test (Room 26)

Student Uses Eyes Look Knees are 5 Consecutive
Name Fingertips Ahead Bent Dribbles Total
Janae 2 1 1 4 8
Zylum 4 4 4 4 16!
Chrisliannyz 2 2 2 2 8
Darren 2 2 2 4 10
Giancarlo 2 1 4 2 9
Stellalisse 2 2 2 4 10
Yexdiel 4 4 4 4 16!
Ariani 4 1 1 4 10
Kristofer 2 2 2 4 10
Angelynn 0 0 0 0 0
Kendall 1 2 2 2 7
Xiomarie 1 1 1 2 5
Zoey 2 2 2 4 10
Damian 1 2 1 4 8
Asiyah 3 2 1 4 10
Julian 2 2 3 4 11
Jay Jay 2 1 2 4 9
Amber 2 2 1 4 9
Elias 2 1 2 2 7
Bri’asia 2 2 2 2 8
Yanalies 3 1 2 3 9
 Dribbling Pre-Test (Room 24)
Student Uses Eyes Look Knees are 5 Consecutive
Name Fingertips Ahead Bent Dribbles Total
Ricardo 4 2 1 4 11
Dynasty 1 1 1 1 4
Xavnier 1 1 1 2 5
Nayomie A A A A 0
Jaedes 4 2 2 2 10
Miley 1 1 1 2 5
Noah 3 1 2 2 8
Dinercia 2 2 2 2 8
Jordan 3 1 2 4 10
Sahara 2 1 1 1 5
Dionne 2 2 2 2 8
Mya 1 2 1 2 6
Jailon 2 2 2 2 8
Ashley 2 1 1 2 6
Brayden 3 1 2 4 10
Noel 3 2 1 3 9
Shailyeeany 2 1 2 4 9
Jacob 1 1 1 1 4
Jowell 2 2 3 3 10
 Dribbling Post-Tests (2nd Grade)
*Perfect score = 16*

Dribbling Post-Test (Room 26)

Student Uses Eyes Look Knees are 5 Consecutive
Name Fingertips Ahead Bent Dribbles Total Growth
Janae 4 3 4 4 15 +7
Zylum 4 4 4 4 16 0!
Chrisliannyz 4 2 2 4 12 +4
Darren 4 3 4 4 15 +5
Giancarlo A A A A 0 -9*
Stellalisse 3 3 3 3 12 +2
Yexdiel 4 4 4 4 16 0!
Ariani 3 3 3 3 12 +2
Kristofer 2 2 4 4 12 +2
Angelynn 4 3 1 2 10 +10
Kendall 4 2 4 4 14 +7
Xiomarie 4 2 2 2 10 +5
Zoey 2 2 2 2 8 -2
Damian 4 4 4 4 16 +8
Asiyah 4 2 2 2 10 0
Julian 3 4 4 4 15 +4
Jay Jay 3 1 3 4 11 +2
Amber 4 2 2 2 10 +1
Elias 3 3 3 4 13 +6
Bri’asia 4 3 3 4 14 +6
Yanalies 3 2 1 3 9 0

* = absent for pre-test

! = perfect score on pre-test
 Dribbling Post-Test (Room 24)
Student Uses Eyes Look Knees are 5 Consecutive
Name Fingertips Ahead Bent Dribbles Total Growth
Ricardo 4 3 3 4 14 +3
Dynasty 2 2 2 2 8 +4
Xavnier 3 2 2 2 9 +3
Nayomie 2 2 1 2 7 +7*
Jaedes 4 4 4 4 16 +6
Miley 2 2 2 2 8 +3
Noah 2 2 2 2 8 0
Dinercia 3 3 3 3 12 +4
Jordan 4 4 4 4 16 +6
Sahara 3 2 2 4 11 +6
Dionne 3 2 2 4 11 +3
Mya 3 3 3 4 13 +7
Jailon 4 3 3 4 14 +6
Ashley 3 3 3 4 13 +7
Brayden 4 3 4 4 15 +5
Noel 3 3 4 4 14 +5
Shailyeeany 3 3 3 4 13 +4
Jacob 2 2 2 2 8 +4
Jowell 3 3 3 4 13 +3
* = absent for pre-test
! = perfect score on pre-test
 Analysis
● 40 students were Pre- and Post-Tested on their Dribbling ability based on 4 criteria: use
of fingertips, eyes looking ahead/up, knees bent, and at least 5 consecutive dribbles.

● Each student was observed once for the pre-test and once for the post-test for at least 5
dribbles (consecutive or nonconsecutive).

● The criteria that were most commonly performed fully and correctly during the Post-Test
were using only fingertips and doing 5 consecutive dribbles.

● The criteria that were least commonly performed fully and correctly during the Post-Test
were eyes looking ahead/up and knees bent.

● Growth Ratings
○ High Impact = Greater than or equal to +6
○ Moderate Impact = +3-5
○ Low Impact = Less than or equal to +2

● 13 students had a High Impact Rating

○ 1 student refused to participate in the Pre-Test, but agreed to participate in the
Post-Test. I later learned that she was uncomfortable using a real basketball at
first.
● 15 students had a Moderate Impact Rating
● 10 students had a Low Impact Rating
○ 3 of these students had no change between their Pre- and Post-Tests
○ 1 of these students was absent for the Post- Test and received a 0 because of it
● 2 students scored perfect scores on the Pre-Test

Conclusion
Performing this assessment at the beginning of the unit allowed me to get a sense of
where the students current abilities were earlier on. From there, I was able to cater my instruction
and planned activities to best fit their needs. For example, one of the primary areas of weakness I
noticed early based on the Pre-Test was not looking ahead while dribbling. To target this
weakness we did a spot the difference game where students had to look for the difference in a
picture in front of them while also maintaining their dribble. Using this assessment also allowed
the students to showcase for themselves how their skills have improved. I am sure that many of
them felt more confident and comfortable dribbling once the Post-Test occurred. Lastly, I can
now use the data from the Post-Test to determine if my instruction was effective. Given that
more than 50% of the students achieved moderate or high impact ratings, I can assume that my
teaching was beneficial and effective for most students. In regards to those who received low
impact ratings, it could have been because their learning style did not work well with the
teaching styles I implemented. They may have come late to class or could have even been taught
a different way to dribble outside of PE. Overall, I am content with the scores that the students
achieved.