Which of the following is NOT one of the four items of the Johnson–Metheny Test of Motor Educability? (a) Fron

Concept understanding — Motor Educability Test

Motor Educability Test

Think about learning to ride a bicycle. Some people pick it up in an afternoon; others wobble for weeks. That difference isn't about strength or fitness — it's about how quickly your brain can teach your body a new movement pattern. That is exactly what motor educability measures.

The Core Idea

Motor educability is the ability to learn new motor skills quickly and efficiently. It is not about how well you can perform a skill you already know — that is motor ability. It is about the rate of learning something unfamiliar. A person with high motor educability will pick up a new dance step, a new swimming stroke, or a new sport technique faster than someone with low motor educability, even if both start from the same beginner level.

The word itself gives the clue: "motor" means movement, and "educability" means teachability. So it is literally the teachability of your movement system.

Why It Matters

In physical education, motor educability tests help teachers and coaches identify students who may need extra time or different teaching methods to learn a new skill. They also help spot students who learn movement quickly and could be pushed toward more advanced training. For a commerce or humanities student, think of it like an aptitude test — not for academic subjects, but for physical learning.

Important

Motor educability is not the same as general intelligence or academic ability. A student who struggles with mathematics may have excellent motor educability, and vice versa. These are separate domains of learning.

How It Is Measured

A motor educability test typically presents the learner with a novel movement task — something they have never done before. The test measures:

How many trials it takes to perform the task correctly
How much improvement happens over a fixed number of attempts
How well the learner can correct errors after feedback

The task must be unfamiliar to everyone taking the test, so that prior experience does not give anyone an unfair advantage. Common examples include specific balance tasks, coordination sequences, or movement patterns that are not part of everyday life or standard sports training.

A Simple Everyday Analogy …

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The item that is NOT part of the Johnson–Metheny Test of Motor Educability is (d) Chair sit and reach — it belongs to a different test (the Chair Sit-and-Reach Test of the Rikli and Jones Senior Citizen Fitness Test), not to the Johnson–Metheny battery.

The Johnson–Metheny Test of Motor Educability measures how quickly a student can learn unfamiliar, whole-body movement patterns. Its four prescribed items are the Front Roll, the Back Roll, the Jumping Half-Turn, and the Jumping Full-Turn — all novel gymnastic-type stunts.

Checking each option against this list:

(a) Front roll — this IS one of the four items.
(b) Back roll — this IS one of the four items.
(c) Jumping full-turn — this IS one of the four items. …

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Same / Similar Concept — real previous-year questions on the same or a closely similar concept, not this exact question.

CBSE 2023Set 75/EF1GH/41 markMCQ
$Q. Which type of coordinative ability is required in games like judo and wrestling?$
(a) Orientation ability
(b) Coupling ability
(c) Adaptation ability
(d) Differentiation ability
›Reveal solutionSolution

Combat sports like judo and wrestling demand continuous adjustment to an unpredictable opponent — that is Adaptation ability, one of the coordinative abilities.

The coordinative abilities studied in the Training-and-Sports unit — orientation, coupling, differentiation, balance, reaction, rhythm and adaptation — each serve a distinct movement need. Orientation ability is about locating and changing the position of the body in space (useful in gymnastics or diving); coupling ability is about combining separate body-part movements into one smooth action (like a throw). Judo and wrestling, however, are grappling sports where an opp …
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CBSE 2019Set 75/BVM/41 mark
$Q. Which test will you suggest to measure general motor ability ?$
›Reveal solutionSolution
The Barrow Motor Ability Test (the three-item version — standing broad jump, zig-zag run and medicine ball put) is the standard battery to measure general motor ability, combining explosive power, agility and coordination into a single index.

General motor ability is a person's present level of proficiency in performing movements of a broad, fundamental nature — running, jumping, throwing, changing direction — rather than the specialised technique of a single sport. It is a snapshot of what someone can do right now, so the test chosen must sample several motor qualities at once instead of one narrow skill.

The most widely used instrument for this is the Barrow Motor Ability Test, developed by Harold Barrow. Barrow first proposed a longer six-item battery and then refined it into a shorter, more practical three-item version that keeps the essentials:

Standing broad jump — the performer jumps forward from a standing start; the distance measures explosive leg power and lower-body strength.

Zig-zag run — the performer runs a marked zig-zag course against the clock; the time measures agility, balance and the ability to change direction quickly.

Medicine ball put — the performer 'puts' a medicine ball for distance like a shot-put; the distance measures upper-body power and coordination.

Each item targets a different quality, and together they give a rounded measure of general motor competence. The raw scores (distance, time, distance) are converted to a common scale and added to give a single motor-ability index, which can be read against standard norm tables. …
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Q.Which of the following is NOT one of the four items of the Johnson–Metheny Test of Motor Educability?

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