Data Collection (Physical)

As previously mentioned in the physical factors section, this factor can be divided into three areas:
1) Fitness
2) Skills
3) Tactics

Let’s consider some data collection methods for each of them, starting with those that collect information on sub-factors that falls under the fitness umbrella.

METHOD 1
STANDARDISED FITNESS TEST

Data collection method: Illinois Agility Test
Sub-factor: Agility
Equipment required: stopwatch, cones, measuring tape and a non-slippery surface.

Norms:
Rating Males Females

Excellent: <15.1 seconds <17.1 seconds

Good: 15.1 – 16.1 seconds 17.1 – 18.0 seconds

Average: 16.2 – 18.1 seconds 18.1 – 21.8 seconds

Fair: 18.2 – 18.3 seconds 21.9 – 23.1 seconds

Poor: >18.4 seconds > 23.2 seconds

Describe one method you could use to collect data on physical factors. (4).
KEY:
Descriptive mark 1
Descriptive mark 2
Descriptive mark 3
Descriptive mark 4

‘One method I used to collect data on the physical factor (agility) was the Illinois Agility Test.’

‘This test had 4 cones set up in a rectangular shape with the cones being 10 metres (m) apart vertically and 5m apart horizontally. Down the middle (2.5m in)of this rectangle, were 4 further cones that were all 3.3 m apart.’

‘I started at the bottom left cone whilst lying down on my stomach with my head behind the line and my arms by my sides. On the timekeeper’s signal, I ran directly up towards and around the top left cone before running down to the bottom middle cone. I then weaved in and out of the middle cones both up to the top and then back to the bottom. I finished by sprinting up and around the top right cone before running directly passed the bottom right cone. As I crossed the line at the bottom right cone, the timekeeper hit stop and recorded my time. I then compared this to the NORMS.’
Set up a rectangle with 4 cones. The cones should be vertically 10 metres apart and horizontally 5m apart.
NOTE:
The candidate has clearly made more than 4 points of description whilst achieving the 4 marks. Always do this to provide full answers and show the examiner that you are a pupil with high standards.

Data collection method: Beep Test
Sub-factor: Cardio-Respiratory Endurance (CRE)
Equipment required: cones, tape measure and Beep Test app on tablet or smartphone.

Norms:
Males Excellent V. Good Good Average Fair Poor V. Poor

14-15 years >12.2s 9.9-12.2s 8.10-9.8s 7.5-8.9s 6.2-7.4s 4.7-6.1s <4.7s
16-17 years >13.7s 11.4-13.7s 9.10-11.3s 8.3-9.9s 6.9-8.2s 5.1-6.8s <5.1s

Females Excellent V. Good Good Average Fair Poor V. Poor

14-15 years >10.7s 8.8-10.7s 7.6-8.8s 6.5-7.5s 5.3-6.4s 3.4-5.2s <3.3s
16-17 years >11.1s 9.8-11.1s 8.5-9.7s 7.2-8.4s 5.7-7.1s 4.2-5.6s <4.2s

Describe one method you could use to collect data on physical factors. (4).
KEY:
Descriptive mark 1
Descriptive mark 2
Descriptive mark 3
Descriptive mark 4

‘One method a performer could use to collect data on the physical factor (CRE) is the Beep Test.’

‘The Beep Test contains 2 lines being set up 20 metres (m) apart on a flat and dry surface. In the corner of the room, the teacher inserts the Beep Test CD into a CD Player.’

‘Participants stand behind one line waiting on the CD to start. On the first beep, participants make their way to the opposite line before the next beep. At this point, they then turn around and jog back to the first line before the following beep. This continues with the beeps getting closer together and participants having to jog faster to reach each line. If a participant misses one beep, they must reach their next line before the next beep. Missing two consecutive beeps means they are out. At this point, they note their score and compare their performance to the NORMS.’

NOTE:
The candidate has clearly made more than 4 points of description whilst achieving the 4 marks. Always do this to provide full answers and show the examiner that you are a pupil with high standards.

Data collection method: Standing Vertical Jump
Sub-factor: Power
Equipment required: measuring tape, chalk and a wall.

Norms:
Rating: Males Females

Excellent: >70cm >60cm
Good: 56-60cm 46-60cm
Average: 41-55cm 31-45cm
Fair: 31-40cm 21-30cm

Describe one method you could use to collect data on physical factors. (4).
KEY:
Descriptive mark 1
Descriptive mark 2
Descriptive mark 3
Descriptive mark 4

‘The Standing Vertical Jump is a method performers can use to collect data on physical factors (power).’

‘A performer stands side on to a wall and reaches up with the hand closest to the wall. Keeping their feet flat on the ground, their partner marks the point of their fingertips with chalk on the wall. The performer then chalks the hand they used to touch the wall with and takes 1 step away from the wall. They now squat down and leap vertically and attempts to touch the wall at their highest point with their chalked hand. They then repeat this twice more. After their 3 attempts, the performer measures the height of their highest chalked point before measuring the chalked line their partner drew. This chalked line is then subtracted from the highest point to calculate their vertical jump score.’

Data collection method: 20m Sprint Test
Sub-factor: Speed
Equipment required: stopwatch, cones and measuring tape.

Norms:
Rating: Males Females

Excellent: < 7.1 seconds < 8.0 seconds

Good: 7.1 -7.3 seconds 8.0 – 8.4 seconds

Average: 7.4 -7.8 seconds 8.5 – 8.9 seconds

Fair: 7.9 -8.2 seconds 9.0 – 9.3 seconds

Poor: >8.3 seconds >9.4 seconds

Describe one method you could use to collect data on physical factors. (4).
KEY:
Descriptive mark 1
Descriptive mark 2
Descriptive mark 3
Descriptive mark 4

‘A method I used to collect data on physical factors (speed) was the 20 metre (m) Sprint Test.’

‘The 20m Sprint Test has two gates laid out 20m apart on a flat and dry surface. I initially waited behind one of the gates in a staggered stance position. At the other gate was a timekeeper holding a stopwatch. On the timekeepers command, I sprinted as fast as I could to the other gate. The timekeeper stopped the watch as I ran through the opposite gate. I then received my score and compared it to the NORMS.’

Explain why you could use this method to collect data on the physical factor. (4).
KEY:
Point of explanation

‘I used the Illinois Agility Test to collect data on the physical factor because it was practical as it was easy to interpret my result. This meant that all I did was compare my time to the NORMS and this lead to me easily setting achievable and realistic targets for my development plan. This meant I received a motivation boost as I knew that I was close to improving my agility if I gave my all in reaching an achievable target.’*

‘Another reason why I used the Illinois Agility Test was because it is an appropriate measurement of one’s agility as it is a standardised fitness test. This meant I knew that I could trust the test to actually measure my agility levels as I followed the protocols correctly.’

‘A third reason why I used the Illinois Agility Test was because it provided me with reliable data as it gave me a quantitative score. This meant I knew there was no bias on my part and I could trust the score given to accurately identify how good my agility levels were. This then lead to me setting my approaches at the correct intensities during my development plan.’*

‘Finally, I used the Illinois Agility Test because it provided me with a measurable baseline data as it was a permanent record. This meant I was able to compare my progress in subsequent re-tests to see how much I had improved. When I found I had not improved, I was able to increase frequency of my sessions to help me overcome my plateau.’*

*Paragraphs 1, 3 and 4 all contain what is referred to as a point of development. Having explained why the part of PARV(M) helped them select this method in sentence 2, a third sentence further explaining the impact this then had on the data collection process was identified. Consequently, alhough the question was out of 4, the candidate provided 7 points of explanation.

Analyse how suitable this method is in collecting data on the physical factor. (4).
KEY:
Point of analysis

‘It is important that you conduct the Illinois Agility Test on a dry surface. This is because if the surface was wet it could lead to you slipping when turning and this could then lead to you then receiving a slower time as you become wary when going to turn corners and slow down on your approach to each cone.’

‘It is also important you conduct the Illinois Agility Test on a flat surface. This is because if the surface was on a hill, it could lead to you getting a slower time than what you would normally get as you would be slower running up the hill which could lead to you becoming fatigued and receiving inaccurate results.’

‘Another important point to consider is the inclusion of dribbling a hockey ball whilst completing the Illinois Agility Test. This is because it will make the test more specific to hockey which can then lead to you having a better understanding of how quickly you can change direction whilst maintaining control of the hockey ball.’

‘Finally, it is important that your teacher also writes down your score and keeps an additional copy of it on top of your own booklet. This is because you will have two permanent records to compare future re-tests to which can increase the chances of you having something to refer back to even if you lost or ripped your own booklet.’

Evaluate how effective this method was in collecting data on the physical factor. (4).
KEY:
Evaluative point

‘The Illinois Agility Test was very effective in collecting data on the physical factor.’

‘It was firstly beneficial because it was highly appropriate in collecting data on my agility in hockey as I added in the dribbling of a football whilst completing a test that research had proven was an applicable measurement of one’s agility. This meant that I received valid results I trusted as it provided me with a highly specific measurement of my game-related agility.’

‘It was also beneficial because it provided me with highly reliable results as it came in the form of a quantitative time. This meant I knew my result was free of personal opinion and bias and was even more reliable because I really tried my hardest to get an accurate picture of my agility levels. This made it easier for me to set my approaches at the correct intensities in my development plan.’*

‘It was finally beneficial as my score was measurable because it was stored as a permanent record. This meant it was easy for me to make comparisons between my baseline data and subsequent re-tests which helped me accurately chart my progress.’

*Paragraph 2 has provided a point of development as sentence 3 has further evaluated the evaluation given in sentence 2. In each sentence, judgement terms such as ‘even more’ and ‘easier’ have been used to convey the candidates evaluations.

METHOD 2
TIME RELATED OBSERVATION SCHEDULE
Sub-factor: CRE

Describe one method you could use to collect data on physical factors. (4).
KEY:
Descriptive mark 1
Descriptive mark 2
Descriptive mark 3
Descriptive mark 4

‘A method I used to collect data on the physical factor (CRE) was the Time Related Observation Schedule (TROS).’

‘The TROS was organised into a table with the following 6 headings: walking, jogging, sprinting, passing, dribbling and shooting. Down the side of the table was rows organised into 5 minute segments such as 0-5, 5-10 and so on. On the back of the sheet was a comments box.’

‘My partner then observed me play in two 90 minute matches on different days; the first match they focused on my basic movements and in the second match they focused on my skilled performance. Whenever my partner saw me perform a basic movement in the first match, they placed a tally in the appropriate box dependent on the movement type and time in the match. Whenever my partner saw me perform a skilled movement in the second match, they placed either a tick or a cross in the appropriate box dependent on how successful the skill was. At the end of the first match, I counted up all of my tallies for my basic movements for the first and second halves then noted these down in the comments box on the back page. At the end of the second match, I counted up all of the ticks and crosses for each skill and also noted these down in the comments box on the back page. I then analysed my data to identify when I got tired in the match and the impact this had on my skilled performance.’

Explain why you could use this method to collect data on the physical factor. (4).
KEY:
Point of explanation

‘I used the TROS because it was practical as it was easy to complete as my partner could clearly identify what each box in the table meant due to it’s effective headings. This meant it was unlikely that they made errors whilst filling out the TROS meaning that the data I received was accurate and correct.’

‘Another reason why I used the TROS was because it was practical as it was easy to interpret as all I had to do was count up the tallies/ticks and cross in each box. This meant it was easy for me to see when my CRE was beginning to reduce in games and I was able to set the appropriate duration for the first sessions of my development plan.’

‘I also used the TROS because it was appropriate as it looked at my CRE levels within games. This meant that it was not only specific to my activity, but also enjoyable which lead to me giving my all in the game to establish a true picture of my CRE levels.’

‘Finally, I used the TROS because it was measurable as it was a permanent record. This meant I was able to compare data in subsequent re-tests to my baseline measurements to establish whether my CRE had improved as my development plan progressed.’

Analyse how suitable this method is in collecting data on the physical factor. (4).
KEY:
Point of analysis

‘It is important when using the TROS that the partner observing the match takes up a good viewing position. This is because if they take a high vantage point at the halfway line, they will get a clear view of the player they are observing as no other players are in their eye line to distract their view meaning they can see everything their partner is doing and not miss out any data.’

‘It is also important when using the TROS that the partner has a good understanding of the activity they are observing. This is because it will help them identify what skill their partner is performing and if they have performed it accurately or not which can again help them complete the sheet correctly.’

‘Another important thing to consider when using the TROS is the availability of video recording equipment such as an iPad. This is because a video of a match will overcome the possibility of an observer missing something due to fast pace of the game as they can watch it back, pause it, slow it down and rewind it to ensure no data is missed.’

‘Finally, it is important that the performer photocopies their TROS and hands a sheet to their teacher. This is because it will ensure that a second permanent copy exists should the original one get lost or torn meaning comparisons between re-testing and initial data can still be made to chart progress.’

Evaluate how effective this method was in collecting data on the physical factor. (4).
KEY:
Evaluative point

‘The TROS was fairly effective in collecting data on the physical factor.’

‘It was firstly beneficial because it was practical as it was easy to interpret my data as all I had to do was count up the tallies and ticks/crosses on my sheet. This was good because it helped me identify the point when I started to tire.’

‘It was also beneficial because it was measurable as it was a permanent record. This was good because it meant that when I forgot the point in which I tired in my initial test, I was able to compare back to the sheet in order to make valid comparisons of my progress when conducting the re-test.’

‘However, the TROS was limited because the matches I played in were against opponents of a much lower ability than me. This was bad because it meant that the game was played at a slower tempo and I was not being pressurised or having to chase my man for prolonged periods meaning I did not tire as quickly as I normally would have. This was poor because it meant my results were not completely accurate and the subsequent intensities of my sessions were not at the level I required.’*

‘Finally, the TROS was also limited because my school did not have access to iPads due to how expensive they are. This was also bad because it made me dubious about both the accuracy and amount of information my partner had placed in the table as I thought I had much more touches of the ball than they stated.’

*Paragraph 3 has provided a point of development as it has further evaluated how the impact of a low tempo and lack of exertion then lead to inaccurate results. Again, notice how evaluative terms such as ‘bad’ and ‘poor’ are made to provide a judgement.

Let’s now shift our focus of attention to methods that can be used to collect data on sub-factors that fall under the physical skills umbrella.

METHOD 1
GENERAL OBSERVATION SCHEDULE
Sub-factors: skill accuracy; skill consistency and skill repertoire

Screen Shot 2015-08-09 at 04.08.25.png

Describe one method you could use to collect data on physical factors. (4).
KEY:
Descriptive mark 1
Descriptive mark 2
Descriptive mark 3
Descriptive mark 4

‘A method I used to collect data on physical factors (skill accuracy, consistency and repertoire) was the General Observation Schedule (GOS) in basketball.’

‘The GOS was arranged into a table with the skills (shooting, passing, etc) placed along the top and their level of effectiveness (very effective, fairly effective, etc) placed down the side. Underneath some skilled column headings were sub-headings of different techniques. For example, the shooting column was divided into jump shot and lay-up.’

‘My partner watched me play 3 matches against opponents of a similar ability to me whilst standing on a bench at the halfway line. Whenever my partner saw me play a skill, they placed a tally in the appropriate box. For example, if I played an accurate chest pass to a teammate, they placed a tally in the ‘chest pass-very effective’ box. At the end of the final match, my partner counted up all of my tallies and placed them in the total boxes. They then used a calculator to work out what percentage of my skills were very effective, fairly effective and ineffective. I then looked over my results and identified my strengths and weaknesses.’

Explain why you could use this method to collect data on the physical factor. (4).
KEY:
Point of explanation

‘I used the GOS because it was practical as the table was very clearly laid out with easy to understand headings. This meant I knew my partner would have little difficulty completing the GOS and this therefore would lead to them providing me with accurate results of my skilled performance.’

‘I also used the GOS because it was practical as it was very easy to interpret my data. This meant it was easy for me to identify my strengths and weaknesses as I simply looked at the percentages of very effective and ineffective skills. This then lead to me carrying out a Focused Observation Schedule to understand why my weaknesses were weak.’*

‘Another reason why I used the GOS was because it was valid as it involved me playing against opponents of a similar ability. This meant it replicated the conditions I normally played in and showed me performing at my typical levels to give me a true understanding of my capabilities.’

‘Finally, I used the GOS because it was measurable as it was a permanent record. This meant I was able to compare my re-tests results to this baseline data to measure any improvements in my performance. This then lead to me receiving a motivational boost when I saw improving and I gave my all in subsequent sessions.’*

* Paragraphs 2 and 4 contain points of development as they further explain their initial justifications with a further impact this had on the data collection processes.

Analyse how suitable this method is in collecting data on the physical factor. (4).
KEY:
Point of analysis

‘It is important that your partner has high knowledge levels of your activity when carrying out the GOS. This is because it will allow them to correctly identify what skill/technique is being performed at what level of effectiveness and therefore ensure that they place tallies in the correct boxes to provide you with an accurate overview of your strengths and weaknesses.’

‘It is also important that your partner takes a high vantage point of your matches when completing the GOS. This is because standing at a higher level will place them above the heads of other players meaning none of them block their view of the action which can then ensure that they do not miss any skills or techniques you perform which can help them complete the GOS fully.’

‘Another important thing to take into consideration when completing the GOS is the level of opposition you play against. This is because if you were to play against opponents of a lower ability than you, you may have more time on the ball and therefore be under less pressure than what you typically would be and your skill levels may look higher than what they actually are.’

‘Finally, it is important that you are observed in at least 3 matches when completing the GOS. This is because if you were observed playing in just 1 match, you may have an off-day and therefore gain an inaccurate collection of results on your skilled performance which can then lead to you incorrectly identifying a skill as a weakness and starting a pointless development plan.’

Evaluate how effective this method was in collecting data on the physical factor. (4).
KEY:
Evaluative point

‘The GOS was fairly effective in collecting data on the physical factor.’

‘One benefit of the GOS was its practicality as it was very easy for my partner to complete a well laid out table. This meant I highly trusted the data they gave me as it was unlikely that they made any mistakes and I felt confident that I was accurately identifying my strengths and weaknesses.’

‘Another benefit of the GOS was it’s practicality as it was very easy for me to interpret my data. This meant I found it really easy to identify my strengths and weaknesses and felt highly confident that I was about to take the correctly identified weakness through a Focused Observation Schedule to deduct why it was a weakness of mine.’

‘A third benefit of the GOS was that it was a permanent record which made it measurable. This meant it was highly effective in helping me make comparisons between my baseline data and my halfway re-testing to measure any improvements in my game.’

‘However, the GOS was slightly limited in that it’s appropriateness could be questioned as it did not show me why skills of mine were weak. This meant that although I knew why a skill was weak, I did not know why and this negatively impacted my motivation as I then had to do even more data collection with a Focused Observation Schedule before I could even consider a development plan.’

NOTE:
In this evaluation example, the candidate has again used fairly effective as their value but this time went with a 3:1 split of benefits:limitations. You can be creative here as you do not always have to give a 2:2 split when justifying this value. So long as their is a contradictory element posed somewhere, it justifies the fairly effective value.

METHOD 2
FOCUSED OBSERVATION SCHEDULE
Sub-factors: skill accuracy and skill consistency

Describe one method you could use to collect data on physical factors. (4).
KEY:
Descriptive mark 1
Descriptive mark 2
Descriptive mark 3
Descriptive mark 4

‘The Focused Observation Schedule (FOS) is a method a performer could use to collect data on the physical factor (skill accuracy/consistency). In particular, the dig in volleyball.’

‘The FOS consists of a table that has 2 main column headings: successful and unsuccessful. Down the side there are 3 main rows: preparation, action and recovery. Within each of these rows are a list of sub-routines for that appropriate stage. For example, in the preparation phase, it says ‘move to the ball’.

‘A teacher would then use an iPad to video the performer playing the dig 30 times in a repetition practice. Immediately after the practice, the performer and their teacher would watch the video back in slow motion. The performer would place a tick in the appropriate area every time they saw themselves perform a sub-routine successfully or unsuccessfully. At the end of the recording, they would then identify their strong and weak sub-routines.’

Explain why you could use this method to collect data on the physical factor. (4).
KEY:
Point of explanation

‘I used the FOS to collect data on the physical factor because it was practical as I was able to use it in conjunction with an iPad. This meant that I received accurate data as we missed nothing out and got a clear view of every sub-routine from the slow motion video. This then lead to me correctly identifying my weak sub-routines and creating an appropriate development plan.’*

‘I also used the FOS because it was appropriate as it really broke the dig down into all of it’s sub-routines. This meant I got a greater understanding of why my dig was a weakness and could select appropriate approaches in my development plan to focus on these sub-routines.’

‘Another reason why I used the FOS was because it was valid as I was able to get assistance from my teacher. This meant I had a knowledgeable other checking that my data was correct and giving me in-depth advice on how a sub-routine was weak to further boost my understanding.’

‘Finally, I used the FOS because it was measurable as it was a permanent record. This meant I was able to compare my results in re-tests to the my baseline data to measure my improvements. This then lead to me changing aspects of my plan when I noticed I was not improving to make it more in line with my capabilities.’*

* Paragraphs 1 and 4 both include points of developments as sentence 3 further explains how the justification in sentence 2 helped them in the data collection process.

Analyse how suitable this method is in collecting data on the physical factor. (4).
KEY:
Point of analysis

‘It is important that you conduct the FOS in conjunction with Video Analysis if equipment such as an iPad is available to you. This is because the FOS has lots of different sub-routines and using video technology on an iPad will allow you to slow the film down and pause it which can enable you to look at the quality of each sub-routine in depth and therefore make a more accurate decision on whether it was performed successfully or not.’

‘It is also important that you have a knowledgeable other, like a teacher or coach, checking over your FOS results with you. This is because they will have higher content knowledge than you and can help you when identifying how successful a sub-routine was performed meaning that your results will therefore be more accurate and reliable.’

‘Another important thing to consider with the FOS is the timing of completing the method. This is because if you complete the FOS alongside your teacher immediately after your performance, the thoughts and kinaesthetic feelings will still be fresh in your head meaning the feedback you receive will be more relevant as you can make links between what you see on the iPad and what you felt during the performance.’

‘Finally, it is important that your FOS contains sub-routines from accredited coaching manuals. This is because such breakdown of a skill would be coming from the National Governing Body of a sport containing very knowledgeable people and therefore giving you valid information to assess your performance against.’

Evaluate how effective this method was in collecting data on the physical factor. (4).
KEY:
Evaluative point

‘The FOS was very effective in collecting data on the physical factor.’

‘One benefit of the FOS was it’s practicality as I was able to use it in conjunction with Video Analysis. This was excellent because when I was in doubt about how well I had performed a sub-routine, I was able to slow the footage down to accurately identify whether I had completed the sub-routine effectively. This was also great as it really helped me plan approaches that would improve this specific sub-factor.’*

‘Another benefit of the FOS was it’s validity as I took the sub-routines from an accredited coaching manual. This meant I grew in confidence when analysing my results as I knew I was making comparisons from my performance against valid information that correctly broke the dig down.’

‘A further benefit of the FOS was it’s reliability as I had my teacher help me through the analysis process. This was great because it meant that my data was more accurate than if I did it on my own as my teacher knew exactly what a successful rub-routine looked like.’

‘A final benefit of the FOS was the fact it was measurable as it was a permanent record. This was good because it gave me baseline information to compare my subsequent re-tests against and really helped me notice how much I had improved. This then lead to me growing in confidence and setting more challenging goals for the remainder of my plan.’*

* Paragraphs 1 and 4 has points of development as the candidate has evaluated how their initial justification in sentence 2 further aided their data collection processes in sentence 3.

Having covered some of the data collection methods for sub-factors falling under the physical skills umbrella, let’s adjust our focus to the physical tactics section.

METHOD 1
2-1-2 ZONE DEFENCE OBSERVATION SCHEDULE
Sub-factor: tactics

Describe one method you could use to collect data on physical factors. (4).
KEY:
Descriptive mark 1
Descriptive mark 2
Descriptive mark 3
Descriptive mark 4

‘One method I used to collect data on the physical factor (tactics) was the 2-1-2 Zone Defence Observation Schedule in basketball.’

‘The 2-1-2 Zone Defence Observation Schedule was a table that had 6 characteristics of a model performance 2-1-2 zone defence down the left column. The very last row in this column was a success percentage one. To the right of this column was a further 10 columns; each representing minutes 1-10.’

‘A teacher filmed my team playing a 10 minute match against opponents of a similar ability on an iPad. Immediately after the game, our team sat beside the teacher and completed the 2-1-2 Zone Defence Observation Schedule. We placed a tick in the appropriate box if we saw ourselves fulfil a characteristic; a question mark if it was unclear if we fulfilled a characteristic and a cross if we failed to fulfill a characteristic. We then added up all of the data in each box and then all of the ticks in each box and worked out our success percentage in each minute. We then identified our strengths and weaknesses.’

Explain why you could use this method to collect data on the physical factor. (4).
KEY:
Point of explanation

‘We used the 2-1-2 Zone Defence Observation Schedule because it was practical as it was very clearly laid out and easy to complete. This meant we did not make any mistakes when inserting our data and we got an accurate picture of our zone defence strengths and weaknesses.’

‘We also used the 2-1-2 Zone Defence Observation Schedule because it was practical as it was very easy to interpret due to the success percentage box at the bottom of the table. This meant we were able to correctly identify our strengths and weaknesses and set specific targets for our development plan to improve our performance.’

‘Another reason why we used the 2-1-2 Zone Defence Observation Schedule was because it was reliable as we were able to combine it with Video Analysis. This meant we were able to slow the play down, pause it and rewind it if we were ever uncertain on the success of any characteristic in order to have more accurate data.’

‘Finally, we used the 2-1-2 Zone Defence Observation Schedule because it was measurable as it was a permanent record. This meant we were able to compare our re-tests with our baseline data to measure any improvements in our performance.’

Analyse how suitable this method is in collecting data on the physical factor. (4).
KEY:
Point of analysis

‘It is important that the characteristics in your Observation Schedule for your 2-1-2 zone defence are taken from a model performance. This is because it will give you valid information for which to compare your performance against and also give you an upper limit to reach for which can then boost the motivation of your players to really aspire to reach such a high level.’

‘It is also important that you use the 2-1-2 Zone Defence Observation Schedule in conjunction with Video Analysis if equipment such as an iPad is available to you. This is because it would be hard to identify how successful each characteristic of the zone defence was performed in such a high paced environment with the naked eye and this could lead to crucial information being missed and your results therefore being inaccurate.’

‘Another important thing to consider when using the 2-1-2 Zone Defence Observation Schedule is how knowledgeable the recorder is. This is because if you had a teacher record the match and then help you through the analysis of your performance, you will be receiving assistance from a highly knowledgeable person who can point out things that you may never have thought about and add more depth and accuracy to your understanding of your teams performance.’

‘Finally, it is important you make an electronic copy of your 2-1-2 Zone Defence Observation Schedule. This is because it will give you a permanent record to refer back to rather than just a singular sheet which could get lost or torn and therefore have no valid measurement of your improvements which means you may not know how successful your development plan is.’

Evaluate how effective this method was in collecting data on the physical factor. (4).
KEY:
Evaluative point

‘The 2-1-2 Zone Defence Observation Schedule was fairly effective in collecting data on the physical factor.’

‘It was firstly beneficial because it was practical as it was easy to complete due to how clear the table was. This was good as it meant we made no errors in completing what was an easy task to provide us with valid data.’

‘It was also beneficial because it was valid as it contained characteristics of a model performance 2-1-2 zone defence. This meant that we had an increase in motivation to really try our hardest in training and reach a level that we both trusted and aspired for.’

‘It was finally beneficial because it was measurable as it was a permanent record. This was excellent in helping us chart our progress in subsequent re-tests and further boosted our confidence when we measured improvements from when we first started.’

‘However, one limitation of this method was that it only recorded us performing over a 10 minute period. This was poor and unrealistic to games as we never saw how we performed in the latter stages of matches when our CRE was decreasing and the impact this had on our zone defence.’

LEARNING CHECKLIST
Can you now:
1) Describe two methods you could use to collect data on each factor?
2) Explain why you used each of these two methods for each factor?
3) Analyse how suitable each of these methods are in collecting data on each factor?
4) Evaluate how effective each of these methods were in collecting data on each factor?

NEXT STEPS

Let’s now shift our attention to model performers and consider how they can play a role in the data collection process.