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Unit 6: Sports biomechanics in action

© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. [1]

The purpose of this unit is to introduce students to the concepts of sports biomechanics in action through a mixture of theoretical and practical learning. The design of the unit allows students to specialise their work around the sports they play or are interested in. Students will be expected to perform notational analysis in a chosen sport by looking at specific performance criteria, such as saves or tackles. It is vital that students develop the skills and experience that will allow them to collect biomechanical data. This is important because students will be expected to explore both numerical and technical modelling. They will be expected to have the knowledge to provide feedback to an athlete or team on the basis of data collected. Within the feedback, they will need to consider important issues, such as the factors that influence performance.

Sports biomechanics in action Learning outcomes On completion of this unit students will be able to:

6.1 perform notational analysis for sport 6.2 compare a numerical model to sporting

performance 6.3 compare a technical model to sporting

performance 6.4 provide feedback on performance to an

athlete or team.

Suggested activities The ‘At-a-glance’ activity grid shows how the activities in this Assessment and Delivery Resource (ADR) relate to the content of the unit. You can encourage students to achieve the higher grades by alerting them to the full assessment criteria in the unit specification for Merit and Distinction grades and by encouraging them to use analytical and evaluation skills during the activities. The student book contains a number of activities designed to increase students’ knowledge and practise their research skills.

How this unit will be assessed This unit is assessed internally. To achieve a Pass grade, the evidence must show the student is able to:

P1 describe five relevant performance criteria for an individual or team-based sport P2 perform two notational analyses on a chosen sport, with some support P3 produce a numerical model, using three numerical components, and compare it to a sporting performance, with

some support P4 produce a technical model, using four technical components, and compare it to a sports performance, with some

support P5 provide feedback on performance, to an athlete or team, using information gathered from one of the analyses

performed, prescribing future action, with support.

6 unit overview

BTEC National Sports and Exercise Science Assessment and Delivery Resource


To reach Merit level, the evidence must show that, in addition to the Pass criteria, the student is able to:

M1 compare the two notational analyses, using statistics, data representation and literature to explain strengths and areas for improvement

M2 explain and justify the methodology for either the numerical or technical models M3 provide detailed feedback and prescribe future action for the athlete or team from the notational analyses,

numerical or technical models.

To reach Distinction level, the evidence must show that, in addition to the Pass and Merit criteria, the learner is able to:

D1 evaluate findings for either the notational analyses, numerical or technical models, commentating on their influence on performance within the chosen sport

D2 justify the prescribed future actions for either the notational analyses, numerical or technical models.

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Scheme of work

BTEC National Sports and Exercise Science Unit 6 Sports biomechanics in action Academic year: ....................................................................... Broad aim: Successful completion of the unit Number of weeks: 36 Teacher(s): ....................................................................... Duration of session: SB = Student Book 1 Guided learning hours: 60 ADR = Assessment and Delivery Resource

Week Topic/outcome Tutor activity Student activities Resources Links to grading criteria

1 Introduction to the unit, the term biomechanics, assessment procedure and learning outcomes; definition and explanation of notational analysis

Facilitate discussion if required Provide examples Outline key requirements and terms in unit

Discussing Problem solving Note taking Research

SB pages xx–xx Computers and access to learning resource area

P1

2 Performance criteria: unforced errors, forced errors, shot success/failure

Facilitate discussion if required Problem solving Discussing Reasoning

SB pages xx–xx ADR 6.1 Introductory activity

P1, P2, M1, D1

3 Shot accuracy, crosses, catches

Facilitate research if required Research Problem solving


P1, P2, M1, D1

4 Passing, interception rates, saves

Provide a list of sports and possible criteria

Discussing SB pages xx–xx P1, P2, M1, D1

5 Tackles, headers and dribbling

Facilitate data collection and representation Set homework

Case study Practical investigation and write up Preparing presentation (homework)

SB pages xx–xx ADR 6.4 Case study Graph paper Computers and access to learning resource area

P1, P2, M1, D1

6 Notational analysis: movement – work rate, positional play

Ensure health and safety of students during practical activity Ensure students are familiar with protocol; facilitate mathematical work if required

Practical activity Data presentation and analysis Case study

SB pages xx–xx Heart rate monitors Computers and access to learning resource area

P1, P2, M1, D1

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Unit 6 Sports biomechanics in action


7 Distance covered, including sprinting, movement patterns, breaking of rules/laws, performance criteria

Assist students with tally chart and pie chart Deliver PowerPoint presentation: Biomechanics in action

Problem solving Discussing presentation of data

SB pages xx–xx ADR PowerPoint: Biomechanics in action Computers and access to learning resource area and PowerPoint

P1, P2, M1, D1

8 Statistics: mean, standard deviation, mode and median

Assist students in calculation and interpretation of data

Calculating average values Analysing data Drawing conclusions Calculating descriptive statistics

SB pages xx–xx ADR 6.2 Worksheet ADR 6.5 Data analysis Computers Calculators

P2, M1, D1

9 Range, percentages, data analysis: correlation test


Calculating descriptive statistics Analysing data Case study

SB pages xx–xx Computers Calculators

P2, M1, D1

10 Data representation: databases, spreadsheets


Calculating descriptive statistics Analysing data Presenting data

SB pages xx–xx Computers Calculators

P2, M1, D1

11 Tables, tally charts, graphical representation: pie charts, bar charts and line graphs

Assist students in calculation, presentation and interpretation of data Facilitate individual students with case study for assessment practice

Data collection activity Presenting data Case study

SB pages xx–xx Access to sports teams Computers Calculators

P2, M1, D1

12 Production of numerical model: based on literature, elite level athlete, specific athlete or combination approach

Direct research and reading Help students with problem solving (provide examples)

Research Reviewing class notes Problem solving Discussing

SB pages xx–xx ADR 6.6 Plenary activity Class notes

P3, D1

13 Numerical component: linear motion, displacement, speed, velocity and acceleration

Provide examples if required Assist students in data calculation and interpretation

Problem solving Research Case study Calculating speed data

SB pages xx–xx ADR 6.7 Introductory activity Computers Calculators

P3, D1

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14 Angular motion, displacement, velocity and acceleration

Assist students with calculation where necessary

Producing summary sheet and working examples Calculating velocity data

SB pages xx–xx ADR 6.10 Formula summary sheet Computers and access to learning resource area

P3, D1

15 Projectile motion: angle of release, angle of attack, height of release and velocity of release

Brief lecture on projectile motion Direct students on research

Problem solving Research


P3, D1

16 Measure of movement: range of movement, centre of gravity, limb angles and goniometry

Facilitate research on centre of gravity as required

Producing poster Pair work Research Problem solving

SB pages xx–xx ADR 6.8 Poster A2 paper, poster-making stationery Computers

P3, D1

17 Methodology: two dimensional, digital images

Familiarise students with recording equipment

Practical activity Recording technique Producing poster Problem solving

ADR 6.9 Practical activity ADR 6.11 Filming checklist Digital camera, digital camera manual, computer, printer A2 paper, poster-making stationery Computers

M2

18 Horizontal scaling, vertical reference, perspective error

Provide students with examples if required Provide guidance on report

Problem solving Producing report

SB pages xx–xx ADR 6.12 Plenary activity Computers and access to learning resource area

M2

19 Production of technical model: based on literature, elite level athlete, specific athlete or combination approach

Direct students to specific resources

Research Problem solving

SB pages xx–xx ADR 6.13 Introductory activity Computers and access to learning resource area

P4, D1

20 Qualitative biomechanics: descriptive and subjective

Provide students with a worked example

Research Describing technique


P4, D1

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21 Technical component: body position, footwork, balance

Facilitate group work Producing leaflet SB pages xx–xx Computers and access to learning resource area

P4, D1

22 Grip, stance, passing, kicking, shooting

Direct students’ research Producing poster Research Case study Producing information booklet (homework)

SB pages xx–xx ADR 6.14 Poster ADR 6.17 Case study A2 paper, poster-making stationery Computers

P4, D1

23 Throwing, catching, fielding, batting, striking, dribbling

Direct students’ research Problem solving Research Producing poster

SB pages xx–xx A3 paper, poster-making stationery Computers

P4, D1

24 Stride length and frequency

Assist students with calculations and data collection as required

Case study Data collection Calculating stride length/frequency

SB pages xx–xx Calculators Digital camera Computers

P4, D1

25 Run up and sprinting Assist students with data collection Direct students’ research

Producing checklist Data collection and analysis Research

SB pages xx–xx Digital camera Computers

P4, D1

26 Take off, release-phase flight, landing recovery phase, motion of centre of gravity

Provide technical support if required Offer examples if required Provide individual guidance on assessment practice

Planning, preparing and delivering presentation Problem solving Producing poster (homework)

SB pages xx–xx ADR 6.15 Presentation ADR 6.18 Plenary activity Computers and access to learning resource area and PowerPoint A2 paper, poster-making stationery

P4, D1

27 Feedback: confidentiality, appropriate language, strengths, areas for improvement

Arrange guest speaker (e.g. sports coach) Importance of confidentiality

Q&A session Note taking

SB pages xx–xx Guest speaker

P5, M3, D1

28 Positive and negative feedback, clarity of information: written and verbal, evidence based, athlete/coach friendly

Identify key factors for information leaflet Review key feedback features

Producing information sheet Reviewing class notes Role play

SB pages xx–xx ADR 6.20 Information leaflet Computers and access to learning resource area Access to quiet room

P5, M3, D1

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29 Biomechanical limitations, factors influencing performance: age, health, diet, previous training

Provide examples if required Direct students’ research

Problem solving Research Producing notes

SB pages xx–xx ADR 6.19 Introduction activity ADR 6.21 Research activity Computers and access to learning resource area

P5, M3, D1

30 Motivation, confidence, ability level, group dynamics

Provide some solutions if required Promote discussion within Case study

Case study Problem solving

SB pages xx–xx P5, M3, D1

31 Group cohesion, temperature and time of day

Provide some solutions if required Promote discussion within Case study

Case study Problem solving

SB pages xx–xx ADR 6.23 Case study

P5, M3, D1

32 Future action for strengths and weaknesses: goal setting, SMART targets

Give a PowerPoint presentation to introduce the subject Conduct Q&A session

Note taking Q&A session Completing worksheets

SB pages xx–xx Access to computers and PowerPoint

P5, M3, D1, D2

33 Recommendations: priority of future coaching and training

Give a PowerPoint presentation to introduce the subject Conduct Q&A session

Note taking Q&A session Completing worksheets

SB pages xx–xx Worksheets Access to computers and PowerPoint

P5, M3, D1, D2

34 Team skills and drills, individual skills training

Facilitate individual needs Producing coaching booklet SB pages xx–xx Computers and access to learning resource area

P5, M3, D1, D2

35 Fitness training for specific components of fitness, technique coaching

Provide examples of training method Recap on feedback methods

Problem solving Research Providing feedback

SB pages xx–xx ADR 6.22 Worksheet ADR 6.24 Plenary activity Computers and access to learning resource area Access to quiet room

P5, M3, D1, D2

36 Unit evaluation, review of key ideas and learning outcomes

Conduct Q&A session for unit review Conduct Q&A session around answers to Knowledge check (end of unit assessment)

Reviewing unit Performing knowledge check

SB pages xx–xx Unit review form Knowledge check, SB page XX

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At-a-glance activity grid Unit 6 Sports biomechanics in action Activity Title and

description Scheme of work

ADR page number/CD

Delivery notes Additional resources

Links to grading criteria

Links to Studentbook

Outcome 6.1 Be able to perform notational analysis for sport This first learning outcome includes an introduction to notational analysis and the concept of performance criteria. It covers a range of key performance criteria, such as passing and interception rates. It is important to note that these performance criteria can be applied to either a team as a whole or a specific player in a team. With respect to notational analysis, content is centred on other performance criteria, for example, movement patterns. To ensure that analysis is complete, focus is directed towards data analysis and representation.

6.1 Introductory activity: Analysing the sport you play

Week 2 ADR, p. xx CD

This introductory activity is designed to give students a taster of the concept of performance criteria. They may need an example to get started, but should be able to link into their sports. More able students could be asked to rank the criteria in order of importance, providing a brief justification for the order.

P1 pages xx–xx

6.2 Worksheet: Understanding the average

Week 8 ADR, p. xx CD Answers, p. xx

Students are likely to have a range of mathematical abilities; individual support will be required for this task. A brief overview of the different descriptive statistics is advised. If less able students struggle with the follow-up questions, use the questions as the basis of a discussion or Q&A session.

Computers and calculators

M1 pages xx–xx

6.3 Worksheet: Breaking the rules/laws

ADR, p. xx CD PowerPoint slides (CD)

This worksheet is likely to take more than one session; it is therefore ideal for homework as an extension task. More able students can be asked to assess the effect on sporting performance.

Access to computers and learning resource area

P1 pages xx–xx

6.4 Case study: The importance of successful dribbling in basketball

Week 5 CD Exemplar answer, p. xx

This case study is designed to demonstrate the practical and theoretical nature of the unit. This task could be performed by small groups, selected so that individuals support each other. Differentiation is built in to the task; more able students could be asked to perform the comparison and provide a more in-depth outcome assessment.

Graph paper, access to computers and learning resource area Access to school/college basketball team (two matches)

P1, M1, D1

pages xx–xx

6.5 Data analysis: Assessing standard deviation


Students are unlikely to be able to calculate standard deviation. It will be useful to work through an example on a spreadsheet. As with other mathematical tasks, individual support will be required.

Computers and calculators Spreadsheet

M1 pages xx–xx

6.6 Plenary activity: Notational analysis and performance criteria


The plenary questions can be used as a learning check to assess the depth of knowledge gained. Students will need their notes to answer the questions.

Class notes pages xx–xx

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Activity Title and description

Scheme of work

ADR page number/CD




Outcome 6.2 Be able to compare a numerical model to sporting performance Section 2 gives students an opportunity to explore the modelling process based on a numerical component. Discussion is centred on how the model can be generated, for example, through the literature or consideration of an elite athlete. The main content of this outcome centres on numerical components such as linear motion. Content is therefore driven by traditional biomechanics, but this should now be applied in a sporting context so that students find the information accessible. Focus is also directed towards the methodology required to collect raw biomechanical date.

6.7 Introductory activity: Linear and angular motion

Week 13 CD For this activity it is important that students are aware of the difference between linear and angular motion. Guide more able students to the extension activity, SB page xx, which looks at rectilinear and curvilinear motion.

pages xx–xx

6.8 Poster: Centre of gravity

Week 16 CD Before they start the poster, alert students to the fact that the centre of gravity can be outside a body. Ask more able students to research how to calculate the centre of gravity.

A2 paper, poster-making equipment, computers

P3 pages xx–xx

6.9 Practical activity: Recording sporting action

Week 17 CD This practical activity is a key activity before assessment, as students can practise data-collection methods. They may need extra support to use specialist equipment.

Digital camera, computer, printer, A2 paper, poster-making equipment, computers Access to racket-sport player

M2 pages xx–xx

6.10 Formula summary sheet: Formulas for calculating numerical components

Week 14 CD Once completed, this sheet can be used as a reference guide for any relevant calculations. As the tutor, you can use this to assess who needs extra support. More able students can look at the calculations required for projectile motion.

Computers and access to learning resource area

P3 pages xx–xx

6.11 Filming checklist: Golden rules of data collection


Students can use this checklist when filming an athlete or team. Ask more able students to justify the checklist.

Digital camera manual

M2 pages xx–xx

6.12 Plenary activity: Numerical components of sporting performance


This activity should reinforce students’ learning in relation to numerical components and sporting performance. It is important for students to have access to class notes.

Class notes P3 pages xx–xx

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Activity Title and

description Scheme of work

ADR page number/CD




Outcome 6.3. Be able to compare a technical model to sporting performance Although similar in nature to Learning outcome 2 with respect to the modelling process, this outcome is based on the technical aspect of sporting performance. A wide range of technical components needs to be explored, such as balance, grip and fielding technique. Given this wide range of components, students will be able to specialise in a sporting activity of their choice in relation to the model production.

6.13 Introductory activity: An introduction to technical (qualitative) biomechanics

Week 19 CD This task will help students to appreciate the distinction between numerical and technical components. This task needs to be supported by a key lecture on these topics.


pages xx–xx

6.14 Poster: The elite performer

Week 22 CD This activity can be used as a guide for the assessment. Ask more able students to perform all the tasks; less able students should concentrate on the first two only.

A2 paper, poster-making equipment, computers

P4 pages xx–xx

6.15 Presentation: Field events in athletics

Week 26 CD Students need specialist knowledge for some biomechanical topics, and will therefore require a significant period of time to complete this task. More able students can be asked to assess the importance of these components.

Computers and access to learning resource area PowerPoint

P4 pages xx–xx

6.16 Video analysis: Comparison of sporting performance

CD This analysis of two performers can be used to show the full process that a sports biomechanist would go through when working with an athlete. This process ranges from problem identification to recommendations. You will need to support students at every stage of the process.

Digital camera Computers Access to beginner and trained athlete in the same sport

P4 pages xx–xx

6.17 Case study: Rugby kicking


This task has been designed so that you can change the sport if required to meet students’ needs. More able students can be asked to look at the psychological skills required for placekicking, which will be required for Learning outcome 4.

P5 M3 pages xx–xx

6.18 Plenary activity: Technical components of sporting performance


This activity should reinforce students’ learning in relation to technical components and sporting performance. Students will need access to their class notes.

Class notes P4 pages xx–xx

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Activity Title and description

Scheme of work

ADR page number/CD




Outcome 6.4 Be able to provide feedback on performance to an athlete or team In this final outcome of the unit, students complete the analysis process and provide feedback to the athlete, team or coach they have been working with. This feedback will need to cover many important factors, such as use of appropriate language. This feedback may be verbal or written. The last theme in this unit is based on future action for the athlete or team. This future action can be based on fitness training, individual skills training or specific coaching to improve technique.

6.19 Introductory activity: Factors that influence performance

Week 29 CD It is hoped that students can produce a diverse list of factors. More able students will be able to classify factors as, for example, physiological, psychological, etc.

P5, M3, D1

6.20 Information leaflet: Verbal and written feedback

Week 28 CD To support less able students with this task and to provide context for all students, you may want to invite a coach as a guest speaker. They will be able to pass on their experiences of providing feedback.

Computers and access to learning resource area Coach or other guest speaker

P5, M3

6.21 Research activity: Implications of previous training

Week 29 CD This activity should stretch more able students, as they will have to extend their knowledge and awareness of factors that influence biomechanical performance.


P5, M3

6.22 Worksheet: Training for specific components of fitness


This task introduces methods of training to students. More able students could be asked to describe the methods of training.


M3, D2

6.23 Case study: Importance of group cohesion

Week 31 CD Answers, p. xx

The questions have been designed to aid differentiation. More able students should tackle all the questions.


P5, M3

6.24 Plenary activity: Feedback checklist

Week 35 CD This activity can be used by students to check their assessment work, to ensure they have covered all aspects of feedback.

P5, M3



Unit 6 Lesson plan Aims • To introduce the concept of performance criteria in sporting performance

• To raise awareness of unforced and forced errors and shot success/failure as performance criteria

Objectives Students will be able to:

• define and explain term performance criteria

• identify the performance criteria that influence a sport of their choice

• identify the factors that cause unforced errors in sporting performance

• identify how performance criteria can be broken down in team-based sports.

This structure may be spread over a number of lessons as required.

Timing Stage of lesson Teacher/tutor activity Student activity

10 min Introduction Introduce the concept of performance criteria, asking the class what they think performance criteria are – note key words and concepts. Expand this into group discussion after giving students a few examples. Define and explain the term performance criteria for students.

SB ‘Think it over’ activity, page xx Students note down their thoughts and ideas of performance criteria / group discussion on the term performance criteria. Students note down the definition, and some sporting examples.

10 min Development Provide extra examples and direction if required. Open up to group discussion to highlight similarities and differences between sports.

ADR activity 6.1: Introductory activity Students produce a list of performance criteria for a sport of their choice, and discuss similarities and differences between sports.

10 min Development Provide definitions of unforced and forced errors, with sporting examples. Facilitate activity where needed.

SB activity page xx Pair work – students produce a list of possible causes of unforced errors.

10 min Development Introduce shot success/failure as a performance criterion. Hold a Q&A session on the importance of assessing shot success/failure. Describe the importance of breaking down the performance criteria into separate parts (e.g. by player or location on pitch).

SB ‘Taking it further’ activity, page xx Group work – students produce a list of how performance criteria can be broken down in a team-based sport.

5 min Review and evaluation

Summarise students’ findings from all the activities; recap on definition and explanation of performance criteria. Q&A session. Set homework (SB Extension activity page x).

Students answer review questions, take part in Q&A session, and note down their homework.

ADR = Assessment and Delivery Resource SB = Student Book

Differentiation Differentiation is by application to discussion and problem-solving skills. Encourage less able students to contribute by giving them examples. More able students will contribute actively to discussions, giving good examples from sport for all activities.

SB ‘Think it over’ activity, page xx – Easy/Medium All students should be able to give some basic ideas about performance criteria in the context of sporting examples, although they may need guidance and/or may benefit from discussing their ideas with others to



stimulate thoughts. With respect to the concept of performance criteria, most students are likely to need some input at this early stage. This input can come from a coaching perspective, for example, stressing the importance as a coach of understanding the different aspects of performance, such as tackling.

ADR Activity 6.1: Introductory activity – Easy/Medium This activity requires students to consider a sport they either play or are interested in, in the context of performance criteria. Students who are struggling can tap into the list generated in the SB activity above. You may want to extend the discussion by asking students to link criteria to different sports categories, such as net or wall games. Extend more able students by asking them to rank the importance of each component for their sports.

SB activity page 3: – Medium This activity ideally requires both personal experience and an understanding of the sport they play. This experience should allow students to produce a range of possible causes, which should include biomechanical, psychological and physiological factors. Less able students may need some support with this, perhaps by being given some examples to get started with. Differentiation will certainly be by asking more able students to explain how the causes influence performance (e.g. by increasing unforced errors).

SB ‘Taking it further’ activity, page xx – Medium/Hard This activity allows for clear differentiation of students in your group. Less able students may need help to start their lists and could perform this task in small groups. The most able students can be asked to consider how they would collect data, thereby alerting them to future methodological issues.



6.1 Introductory activity: Analysing the sport you play Student book pp xx–xx

Based on the sport you play or are interested in, produce a list of the performance criteria (e.g. tackling) that are important for that activity. Once you have your list, compare and contrast your list with lists produced by other group members who have covered other sports.

6.2 Worksheet: Understanding the average Student book pp xx–xx

The following data are taken from a national tennis tournament.

Player number Shot success (%) for the smash shot during the tournament

1 100

2 65

3 87

4 100

5 100

6 81

7 89

8 50

9 0

10 66

11 43

12 100

13 76

14 59

15 87

16 45

17 20

18 5

1 Calculate the mean, mode and median values.

2 What concerns do you have about using the values you have calculated to assess the shot success?

3 Describe the advantages and disadvantages of using these three methods.

4 What type of graph or chart should you use to display this data? Justify your selection.

Answers are provided on page XX.



6.3 Worksheet: Breaking the rules/laws Student book pp xx–xx

Based on the sport you play or are interested in, produce a list of about six main rules or laws that are often broken.

Put the items in a tally chart that you can use to analyse performance.

Use your tally chart to log rule/law breaks, in order to assess a sporting performance. This can involve watching a match in your school/college or on television.

Once you have your completed tally chart, produce a pie chart and a brief summary of your findings.



6.5 Data analysis: Assessing standard deviation Student book pp xx–xx

The table shows the final round scores of the top thirty players in two Open Golf Championships at different courses.

Player’s position St Andrews Royal Troon

1 65 70

2 65 71

3 67 70

4 70 69

5 68 68

6 68 71

7 63 73

8 66 71

9 72 70

10 75 70

11 70 66

12 71 74

13 73 73

14 75 65

15 69 72

16 70 76

17 70 74

18 70 73

19 72 72

20 66 69

21 71 70

22 68 73

23 69 69

24 70 81

25 79 74

26 81 76

27 74 70

28 72 73

29 75 76

30 73 75

1 Briefly describe what the standard deviation is as a statistical measure.

2 Calculate the mean and the standard deviation for the two sets of data.

3 Provide a brief overview of what the results tell you about the mean and standard deviation.

4 Suggest reasons for differences in the data.





Student book pp xx–xx

Use your notes and additional research to answer the following questions.

1 What is notational analysis?

2 How can notational analysis help a sports coach?

3 What are the key performance criteria for team-based sports?

4 What statistical measures can you use to analyse your data?


6.11 Filming checklist: Golden rules of data collection Student book pp xx–xx

Within your group (possibly with your tutor’s support), produce a checklist of the ten golden rules for filming an athlete in action, such as ‘Make sure the camera battery is fully charged’.

6.12 Plenary activity: Numerical components of sporting performance


Working individually, produce a spider diagram that shows the different numerical components that you can use to assess an athlete’s performance (e.g. velocity of release). Aim to define fifteen components and then link them to a specific sport, for example, velocity of release (javelin).



6.17 Case study: Rugby kicking Student book pp xx–xx

Eddy Smith – the fly half for the college team – has been struggling recently with his placekicking, which has cost the team some recent matches. Eddy is unsure why he has been struggling but has been told that he must improve his success rate.

1 List the factors that you think may be influencing Eddy’s performance.

2 Use diagrams to explain the correct technique for placekicking.

3 Describe some training drills that Eddy could use to improve his performance.


6.18 Plenary activity: Technical components of sporting performance


Working individually, produce a spider diagram showing different technical components, such as run up, that you can use to assess an athlete’s performance. Aim to include fifteen components and then link them to a specific sport, for example, run up (long jump).





You may have discovered through your analysis that an athlete needs to improve their fitness. For example, if a hockey player is not making enough runs in the last 20 minutes of a match, this may be because of a lack of aerobic endurance.

Working individually, complete the following table, which requires you to assign methods to different components of fitness.

Component of fitness Methods of training

Flexibility

Aerobic endurance

Strength

Muscular endurance

Power

Speed




Unit 6 Exemplar assignment Case study: The importance of successful passing in team-based sports For one of your college/school’s teams (e.g. rugby, football, netball, etc.), carry out an investigation into the success rates for passing in competitive matches. Assess all the players over two matches, which will allow you to make a comparison. Record the data in a tally chart, and then display the data in a graph or chart. You should investigate the outcome of each pass a player performs and deem whether it was successful or not. • a brief methodology • raw data • data analysis (e.g. percentages) • data representation (graphs, charts, etc.) • comparison between matches • findings / outcome of the study.

This assignment assesses the following criteria:

P2 perform two notational analyses on a chosen sport, with some support

M1 compare two notational analyses, using statistics, data representation and literature to explain strengths and areas for improvement

D1 evaluate findings for the notational analyses, numerical or technical models, commenting on their influence on performance within the chosen sport.

Sample answer

Case study: The importance of successful passing in team-based sports

Methodology In this report I investigated the performance of the Blackpool Sixth-form College basketball team as a whole. I decided to analyse the following performance criteria: • free throw shot success • dribbling success* • passing success.

*Dribbling success was based on a successful conclusion, for example, a successful pass.

I analysed two performances (vs Blackburn College on 3/3/07 and vs Preston on 10/3/07).

My raw data is included at the back of the assignment. (This was included and was correctly presented in a tally chart.)

Example tally chart

Performance criteria vs Blackburn vs Preston

Free throw shot BBBBMMBBMBBBBMMBBBBBB MBBBBBBMBBBBBBBMBBBB

B = basket; M = miss

This was repeated for the Preston match.

Results

Blackpool Sixth-form College – 85; Blackburn College – 63 Preston Sports College – 54; Blackpool Sixth-form College – 72

Performance criteria vs Blackburn

Success rate (%) vs Preston

Success rate (%)

Free throw shot 16/21 76 17/20 85

Dribbling 75/103 73 89/109 82

Passing 243/297 82 325/401 81



Although both performances ended in victories, there are clear similarities and differences between them, which I will now discuss. In relation to the free throw shot, the number attempted was almost the same (21 and 20) but the success rate was higher against Preston (9% higher), which is a significant difference. Therefore, the team was more successful in this performance criterion in the match against, as shown in the chart.

A similar difference was also found in the dribbling success rate (9% higher in the Preston match). I also found that the passing success rate was similar in the two matches (81% compared with 80%; the 1% difference is small and is not significant). However, it is important to note that significantly more passes were attempted in the Preston match – 401, compared with 297 against Blackburn.

In terms of strengths, I believe that the team is good at the free throw shots they have. In the two matches the success rates were 80% (i.e. 4 out of 5). This is clearly a strength, as Brown and Jackson state that a good basketball player should aim to have a success rate above 75% for the free throw shot.

In respect of passing, I believe this is also a strength, as the chart shows that there is consistency across the two games. Although success rates of 81% and 80% are high, I believe that there is still room for improvement in terms of coaching, as passing is a fundamental skill (http://www.howtoplay.com/basketball/essentials.html) and is vital for performance. The team should be aiming for a 100% success rate.

Finally, I think dribbling is an area for improvement, as the success rate was 73% in the Blackburn match, although it was better in the Preston match. Put basically, one out of every four dribbles in the Blackburn match resulted in a negative outcome (loss of ball control).



Grading The student’s answer covers all the essential content of criteria P2 and M1, so these grading criteria have been awarded. It is clear that the student has performed two notational analyses. They have included their raw data (which can be witnessed by a tutor or coach) based on three suitable performance criteria. They have carried out basic statistical work that suits these data, and have presented the data in a table and chart, thereby meeting P2 criteria. In terms of M1, the student has made a good comparison between the performances, using the data to draw out the similarities and differences. In addition, they have produced a bar chart, which allows a comparison. They have also shown the strengths and areas of improvement, which is supported by appropriate research.

As with other elements of the assessment criteria, they can choose to meet the D1 grading criteria through extending their work in either the notational analyses, or the numerical or technical investigation. They must therefore evaluate their findings in only one of these areas. They will need to consider how the results influence the sporting performance. For example, they may consider the following.

• What was the influence on the overall performance for the individual?

• Was it a key performance criteria in terms of the overall performance?

• Did it influence the team as a whole (if applicable)?

• Did it influence the opposition’s performance?

• What are possible consequences for future performances?

• What other performance criteria may they investigate in the future?



Unit 6 Further resources Text books Bartlett R. M. (1996) Introduction to Sports Biomechanics. Spon Press

Hall S. (2002) Basic Biomechanics. Mcgraw-Hill Education

Hughes M. and Franks. I. (1997) Notational Analysis of Sport. Spon Press

Maughan R. and Gleeson M. (2004) The Biomechanical Basis of Sports Performance. Oxford University Press

Supplementary texts Bartlett R.M. (1999) Sports Biomechanics: Reducing Injury and Improving Performance. Spon Press

Grimshaw, P., Lees, A., Burden, A. and Fowler, N. (2006) Sports and Exercise Biomechanics. Garland Science

Hamill, J. (2003) Biomechanical Basis of Human Movement. Lippincott, Williams & Wilkins

Hay, J.G. (1993) The Biomechanics of Sports Techniques. Prentice Hall

McGinnis, P.M. (2004) Biomechanics of Sport and Exercise. Human Kinetics

Internet sites http://www.topendsports.com/biomechanics/sportspecific.htm – specialist biomechanical information on a variety of mainstream sports

http://news.bbc.co.uk/sport1/hi/academy/default.stm – advice on the technical aspects of sporting performance

http://www.brianmac.demon.co.uk/biomechanics.htm – for coaches and athletes who want to improve their knowledge of sports biomechanics



6.4 Case study: The importance of successful passing in team-based sports


For one of your college/school’s teams (e.g. rugby, football, netball, etc.), carry out an investigation into the success rates for passing in competitive matches. Assess all the players over two matches, which will allow you to make a comparison.

Record the data in a tally chart, and then display the data in a graph or chart.

You should investigate the outcome of each pass a player performs and deem whether it was successful or not.

The case study should include:

n a brief methodology

n raw data

n data analysis (e.g. percentages)

n data representation (graphs, charts, etc.)

n comparison between matches

n findings / outcome of the study.

A exemplar answer for a similar activity is provided on page XX.

6.7 Introductory activity: Linear and angular motion Student book pp xx–xx

In your groups, produce a list of five sports that are based on linear motion and five that are based on angular motion. Remember that you can also consider the sporting equipment.



6.8 Poster: Centre of gravity Student book pp xx–xx

Working in pairs, produce an A2 poster that will help fellow students in your school or college to understand centre of gravity. You should include:

n a definition and explanation of centre of gravity

n diagrams of five sporting actions (e.g. the golf shot) to show the centre of gravity

n an explanation of why an understanding of centre of gravity is important from a coaching perspective.

6.9 Practical activity: Recording sporting action Student book pp xx–xx

In this activity you will record a racket-sport (e.g. badminton) player during a match.

This will give you practice for your assessment in terms of using the camera and considering issues such as accessing digital images and printing action shots.

Use the images to produce an A3 poster to show the range of shots available in badminton. Consider three shots (e.g. smash, serve and drop shot) On the poster describe the technique being used in each shot.

6.10 Formula summary sheet: Formulas for calculating numerical components


Produce a one-page summary sheet to help you when making calculations for your assessments. Include on the sheet the formula (including units) and a worked example for the following numerical components:

n speed

n linear velocity

n linear acceleration

n angular velocity

n angular acceleration.



6.13 Introductory activity: An introduction to technical (qualitative) biomechanics


Using the resources available to you, such as the internet or books on biomechanics, produce research notes for your file that will introduce you to the field of biomechanics. You should include the following:

n a definition of qualitative biomechanics

n an explanation of the difference between quantitative and qualitative biomechanics

n technical components you could assess within technical modelling

n a list of sports in which technical modelling would be beneficial (e.g. analysis of the tennis serve).

6.14 Poster: The elite performer Student book pp xx–xx

To help fellow students in your school or college to understand more about the sport you play, produce an A2 poster to illustrate the technique used by an elite athlete. Use four performance criteria.

You should include the following:

n diagrams of the correct technique

n a description of the correct technique

n an explanation of the importance of the chosen performance criteria for the technique.

6.15 Presentation: Field events in athletics Student book pp xx–xx

Working in small groups, prepare and deliver a five-minute presentation that explores the technique used in a particular field event (e.g. shot put).

You will need to cover specific components, such as the motion of the centre of gravity.

To make the presentation interesting, include diagrams, and present the text in bullet points.



6.16 Video analysis: Comparison of sporting performance


Working in small groups, explore the difference in technique between a beginner and an established athlete in a sport of your choice. To do this, you will need to record both the beginner and the athlete and analyse differences in their technique.

Before you record the beginner and athlete in action, identify five technical components that you can collect data on.

Use the data you collect to compare the beginner and athlete.

Produce a 300-word report on your findings.

6.19 Introductory activity: Factors that influence performance


When providing feedback to an athlete or team, it is vital to consider factors that may have influenced performance, such as age. In your group, produce a list of factors that may influence sporting performance.

6.20 Information leaflet: Verbal and written feedback Student book pp xx–xx

Design a two-page leaflet for a sports biomechanist, detailing the key concepts about providing verbal and written feedback to an athlete or coach, such as use of appropriate language. In the leaflet explain the importance of each point when speaking to an athlete or coach.



6.21 Research activity: Implications of previous training Student book pp xx–xx

To extend your knowledge of the factors that may influence sporting performance, produce research notes to add to your file. This research is centred on the implications of previous training. Develop notes on:

n delayed onset of muscle soreness (DOMS)

n time required for glycogen replenishment after exercise

n importance of rest periods between training sessions.

6.23 Case study: Importance of group cohesion Student book pp xx–xx

Claire, captain of a netball team, is seeking advice on the netball team, which has lost its last seven matches after previously being a fairly successful team. She feels that the team is not working well and is worried about the team’s cohesion. Answer the following questions to help her.

1 What is group cohesion?

2 How can a lack of group cohesion reduce performance levels?

3 What factors influence group cohesion?

4 How can you see improvement in group cohesion?


6.24 Plenary activity: Feedback checklist Student book pp xx–xx

Working in small groups, produce a list of the factors (at least fifteen) that you would need to consider in order to assess the quality of your feedback. For example, have you set SMART targets?



Unit 6 Answers to activities

6.2 Worksheet: Understanding the average

1 Calculate the mean, mode and median values. Mean = 68.71% Mode = 100% Median = 76%

2 What concerns do you have about using the values you have calculated to assess the shot success?

Students should be able to compare the different types of average and see how representative they of the raw data. For example, the mode is unrealistic and does not describe the data in any way.

3 Describe the advantages and disadvantages of using these three methods.

Mean is easy to understand and is the most common approach. However, it may not represent the data. For example, the mean of 40, 40, 80 and 80 would be 60. In addition, it cannot represent all data, for example, a team cannot score 2.34 goals per game.

The mode does not require much calculation, can have more than two values, and may or may not be representative of the data. It is hardly ever used because it is unstable and can change quickly (for example, compare the mode of 1, 1, 6, 7, 8 and 10 with that of 1, 1, 6, 7, 8 10 and 10).

The median is not affected by extreme values but can be time-consuming to determine, especially with large data sets.

4 What type of graph or chart should you use to display this data? Justify your selection.

A bar chart would be best suited for this data, as it allows comparisons between sets of data.



6.5 Data analysis: Assessing standard deviation

1 Briefly describe what the standard deviation is as a statistical measure.

Standard deviation value represents the average distance of a set of scores from the mean.

2 Calculate the mean and the standard deviation for the two sets of data.

St Andrews: 70.57 ± 4.02 Royal Troon: 71.8 ± 3.26

3 Provide a brief overview of what the results tell you about the mean and standard deviation.

Students should talk about the difference in mean as being small but significant. They should also be able to describe the small difference in the standard deviation in terms of how players’ scores are distributed around the mean.

4 Suggest reasons for differences in the data.

Reasons include, for example, different weather conditions, style of course, etc.


1 What is notational analysis?

Notational analysis is a method used by sports biomechanists to analyse the performance of an individual or team. The use of this method to gain a competitive advantage over opponents is emerging in professional sports.

2 How can notational analysis help a sports coach?

Allows coach to: identify areas for improvement from an individual and team basis; link to training requirements; gain a competitive understanding over the opposition; identify key coaching requirements; etc.

3 What are the key performance criteria for team-based sports?

A list that includes: passing, shooting, tackling, etc.

4 What statistical measures can you use to analyse your data?

Percentages, mean, mode, median, range, standard deviation, correlation and difference tests



6.17 Case study: Rugby kicking

1 List the factors that you think may be influencing Eddy’s performance.

This can be a diverse list, including motivation, concentration, anxiety, over training, etc.

2 Use diagrams to explain the correct technique for placekicking.

As a guideline, the student should break the technique down into the run up, contact phase and follow through.

3 Describe some training drills that Eddy could use to improve his performance.

This may be specific kicking training over various distances and field placement. In addition, training can concentrate on balance or strength. Credit should be given for psychological training, such as stress management for anxiety.


Component of fitness Methods of training

Flexibility Static stretching

Aerobic endurance Interval training

Strength Resistance machine pyramid training

Muscular endurance High reps / low weights using free weights

Power Specific weight training aimed at increasing strength

Speed Parachute sprinting



6.23 Case study: Importance of group cohesion

1 What is group cohesion?

Group cohesion is the degree to which all group members work together to achieve agreed goals, and members like each other and support each other.

2 How can a lack of group cohesion reduce performance levels?

Lack of group cohesion can have various effects, such as a breakdown in communication, and a decrease in effort and willingness to support each other.

3 What factors influence group cohesion?

Examples include: previous success rates; goal setting; time together; task set.

4 How can you see improvement in group cohesion?

This should include practical solutions, for example, have a team meeting, survey the players, change the goals, for example concentrate on short-term goals initially to help motivation.

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