Measurement of Reliability on Volleyball Serve Assessment

throu

h Cohen's Ca

a Coefficient Anal

sis

Fauzi

Faculty of Sport Science, Universitas Negeri Yogyakarta, Jl Kolombo No 1, Yogyakarta , Indonesia

Keywords: Measurement, Reliability, Serve, Analysis

Abstract: Research objective is to find out the reliability of volleyball serve instrument, including 1)

opening or introductory, 2) warming up, 3) preparation move, 4) main move, 5) final move, and

6) closing. The subjects of research consisted of two parties, namely 1) 72 male athletes aged

between 16-20 years old who were members of the Pengda PBVSI (Regional Volleyball

Association) in Yogyakarta Special Region club or association, and 2) raters, i.e. six volleyball

coaches. The subjects was taken by random sampling, using following criteria, namely 1) athletes

who have trained for more than three years, 2) athletes who have participated in competitions,

and 3) clubs that developed continuous training, while for the reviewers / trainers, they should be

coaches who actively train in volleyball clubs in Yogyakarta Special Region. Instrument

reliability was measured Cohen's Cappa analysis that allowed six (6) raters / assessors when the

subjects played pre-game. The research results showed 1) the opening or delivery instrument is

0.85; 2) warming up instrument 0.85; 3) preparation move instrument 0.83; 4) main move

instrument 0.87; 5) final move instrument 0.84; and 6) closing instrument 0.84.

1 INTRODUCTION

Volleyball is a team game that requires athletes to

master playing skills. The process of volleyball

training in clubs teaches technique skills for

volleyball athletes and teaches how to apply them in

competitive situations. The volleyball training

process is focused on the athlete in developing

technical skills to play volleyball, namely the skill in

playing the ball.

An instrument can fulfil the requirements as

good measuring tool if it can describe the true state

of the object to be measured and can provide data

that are related correctly and precisely. Good

instrument is said to be good if it can meet the

requirements of validity, reliability, objectivity and

practice.

2 MANUSCRIPT PREPARATION

This research tried to measure the reliability of

volleyball serve instrument items through

observation by raters / assessors on male volleyball

athletes aged 16-20 years who were members of

PBVSI Pengda (Regional Volleyball Association

Administrator) clubs or associations in Yogyakarta

Special Region. The method of observation was

done, so that the measured ability really expressed

the real ability displayed when players play

volleyball.

To determine the performance of volleyball

athlete, assessment is needed. So far, there are many

volleyball assessments in the form of sport skill

tests. Sport skill tests have weaknesses including

only one or two techniques in one skill test and

require various facilities (infrastructure, high walls).

Therefore, it is important and necessary to conduct

research on assessment of the performance of

volleyball skills that meet the reliability criteria of

the instrument. Assessment of performance can be

done in two ways; 1) process performance and 2)

product performance. Assessment of the

performance of volleyball skills in the process

performance by which athletes train volleyball

techniques covering all aspects of the technique with

simulations or demonstrations as shown when

playing or competing.

Based on the description above, it is necessary to

develop the assessment of the performance of the

process (before competing or pre-game). With the

Fauzi, .

Measurement of Reliability on Volleyball Serve Assessment through Cohen’s Cappa Coefﬁcient Analysis.

DOI: 10.5220/0009796505470553

In Proceedings of the 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science in conjunction with the 2nd Conference on Interdisciplinary Approach in Sports

(YISHPESS and CoIS 2019), pages 547-553

ISBN: 978-989-758-457-2

547

assessment of the performance of the process, it will

be easier for the trainer to see the progress of the

athletes to achieve optimal volleyball skills. The

assessment that was developed in this research was

the assessment of volleyball skills on the

performance of the process (before playing or pre-

game) of volleyball serve technique.

2.1 Assessment of Training- Coaching

Volleyball

Development and implementation of training

program performed by coaches influences the

assessment applied to athletes at club. Anderson

(2003: xi) states that assessment is the process of

gathering information to make decisions. Lund &

Linn (1990: 5) claim that assessment is a systematic

process in collecting, analysing, and interpreting

information that includes work performance,

knowledge, attitudes, skills, work tasks that they

know and can do their jobs.

Assessment includes all the methods used to

collect data about individuals (Mardapi, 2012: 12).

The assessment focuses on the individual, so the

decision is also on the individual. Huba & Freed

(2000: 8) define assessment as a process of

gathering and testing information to improve the

clarity of understanding of what has been learned by

learners or students from their experiences.

Anderson (2003: 15) explains assessment is an

action that is very closely related to decision

making. The more the number of incidents of

decision making from the assessment of training, the

more serious the consequences and implications in

the long term.

The training- coaching volleyball in clubs has

various objectives, including move techniques,

strategy, tactics, cooperation, and fairness skills.

Other supporting factors are used as illustration by

the coach to assess athletes, while training- coaching

also emphasize on aspects of knowledge and

behaviour. The results of training- coaching are

certain competencies or abilities both cognitive,

affective, and psychomotor that are achieved or

mastered by athletes after following the training-

coaching process.

A coach has assessed the training- coaching

results involving measurements using measuring

instruments such as athlete's move observation and

the existing volleyball test (sports skill test) that has

been adopted. The assessment is carried out by the

coach by using the volleyball skill instrument on the

sports skill test without realizing there was a

weakness, namely the existence of culture bias. The

weakness of culture bias is that for tests that are

adaptive in nature, there are several norms that are

not necessarily suitable to be applied or used in other

cultures. The use of athlete's move observations was

not accompanied by the preparation of norms as a

reference for the success of athletes in the process of

practicing.

The assessment process involves gathering

evidence about the achievement of training results of

athletes which in the implementation involves a

measurement process. Measurement is the

determination of numbers in a systematic way to

state the individual's condition or object (Mardapi,

2012: 5). Systematic way means that measurement

activities are carried out through certain procedures

or certain rules, so that the results of measuring the

state of the same object, even though different places

and times will give the same measurement results.

Some of the main principles that must be

considered by coaches in assessment process for

athletes, according to Popham (1995: 16) are

validity, reliability and absence-of-bias. According

to Nitko and Brookhart (2007: 38), validity is the

accuracy of the interpretation and usefulness of the

results of the assessment. Therefore to validate the

interpretation and usefulness of the assessment, it

must combine evidence from other sources which

indicate that the interpretation and usefulness of the

assessment results are appropriate. Validity is a

result of judgment made after considering various

evidences from various relevant sources.

Reliability is coefficient that shows the level of

consistency of the results of the test (Mardapi, 2012:

51). Consistent measurement results are using the

same measuring instrument for different people or at

different times but the same conditions. The degree

of reliability of the assessment results determines the

level of confidence of the results achieved. The

reliability of an assessment result does not guarantee

the validity of the assessment results. It is just that

reliability increases trust in determining decisions

related to assessment results.

Thus, it can be concluded that the training-

coaching assessment is all the methods used by

coach to collect data on the results of training

athletes through systematic measurement.

2.2 Psychomotor Assessment

Assessment of psychomotor aspect or skill is the

success of playing the ball with various volleyball

techniques. Reid (2010: 1) states that in order to

determine the development and improvement of

athletes and motivate them, the coach must use the

opportunity to measure the success of the exercise

by making an assessment at the end of the year.

Assessment of volleyball skills basically rests on the

activities of athletes with many using performance

assessments. With the performance assessment it is

YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

548

expected that athletes can demonstrate activities in

the form of volleyball techniques. According to

Stiggins (1997: 34), performance assessments call

upon the examinee to demonstrate specific skills and

competencies, that is, to apply skills and knowledge

they have mastered.

Performance assessment of volleyball skills is

basically a process of gathering evidence of

achievement that relies on the performance of

athletes. That is, the performance assessment in its

implementation involves athletes in an activity that

demands to demonstrate its capabilities in the form

of processes and products. This assessment is

expected that athletes can demonstrate that they can

do certain tasks, such as doing volleyball playing

techniques. In performance assessment the important

thing is how the coach observes and scores the

athletes' performance abilities. Therefore, coaches as

raters must pay attention to the validity and

reliability factors of the measuring instrument so that

the expected results of the assessment are not

subjective. In addition, in carrying out the

assessment of volleyball skills the trainer needs

assessment guidelines that aim to facilitate the

assessor or rater in assessing so as to minimize

measurement errors.

2.3 Performance Assessment

Performance assessment or often referred to as

authentic assessment (authentic assessment)

(Metzler, 2005: 180). Authentic assessment in other

books (except Wiggins) is equated with the name of

alternative assessment (performance assessment) or

performance assessment (Herman & Winters, 1992:

146). According to Zainul (2005: 3), performance

Assessment is a variety of tasks and situations where

test participants are asked to demonstrate

understanding and application of in-depth

knowledge, as well as skills in various contexts. This

means that performance assessment or performance

assessment is an assessment that asks test takers or

athletes to perform performance or demonstrate their

knowledge in various contexts according to the

desired criteria.

Morrow (2005: 131) states that assessment is a

real life setting, one that is less contrived and

artificial than traditional forms of testing. This

means that an assessment takes the form of a task

designed in accordance with real life. According to

Mueller (2006), authentic assessment is a form of

assessment in which students are asked to present

assignments in real situations by demonstrating the

application of essential skills and knowledge (direct

assessment).

Based on the description above, it can be

concluded that performance assessment is an

assessment that asks test takers to perform

performance or demonstrate their knowledge and

skills into various contexts according to the desired

criteria.

Performance assessment is characterized as

assessment that emphasizes the form of assignments

so that the results of the work are in the form of

athletes' work called products, and printing rubrics

or guidelines developed and designed according to

the content of the task and used to assess athletes'

products. There are two important components in

performance assessment, namely task performance

and performance rubrics.

Task is assignment that will be performed to

make performance assessment, while the rubric

consists of a list of criteria that are realized with

work dimensions, process aspects or concepts that

will be assessed and quality gradations ranging from

the most perfect level to a bad level (Zainul, 2005:

13). Important properties in performance

measurement require reliability. Johnson, et al

(2009: 22) state that reliability means the

consistency of scores across such factors as

occasions, tasks, and raters. in others words,

reliability addresses whether examining scores

would be the same if she was to take the exam on a

different occasion, complete different tasks, or

scored by different raters. In the performance

assessment using the inter-rater reliability method, it

requires the assessor to assess or measure some

aspects of the behaviour of students or athletes in the

assignment. To achieve high level of reliability

among raters, it is necessary to design and apply the

rubric. The development of the rubric is very

necessary in the performance assessment, which is

used as the basis for measurement.

Rubrics are guidelines for the product of

assessment. Rubrics or criteria are guidelines for

giving clear scores and agreed upon by teachers and

students (Zainul, 2005: 9). This guide explains to

teachers and students about the standards that exist

in performance (Herman & Winters, 1996: 47).

Lund and Mary (2002: 43) argue that rubric

indicates the criteria for a person scoring

performance-based assessment should use when

doing evaluations. Furthermore, the criteria for

performance evaluation are often called scoring

criteria, scoring guidelines, rubrics, and rubric

scoring but have the same meaning (Lund & Mary,

2002: 44). The design of the assessment rubric

requires specifications of the criteria to assess the

quality of performance and choice of assessment

procedures (Brenan, 2006: 394). The criteria in the

rubric describe the important elements of

performance and become the source of the criteria to

be assessed.

Measurement of Reliability on Volleyball Serve Assessment through Cohen’s Cappa Coefﬁcient Analysis

549

Criteria that are clearly the essence of

performance assessment so students can be assessed

consistently (Arter, 1996: vi). The rubric criteria

used by teachers are product criteria (Guskey 1996b:

4). The product criterion in this case is about the

results that are clearly displayed by athletes in the

volleyball club.

In the process of training- teaching sports in the

club, the product criteria are the performance of the

athlete in the accuracy of the ball towards the

opposing field, the accuracy of the ball being

directed and passed to team mates in the team and to

block the ball from the opponent's smash attack.

Assessment of the performance of volleyball skills

where athletes are asked to display the process

performance of performing sports techniques and

display the results of the accuracy of the ball.

In performance assessment, it involves two kinds

of relevance, namely in accordance with competence

and meaningful in real life. That is, a performance

assessment criteria or indicators must be in

accordance with the competencies or abilities trained

by athletes and meaningful with real life.

2.4 Assessment of Performance-based

Volleyball Skills

In assessing the achievement of the competencies of

athletes in volleyball clubs, the coach needs to apply

comprehensively in assessing the success of

practicing volleyball during training by paying

attention to the indicators of the athlete's abilities /

performance in volleyball which are described from

the training program indicators.

Assessment is an important and inseparable part

of the practice of practicing volleyball, so the coach

will make continuous assessments as part of the

training-coaching situation. Assessment can apply

various ways and use of various assessment tools to

obtain information on the extent to which learners'

learning outcomes or the achievement of

competencies (sets of abilities) of students (Carol,

1994: 5).

Training- coaching volleyball technique involves

many various skill abilities. Skill skills can be

assessed in various ways, observation is one of the

best judgments available. Coaches and athletes can

observe skills and provide assessments designed to

improve the process of practicing volleyball training

in clubs. Observation is an assessment performed by

observing the athlete during the training process and

/ or outside the training activities. Observations are

made to collect qualitative and quantitative data in

accordance with the competencies assessed, and can

be done both formally and informally.

In the process of training, it mostly involves

athlete behaviour, the use of coach observation is

one of them which is currently the most practical.

The coach gives an assignment to display, then sees

how well the athlete's movements behave.

Observations on performance are done to collect

data, so that it can be seen how far the athlete has

mastered a skill based on the performance displayed

during, after, and or after several times practicing

training at the club.

3 RESEARCH METHODS

The type of data in this research was quantitative.

Quantitative data were obtained through the results

of measuring the performance of the technique of

volleyball skills. Pre-match technical process

performance (pre-game), where athletes simulated or

demonstrated each technique of volleyball sports

with indicators: 1) opening or introductory, 2)

warming up, 3) preparatory move, 4) main move, 5)

final move, and 6) closing. Indicators are performed

on serve techniques, bottom fitting, top fitting,

hitting, and blocking mastered by athletes. Data

from the measurement of the performance skills of

the volleyball serve assessment process was

obtained using pre-match assessment instruments

(pre-game).

The instrument of this research used a volleyball

grid to measure the level of achievement of

volleyball serve skills with a volleyball athlete as the

respondent. The data collection technique used the

athlete's performance tasks, namely the athlete's job

performance in the form of pre-match simulation

(pre-game) which was observed using observation

guidelines equipped with a rubric sheet.

The analysis used to find out the reliability

coefficient of the instrument was inter-rater

reliability analysis (inter-rater reliability). The

assessor or rater in the research used 6 (six) raters

and the one who became the rater was the volleyball

coaches who had national coach certification. The

reliability coefficient of the volleyball sports skills

assessment instrument used SPSS assistance with

the Cohen Cappa

K. program The Cohen Cappa K

program aims to find out the understanding of the

assessor, the understanding of the assessor when

observing athletes in performing the pre-game

process with serve techniques that include

introduction, warming up, preparatory move, main

move, final move, and closing. The amount of the

Cohen Cappa coefficient produced compared to the

minimum permissible criteria was 0.70 (Mardapi,

2012). The results of volleyball skill assessment on

volleyball serve technique was analyzed by using

YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

550

descriptive analysis, which described the assessment

done by athletes during performing performance

tests on serve technique.

The subject of this research consisted of two

elements: 1) athletes totalling 72 male athletes aged

16-20 years who were members of Pengda PBVSI

clubs in Yogyakarta and 2) volleyball coaches

(raters) who were (6) coaches. Determination of

research subjects was taken by random sampling,

with criteria, namely: 1) athletes who had practiced

for more than three years, 2) athletes who had

participated in the competition, and 3) clubs that

developed continuous training, while the reviewers /

trainers were trainers who actively trained in

volleyball clubs in Yogyakarta Special Region.

Measurement of instrument reliability used Cohen’s

Cappa coefficient analysis involving six (6) raters /

assessors when the subject played pre game.

Instruments can be said to be good if the reliability

of the instrument shows that the reliability

coefficient is greater than or equal to 0.60, meaning

that the instrument can provide level of

understanding among the raters.

The type of data in this research is quantitative.

Quantitative data is obtained through the results of

measuring the performance of the technique of

volleyball skills. Pre-match technical process

performance (pre-game), where athletes simulate or

demonstrate each technique of volleyball sports with

indicators: 1) opening or introductory, 2) warming

up, 3) preparatory move, 4) main move, 5) final

move, and 6) closing. Indicators are performed on

serve techniques, bottom fitting, top fitting, hitting,

and dam controlled by athletes. Data from the

measurement of the performance skills of the boa

volley serve assessment process was obtained using

pre-match assessment instruments (pre-game).

The instrument of this research used a volleyball

grid to measure the level of achievement of

volleyball serve skills with a volleyball athlete as the

respondent. The data collection technique used the

athlete's performance tasks, namely the athlete's job

performance in the form of pre-match simulation

(pre-game) which was observed using observation

guidelines equipped with a rubric sheet.

The analysis used to find out the reliability

coefficient of the instrument was inter-rater

reliability analysis (inter-rater reliability). The

assessor or rater in the research used 6 (six) raters

and the one who became the rater was the volleyball

coaches who had national coach certification. The

reliability coefficient of the volleyball sports skills

assessment instrument uses SPSS assistance with the

Cohen Cappa K. program The Cohen Cappa K

program aims to find out the understanding of the

assessor, the understanding of the assessor when

observing athletes in performing the pre-game

process with serve techniques that include

introduction , warming up, preparation move, main

move, final move, and closing. The amount of the

Cappa K Cohen coefficient produced compared to

the minimum permissible criteria is 0.70 (Mardapi,

2012). The results of volleyball skills assessment on

volleyball serve techniques were analysed using

descriptive analysis, which describes the assessment

carried out by athletes during performing

performance tests on serve techniques.

The subject of this research consisted of two

elements, namely: 1) athletes totalling 72 male

athletes between the ages of 16-20 years who were

members of the PBVSI Pengda club in Yogyakarta,

and 2) a volleyball coach (rater) who there are six

(6) trainers. Determination of research subjects was

taken by random sampling, with criteria, namely: 1)

athletes who have practiced for more than three

years, 2) athletes who have participated in the

competition, and 3) clubs that carry out continuous

training, while the reviewers / trainers are trainers

who actively train in volleyball clubs in the Special

Region of Yogyakarta. Measurement of instrument

reliability uses Cohen’s Cappa coefficient analysis

involving six (6) raters / assessors when the subject

plays pre game. Instruments can be said to be good

if the reliability of the instrument shows that the

reliability coefficient is greater than or equal to 0.60,

meaning that the instrument can provide a level of

understanding among the raters.

4 RESULTS AND DISCUSSION

Data results can be presented by inter-rater

coefficient analysis. The inter-rater coefficient is one

of the means to see the level of consistency or

consistency between the assessors / raters in giving

ratings to the performance of athletes in

demonstrating volleyball skills at the club. For the

purposes of testing the consistency of inter-rater or

appraiser, researchers used the coefficients of

Cohen’s Cappa.

Data collection of the research was done by 6

raters / assessors who gave rating on the assessment

of volleyball serve technique skills. In this

assessment there are 6 (six) items that are the objects

of research, namely, opening / introductory,

warming up, preparation move, main move, final

move, and closing. The summary of the results of

the calculation of consistency and agreement of the

six raters on volleyball skills in serve technique is

presented in Table 1.

Measurement of Reliability on Volleyball Serve Assessment through Cohen’s Cappa Coefﬁcient Analysis

551

Table 1: Results of the K (Cappa) Coefficient among Raters on Volleyball Serve Technique Skill

Item

Raters (Assessors) Mean

.2 1.3 1.4 1.5 1.6 2.3 2.4 2.5 2.6 3.4 3.5 3.6 4.5 4.6 5.6 (Average)

1 .89 .92 .79 .82 .81 .87 .78 .81 .81 .82 .84 .79 .92 .87 .95 .85

2 .92 .87 .82 .77 .77 .84 .85 .75 .80 .95 .90 .85 .90 .90 .90 .85

3 .82 .84 .76 .79 .83 .86 .79 .77 .84 .84 .91 .81 .84 .88 .86 .83

4 .89 .90 .85 .87 .90 .89 .84 .82 .85 .84 .87 .85 .92 .90 .93 .87

5 .92 .87 .75 .82 .80 .84 .82 .80 .82 .78 .85 .78 .87 .90 .93 .84

6 .88 .95 .76 .83 .81 .84 .83 .76 .83 .81 .88 .81 .83 .90 .83 .84

Mean .89 .88 .79 .82 .82 .86 .83 .78 .83 .84 .88 .82 .87 .90 .89 .85

Overall Mean of Cappa Coefficient 0.85

Table 1 shows that the results of the average K

coefficient (Cappa) serve technique in the opening

item 1 instrument (introduction) with an assessment

of 6 raters are 0.85. The average results of the K

(Cappa) coefficient of serve technique in the item 2

warming up instrument with assessment of 6 raters

are obtained 0.85. The results of the mean K

coefficient (Cappa) serve technique in the item 3 of

the preparatory move with assessment of 6 raters

were obtained 0.83. The average results of the K

(Cappa) coefficient of serve technique in the item 4,

move instrument with gesture move assessment of 6

raters were obtained 0.87. The results of the average

of K coefficient (Cappa) on serve technique in the

final instrument item 5 with 6 rater’s ratings are

obtained 0.84. The results of the mean K coefficient

(Cappa) serve technique in the closing instrument

item 6 with an assessment of 6 raters are obtained

0.84.

The level of consistency and agreement of the

overall assessors in assessing volleyball serve

technique skills at clubs can be determined by taking

the average Cappa Coefficient by six raters 0.85.

The value of 0.85 illustrates that the six assessors

(raters) have perception and understanding of the

valuation construct of 85%. The K (Cappa)

coefficient value is greater than the minimum

criteria used at 0.75, so the instrument meets the

reliability coefficient requirements.

5 CONCLUSION

Based on the research results through Cohen’s

Cappa coefficient analysis, the reliability of serve

technique instruments can be obtained as follows: 1)

Reliability of opening or introductory instrument is

0.85; 2) Reliability of warming up instrument is

0.85; 3) Reliability of the preparatory move

instrument is 0.83; 4) Reliability of the main move

instrument is 0.87; 5) Reliability of the final move

instrument is 0.84; and 6) Reliability of the closing

instrument is 0.84.

From the conclusion above, that the use of the

Cohen’s Cappa coefficient needs to be considered in

measuring the reliability of the instrument because it

produces reliability that satisfies the criteria of good

test.

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