UPHESC Assistant Professor Physical Education 2025 PYQs

Concept: Back scratch test (Senior Fitness Test, Rikli & Jones): one hand over the shoulder, the other behind the back – distance between fingers measures shoulder flexibility.

1. Sit and reach – hamstring/lower back flexibility.
2. Trunk lift – trunk extensor strength and flexibility.
3. Kraus-Weber – minimum muscular fitness (strength and flexibility of key postural muscles).

Short trick: Scratch your back → shoulder.

Concept: For motor/athletic performance tests, reliability is usually found by test–retest: the same test given twice and scores correlated.

1. Split-half, rational equivalence (Kuder–Richardson) and parallel forms suit written tests with many items.
2. A skill (e.g. sprint, jump) is a single performance, so repeating it is the natural method.

Short trick: Physical test → repeat it → test-retest.

Concept: Treadmill ergometry is a graded exercise test (e.g. Bruce protocol) used to measure VO₂ max – cardio-respiratory (aerobic) fitness.

1. Speed and gradient are increased step by step while heart rate, ECG and oxygen uptake are recorded.
2. Strength is measured by dynamometers/1RM, flexibility by sit-and-reach etc.

Short trick: Treadmill / cycle ergometer → heart-lung fitness.

Concept: Reliability = consistency of scores; anything that adds random error lowers it.

1. Nature of examinees (heterogeneity, fatigue, practice) – affects.
2. Length of test – longer tests are more reliable (Spearman–Brown).
3. Environmental conditions (weather, surface, noise) and motivation of subjects – both change scores between trials.
4. Hence all four.

Short trick: Subject + Test + Surroundings + Mood → all affect reliability.

Concept: Criteria for selecting a test: scientific authenticity (validity, reliability, objectivity) plus administrative feasibility (ease of administration, time, cost), norms.

1. Subjectivity is the opposite of what is wanted – eliminates (A).
2. Precision is not listed as a separate standard criterion; administration (administrative feasibility) is.
3. So II, III, V, VI.

Short trick: Select a test on V-R-O + easy to Administer.

Concept: Motor educability = the ability to learn new motor skills quickly and well (tested by Iowa-Brace, Metheny-Johnson tests).

1. It rests on neuromuscular coordination (I) and improves with consistent, repeated effort (II).
2. It differs with age (maturation) (III) and with gender (IV) – which is why norms are given separately by age and sex.
3. Hence all four.

Short trick: Learn a skill: nerves + practice + age + sex.

Concept: Match each test/instrument with what it measures.

1. Clevett’s putting test – golf putting skill → II.
2. Kraus-Weber test – minimum muscular fitness (strength and flexibility) → IV.
3. Goniometer – range of motion of a joint → III.
4. Spirometer – lung volumes, vital capacity → I.

Short trick: Gonio = angle; Spiro = breath.

Concept: The Ohio State University (OSU) Step Test was developed by Kurucz, Fox and Mathews (1969) as a sub-maximal cardiovascular test for adult males; its modified form (Cotten) is used for high-school boys (H.S.T.).

1. Subjects step on a split-level bench in innings of 30 s with recovery pulse counts.
2. Skubic & Hodgkins test (1963) was for girls/women; Queens College step test is by McArdle (1972).

Short trick: Kurucz–Fox–Mathews 1969 → Ohio State.

Concept: Each test criterion has a short meaning.

1. Reliability = consistency of results on repetition → III.
2. Objectivity = consistency of results when different testers score → IV.
3. Validity = authenticity, measuring what it claims → II; Norms = standards for comparison → I.

Short trick: Same test twice → reliability; different testers → objectivity.

Concept: Principles of organization include unity of command, clear line of authority, delegation, decentralisation and effective communication.

1. Overlapping of authority creates confusion and conflict – it violates unity of command and clarity of authority.
2. Communication, delegation and decentralisation are themselves principles.

Short trick: Two bosses for one job = bad organization.

Concept: Team-building models (Carron & Spink) build the group environment through factors that make members feel a united, fairly-treated group.

1. Social support – members help and encourage each other.
2. Distinctiveness – a separate team identity (uniform, name, slogans).
3. Fairness – equal, just treatment by coach builds trust.
4. Individual excellence focuses on self, not on the team environment.

Short trick: Team = Support + Identity + Fairness (not ‘me first’).

Concept: SWOT = Strengths, Weaknesses, Opportunities, Threats – a strategic-planning tool used in sports management.

1. A is true – the same matrix is also called TOWS (Weihrich’s TOWS matrix arranges it from the external side).
2. R is true – the SWOT idea grew out of the Harvard Business School strategy work of Kenneth Andrews (and colleagues) in the 1960s.
3. Who developed it does not explain why it is also called TOWS.

Short trick: Both facts true, unrelated → (B).

Concept: In a single league (round robin) every team plays every other team once.

1. Number of pairs from n teams $={}^n{C}_2=\frac{n(n-1)}{2}$.
2. Example: 6 teams → $\frac{6\times 5}{2}=15$ matches.
3. $n(n-1)$ is for a double league; $n-1$ is for knock-out.

Short trick: Single league = half of n(n−1).

Concept: Management functions follow POSDCoRB (Gulick): Planning, Organizing, Staffing, Directing, Co-ordinating, Reporting, Budgeting.

1. Planning always comes first.
2. For a sports programme, funds are fixed (budget) right after the plan, then staff are appointed, and then they are directed.
3. Planning → Budgeting → Staffing → Directing = III, I, IV, II.

Short trick: First Plan, then Money, then Men, then Lead.

Concept: Henri Fayol (General and Industrial Management, 1916) gave the first set of 14 general principles of management.

1. Examples: division of work, authority, discipline, unity of command, unity of direction, scalar chain, esprit de corps.
2. F. W. Taylor gave scientific management (shop-floor efficiency), not general principles; Drucker gave MBO later.

Short trick: Fayol = Father of general/modern management, 14 principles.

Concept: Skill-teaching sequence in a PE lesson: demonstrate the whole skill, explain it part by part, let pupils practise, supervise and correct, and finally evaluate.

1. Demonstration (II) gives the whole picture first.
2. By-part explanation (III) → practice (IV) → supervision/correction (V) → evaluation (I).

Short trick: Show → Tell → Do → Watch → Judge.

Concept: Physical education aims at all-round development – physical, mental, social, emotional and moral.

1. A is true.
2. R is false: competitive sport also aims at skill excellence, character, sportsmanship, discipline and fitness; it does not emphasise ‘only’ winning (fair play is basic to it).
3. So A true, R false.

Short trick: ‘Only’ in a statement about sport is usually a red flag.

Concept: A field becomes a profession when it has a full-time occupation, specialised education/training, a professional organisation and a code of ethics.

1. Occupation – it must be a means of livelihood.
2. Education – long specialised preparation.
3. Organisation – a professional body that sets standards.
4. Society is whom a profession serves, not a criterion of it.

Short trick: Profession = Job + Training + Association (+ ethics).

Concept: Cerebral palsy is a non-progressive disorder due to brain damage (before/during/soon after birth) causing little or no control over muscle movements and posture.

1. Muscular dystrophy – progressive genetic weakness and wasting of muscles.
2. Dystonia – involuntary sustained contractions causing twisting postures.
3. Myopathy – disease of muscle fibres causing weakness.

Short trick: Cerebral = brain; palsy = loss of control.

Concept: Newton’s laws explain how forces act on the body; applying them gives correct technique and prevents injuries.

1. Second law / impulse: increasing the time of impact (bending knees on landing, giving with the ball, soft mats) reduces force – fewer injuries.
2. Third law: correct use of reaction forces avoids faulty, injury-prone technique.
3. Will power and fatigue are psychological/physiological; strength is built by training loads, not by knowing the laws.

Short trick: Land soft, catch with ‘give’ → physics keeps athletes safe.