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Chapter 8

Chapter 8. Data collection and activity analysis. Text Sources Nelson Physical Education VCE Units 3&4: 4 th Edition – Malpeli, Horton, Davey and Telford 2006. 2 . Live It Up 2: 2 nd Edition – Smyth, Brown, Judge, McCallum and Pritchard 2006. Data Collection. Why collect data?

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Chapter 8

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  1. Chapter 8 Data collection and activity analysis • Text Sources • Nelson Physical Education VCE Units 3&4: 4th Edition – Malpeli, Horton, Davey and Telford 2006. • 2. Live It Up 2: 2nd Edition – Smyth, Brown, Judge, McCallum and Pritchard 2006. VCE Physical Education - Unit 4

  2. Data Collection Why collect data? • Determine fitness and physiological requirements of an activity or sport. • Data is usually based on elite performers and can require specialist equipment such as GPS trackers. • Individuals or teams can narrow the gap resulting in improvements. What does the data show? • The data helps determine what skills and attributes that are needed in a particular sport for a successful performance. VCE Physical Education - Unit 4

  3. What information would be useful for an athlete or their coach? Physical* – Physiological fitness required Mental – Psychological preparation/ ability to cope with game day pressure Technical – Skill level under fatigue and pressure Tactical – Decision making under pressure. We will concentrate on the physical information; Fitness components Energy systems Muscle groups and anatomy. Movement patterns Work to rest ratios Opponents strengths and weaknesses Biomechanics Training principles Useful Information for Coaches VCE Physical Education - Unit 4

  4. Methods of Data Collection Data collection and activity analysis

  5. Observation Observation • Individual sports are easier to observe than large team sports • Monitors give feedback to the athlete in regards to their performance. This feedback can then be used to make adjustments during training. Quality of observations • Experience and knowledge in the particular sport will benefit observational data. • Results can be affected by prejudice, perceptions and conditions the observations were made under. VCE Physical Education - Unit 4

  6. Observation or Spectator? Observer or spectator? • Spectators can be useful observers as they follow the flow of the game. • Coaches need to also selectively attend to each of the their players to watch for off the ball positioning. Observation Panel • A number of panel members can be used to observe in specialist areas • This allows for immediate feedback to the team. However ‘group think’ may be used to please the coach VCE Physical Education - Unit 4

  7. Coursework 8.1 • Complete the laboratory task on page 173 of Nelson Physical Education VCE Units 3 & 4. VCE Physical Education - Unit 4

  8. Checkpoints • Complete questions 1-2 page 174 of Nelson Physical Education VCE Units 3 & 4. VCE Physical Education - Unit 4

  9. Video taping combined with observation and stats Advantages; • More reliable than observation only • Allows passages to plays to be analysed in detail • Athletes need to be keep in view at all times to judge physical requirements • Videos can be played at various speeds when analysing skill errors • Serves as a future comparison and possibly as a motivator (Eg. Grand final win or loss). • Television has designed new inventive ways of viewing sport which provides coaches with some useful information eg. Stump cam. VCE Physical Education - Unit 4

  10. Observation only Immediate feedback However, no hard evidence to review Observation and stats Concrete evidence to review in the form of stats. Video recording and stats Video footage only used after a game – no immediate feedback. Excellent for game review. Summary VCE Physical Education - Unit 4

  11. Types of Data Collected Data collection and activity analysis

  12. Once the data has been collected, the analysis can begin. Analysis requires; Identifying patterns in the data Connecting pieces of information Explaining and classifying series of data. The analysis of data can determine; Appropriate diet Training method suitability Training cycle success Warm up and recovery effectiveness Interpreting the Data VCE Physical Education - Unit 4

  13. Skill Frequency Skill frequency charts are used to record the types of skills used and how frequently the occur. The effectiveness of each skill can also be recorded. Skill frequency charts • More relevant to technical data rather than physical • Player is able to get feedback on their results • Some information on fitness components could be extracted Eg. Number of changes of direction could determine use of agility. Tennis Chart VCE Physical Education - Unit 4

  14. Coursework 8.2 • Complete the case study task on page 178 of Nelson Physical Education VCE Units 3 & 4. VCE Physical Education - Unit 4

  15. Movement Patterns Suited to free range movement games. Requires the charting of a player and plotting their movement details over a period of time. Information can then be used in statistical grids. GPS is now being used in major sports (See picture) VCE Physical Education - Unit 4

  16. Useful in determining muscle groups used. Needs to have intensity and duration information to determine energy system and fitness components Video analysis is better for analysing movement patterns Movement Patterns VCE Physical Education - Unit 4

  17. Sample Movement Pattern VCE Physical Education - Unit 4

  18. SPI Elite (GPS Sports Product) • GPSports technology provides objective information on a player's speed, distance travelled, changes of direction, impacts and heart rate. • This information can then be used to modify training volumes and intensities and compare player or positional work-rates and work-loads. VCE Physical Education - Unit 4

  19. Work to Rest Ratios • Compares the amount of time working in comparison to time spent resting. • Common ratio is 1:3 in team games • Useful in determining contribution of energy systems and the type of training to be used. • Different positions in team sports have different work to rest ratios VCE Physical Education - Unit 4

  20. Intensity Charts Symbols are allocated to the intensities observed during an activity or game. The chart could use symbols such as (H) high, (M) medium or (L) low intensity. Set intervals can be used. Very useful in determining energy systems and fitness components Combined Charts Requires constant monitoring of the athlete; Observing intensity levels and duration Observing length of rest periods before next action session Gives an accurate account of energy system interplay. See table 8.5 p.181 See table 8.6 p.181 Combined Work-Rest Ratio and Intensity VCE Physical Education - Unit 4

  21. AFL Data from One Quarter VCE Physical Education - Unit 4

  22. Coursework 8.3, 8.4 and 8.5 • Complete the laboratory tasks on page 181,182 and 184 of Nelson Physical Education VCE Units 3 & 4. VCE Physical Education - Unit 4

  23. Heart Rate Zones HR monitors use is widespread in sport. • Athletes should train in the training zone. Max HR = 220 - age • Anaerobic zone – 85% max HR • Aerobic zone – 70-85% max HR • Recovery zone – Below 70% VCE Physical Education - Unit 4

  24. Heart Rate Data Heart rate data • Determines intensity only • Needs additional data on duration and work-rest ratio to be useful. See table 8.10 p.188 See tables 8.12 & 8.13 p.189 VCE Physical Education - Unit 4

  25. Heart Rate response to altitude and speed: 13.2km Puffing Billy Fun Run 6/5/07 2nd crossing VCE Physical Education - Unit 4

  26. Pedometers Can be used to measure; • Distance travelled • Calories expended • HR (In more expensive models) Commonly used as a motivational tool. VCE Physical Education - Unit 4

  27. Virtual Spectator http://www.virtualspectator.com.au

  28. Observation and Statistical Data Collection Advantage of additional statistical data; • Evidence that supports observational information Eg. Stopwatch and recording sheet. Technology is being used to collect and collate data more rapidly. Eg. Virtual spectator and champion data. VCE Physical Education - Unit 4

  29. AFL PlayTrac VCE Physical Education - Unit 4

  30. Cricket Super Score VCE Physical Education - Unit 4

  31. Activity Analysis Football Rover TAC Cup Data collection and activity analysis

  32. Heart Rate & Playing Time VCE Physical Education - Unit 4

  33. Skill Frequency VCE Physical Education - Unit 4

  34. Additional Skill Analysis VCE Physical Education - Unit 4

  35. 1st Quarter Locomotor Patterns VCE Physical Education - Unit 4

  36. SPI Elite Results VCE Physical Education - Unit 4

  37. Checkpoints • Complete questions 1-5 page 188 of Nelson Physical Education VCE Units 3 & 4. VCE Physical Education - Unit 4

  38. Test Your Knowledge • Complete the review questions 1-5 page 191 of Nelson Physical Education VCE Units 3 & 4. VCE Physical Education - Unit 4

  39. Peak Performance • Complete the chapter questions on page 58-62 of Nelson Peak Performance Physical Education VCE Units 3 & 4. VCE Physical Education - Unit 4

  40. PHYS ED Notes • Read the summarised information of pages 68-80 of PHYS ED Notes and complete the revision questions. VCE Physical Education - Unit 4

  41. VCAA Questions - 2006 VCE Physical Education - Unit 4

  42. Australian Sports Commission: http://www.ausport.gov.au • Find 30 promotion (Government of WA Department of Health): http://www.find30.com.au • Walking School Bus promotion (UK): http://www.walkingbus.com • Ministry of Health (New Zealand) toolkits: http://www.newhealth.govt.nz • The 10,000 Steps Rockhampton project: http://www.10000steps.org.au/rockhampton/ • Travelsmart Australia: http://www.travelsmart.gov.au • World Health Organisation: http://www.who.int • Heart Foundation Australia: http://www.heartfoundation.com.au • VicHealth (The Victorian Health Promotion Foundation): http://www.vichealth.vic.gov.au • Be Active promotion (Government of South Australia): http://www.beactive.com.au • Go For Your Life: http://www.goforyourlife.vic.gov.au • Physical Activity Resources for Health Professionals – Introduction (Centre for disease control and prevention – USA): http://www.cdc.gov/nccdphp/dnpa/physical/health_professionals/index.htm • Health Promotion (Public Health Agency of Canada): http://www.phac-aspc.gc.ca/hp-ps/index.html • Strategic Inter-Governmental Forum on Physical Activity and Health (SIGPAH): http://www.nphp.gov.au/workprog/sigpah/ • Healthy youth (Centre for disease control and prevention (USA): http://www.cdc.gov/HealthyYouth/ • America On The Move promotion: http://www.americaonthemove.org • Papers from the International Journal of Behavioural Nutrition and Physical Activity: http://www.ijbnpa.org/home • Department of health and aging (Australian government): http://www.health.gov.au/internet/wcms/publishing.nsf/content/home • Building a healthy, active Australia (Australian government): http://www.healthyactive.gov.au • National Public Health Partnership: http://www.nphp.gov.au • Be Active promotion (Government of South Australia): http://www.beactive.com.au • Sport and Recreation Australia: http://www.sport.vic.gov.au Web Links – Chapter 8 • Champion Data: http://www.championdata.com.au • Sport science (site for sports research): http://www.sportsci.org/ • Virtual Spectator: http://www.pineapplehead.com.au/ • Sports Coach UK – evaluation: http://www.brianmac.demon.co.uk/eval.htm VCE Physical Education - Unit 4

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