Chapter 8
Data collection and activity
analysis
Text Sources
1.
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
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
Useful Information for
Coaches
What information would be useful
for an athlete or their coach?
1.
Physical* – Physiological
fitness required
2.
Mental – Psychological
preparation/ ability to cope
with game day pressure
3.
Technical – Skill level under
fatigue and pressure
4.
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
VCE Physical Education - Unit 4
Methods of Data Collection
Data collection and activity analysis
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
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
Coursework 8.1

Complete the laboratory task on page 173
of Nelson Physical Education VCE Units 3 &
4.
VCE Physical Education - Unit 4
Checkpoints

Complete questions 1-2 page 174 of Nelson
Physical Education VCE Units 3 & 4.
VCE Physical Education - Unit 4
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
Summary
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.
VCE Physical Education - Unit 4
Types of Data Collected
Data collection and activity analysis
Interpreting the Data
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
VCE Physical Education - Unit 4
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
Coursework 8.2

Complete the case study task on page 178
of Nelson Physical Education VCE Units 3 &
4.
VCE Physical Education - Unit 4
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
Movement Patterns



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
VCE Physical Education - Unit 4
movement patterns
Sample Movement Pattern
VCE Physical Education - Unit 4
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 workloads.
VCE Physical Education - Unit 4
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
Combined Work-Rest Ratio and
Intensity
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
VCE Physical Education - Unit 4
AFL Data from One Quarter
VCE Physical Education - Unit 4
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
Heart Rate Zones
HR monitors use is
widespread in sport.

Athletes should train
in the training zone.
Max HR = 220 - age
1.
Anaerobic zone –
85% max HR
2.
Aerobic zone – 7085% max HR
3.
Recovery zone –
Below 70%
VCE Physical Education - Unit 4
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
Heart Rate response to altitude and speed: 13.2km Puffing Billy Fun Run 6/5/07
nd
2 crossing
VCE Physical Education
- Unit 4
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
Virtual Spectator
http://www.virtualspectator.com.au
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.
VCEchampion
Physical Educationdata.
- Unit 4
Eg. Virtual spectator and
AFL PlayTrac
VCE Physical Education - Unit 4
Cricket Super Score
VCE Physical Education - Unit 4
Activity Analysis
Football Rover TAC Cup
Data collection and activity analysis
Heart Rate & Playing Time
VCE Physical Education - Unit 4
Skill Frequency
Distance
Kicks
Total
Quarter
1
2
3
4
0-20m
2
0
1
1
21-30m
1
2
3
31-40m
1
1
41-50m
1
51+m
Total
Handballs
Total
H/Balls
Total
Disposals
1
2
3
4
4
1
3
3
1
8
12
1
7
1
2
-
-
3
10
2
3
7
-
-
-
-
-
7
2
1
2
6
-
-
-
-
-
6
2
1
1
0
4
-
-
-
-
-
4
7
6
8
7
28
2
5
3
1
11
39
VCE Physical Education - Unit 4
Additional Skill Analysis
Skill
Frequency
Marks
0
Overhead/Airborne
8
Chest
5
Tackles
o
Bump/Push
2
Bring to Ground/Pull
3
Directional Changes
258
Scoops from ground
3
Smothers
1
VCE Physical Education - Unit 4
1st Quarter Locomotor Patterns
Distance
Walk
Jog
Cruise
(3/4 Pace)
Sprint
Total
0-5m
22
5
-
6
33
6-10m
9
8
3
15
35
11-15m
13
19
12
6
50
16-20m
5
17
18
6
46
21-25m
8
22
11
11
52
26+ m
12
27
14
9
62
552 m
1117 m
865 m
403 m
2937 m
18.7
38.0
29.5
13.8
100
% Total
VCE Physical Education - Unit 4
SPI Elite Results
VCE Physical Education - Unit 4
Checkpoints

Complete questions 1-5 page 188 of Nelson
Physical Education VCE Units 3 & 4.
VCE Physical Education - Unit 4
Test Your Knowledge

Complete the review questions 1-5 page 191
of Nelson Physical Education VCE Units 3 &
4.
VCE Physical Education - Unit 4
Peak Performance

Complete the chapter questions on page 5862 of Nelson Peak Performance Physical
Education VCE Units 3 & 4.
VCE Physical Education - Unit 4
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
VCAA Questions - 2006
VCE Physical Education - Unit 4
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
•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
VCE Physical Education - Unit 4