Introduction - Blake Education

Introduction Game Analysis is the second teaching and learning resource in the Science Through Sport series. The series is designed to reinforce scientific and mathematical principles using sport science concepts. Science Through Sport has been developed by Sport Knowledge Australia and practising classroom teachers throughout Australia. Each resource in the series contains an interactive computer-based simulation, factual information on the topic, practical activities which are photocopiable, investigations, questions, answers and a PowerPoint presentation. This resource contains an interactive, computer-based tracking tool. The tracking tool allows teachers and students to track players’ movement patterns, including distance and speed. It can also be used to record the field location and number of game events and the duration of specific activities. From this data, statistics on speed can be obtained. Through collecting, organising, presenting and analysing the data, students can make objective suggestions for improvements in physical fitness, skills and tactics. The game analysis tracking tool is similar to those used by many elite teams to monitor player performance during training and competition. These technologies are also used by teams to devise game strategies and investigate outcomes. The activities in this book have been written for the curriculum needs and outcomes of students in years 10–12. Level one is suitable for year 10 students and levels two and three are suitable for students in years 11–12. The game analysis practical activities are designed for students to complete independently, in groups or as a whole class. Investigations provide additional challenges to advanced and senior students. Teachers can choose specific activity ideas, use those presented or develop supplementary ideas based around the concept.

Level 1

Level 2

Level 3

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In level 1, students explore why game analysis has become so important in contemporary sport. They learn how to use the tracking tool and collect data that can be used to enhance personal and team performance. Level 2 provides students with a more detailed understanding of the game analysis tool. They collect data to understand the contribution of the energy systems to performance and apply their knowledge to develop training programs. This section identifies set plays and turnovers as key game events and makes links between skills and event/game outcome. By identifying strengths and weaknesses, students are encouraged to make tactical suggestions to improve performance. Level 3 expands on more advanced concepts such as player effectiveness and efficiency and the relationship between movement patterns and playing area. It also provides details on how the tool can be used to design a personal exercise program.

Science through Sport – Game analysis

© Blake Education and Sport Knowledge Australia 2008

Level 1 – Introduction to game analysis (cont’d) Patterns of play Through tracking, it is possible to identify certain patterns in play. For example, if possession is gained in the defensive zone of the field, in which direction is the ball typically moved? Does it go wide, through the centre or is it passed back to switch the point of attack? Tracking might also show characteristic patterns of movement when following an individual player or position. This can help to identify where a player is normally located. Coaches can use these predictable patterns to develop tactics. In professional sport, there is generally a team of coaches working together to feed information back to the head coach. During televised games you will have seen that the coaching team is linked via headphones. Each coach looks at a different aspect of play, often assisted by technology. Tactical decisions during the game are generally made by the coaching staff and not the players themselves. Principles of attack and defence When analysing team strategies, it is common to divide the game into offensive (attacking) and defensive tactics. The major attacking and defending principles of invasion games are listed in the table below. Table 1.3 Principles of attack and defence – a list of the key principles of invasion games Principles of attacking

Principles of defending

• Possession • Creating space • Width • Speed • Penetration

• Marking • Closing or restricting space • Depth and cover • Slowing the play (delay) • Channelling or zoning

The importance of team strategies and tactics It doesn’t matter what game you play – from games in the park to the elite levels of team sport, tactics are important for victory. Professional players spend a great deal of time dedicated to preparing team or game tactics. Much of this preparation involves reviewing technical and statistical information on their own performance and that of the other teams. Time breakdown of elite AFL players (%) 16

9

9 Games 31

35

Football training Physiotherapy + rehabilitation Weight training Team meetings

Figure 1.4 – This pie chart shows the breakdown of time spent in various activities related to elite level AFL across the entire season (approximately 1200 hours for elite players). Note the high percentage of time allocated to team meetings where tactics and set plays are planned (16%). Over the season, almost twice as much time was spent in team meetings compared to actually playing games (29 games in total). The information was supplied by Brett Burton from the Adelaide Football Club.

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Science through Sport – game analysis


Level 1 – Introduction to game analysis (cont’d) Case study – netball Aim This case study looks at the types of passes that a wing attack (WA) uses when feeding the ball into the goal circle. The locations of the passes are also examined. Game The analysis is based on the first half of a school game – 15 minutes. Position One important role of the wing attack in netball is to feed the ball into the goal circle. The type of pass used can vary, according to factors such as the heights of the shooters, the heights of the defenders and the pressure from the wing defence. The passes that will be analysed include a chest pass, bounce pass and an overhead pass (a lob or high pass). A record of any pass which is unsuccessful will be made. Results

Figure 1.5 – The number of passes made.

Figure 1.4 – The types of passes that a wing attack (WA) used to feed the goal circle. Table 1.4 – The types of passes and success rates of passes Type of pass

Number of passes

Number of successful passes

Success rate (%)

Chest

4

3

75%

Bounce

3

2

67%

Overhead

8

4

50%

Conclusions The results show that the most accurate type of pass when feeding the circle was the chest pass. The chest pass is the most accurate of the passes as it is used over a shorter distance and is direct and flat. This makes the pass difficult to intercept if it is executed correctly. The bounce pass was the second most successful pass. This was used as the GK was very tall. This pass can only be used over a short distance and is best used when at the edge of the goal circle. The least successful pass was the overhead. This pass is the most difficult as the distance, speed and height of the pass all have to be accurately timed. As the ball goes high it is much easier for the opposition to intercept.



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Level 1 – Investigations Investigation 1 – Physical fitness In this investigation, you will use the game analysis tracking tool to track a player or yourself in order to calculate the total distance moved during part of a game. Equipment • 10 minutes of video footage of yourself or another player in a sport of your choice, or track a game ‘live’ • A computer with mouse (laptop for ‘live tracking’) Method ➮➮Select your sport using the ‘Sport’ slider. Set the tracking tool to ‘Motion track’ and the sample speed rate to a mid-range position of 2 per second. ➮➮Estimate the distance the player will move during the game. ➮➮Press the ‘R’ key on the keyboard to begin recording and the ‘S’ key to stop when the recording is complete. ➮➮Click the ‘Playback’ button to get a record of the data that you have recorded. ➮➮To save a copy of the data, use ‘print screen’ on your computer. Questions Answer these question in your workbook.

1 Which sport did you analyse? 2 For how long did you track the player? 3 What distance did the player move? 4 What was the average distance that the player moved in 1 minute? 5 Use your answer to question 4 to calculate the total distance the player would have moved if you had tracked a full game.

6 The answer to question 5 is only an estimate of the total distance covered. Why is this? 7 Based on your estimate of the total distance covered, do you think it would be more important to focus on the aerobic energy system or anaerobic energy system when training? Explain why.

8 On the tracking tool, click the ‘Summary’ button. This will give you a breakdown of the distances travelled. Draw and complete the table at the right.

9 Using the summary table you completed, review the

percentage of time spent in each speed category. Do you recognise a pattern? Explain this pattern, referring to the energy systems.

Speed category

Time spent (%)

Walking Slow jogging Fast jogging Striding Sprinting

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Science through Sport – game Game analysis


Level 1 – Investigations (cont’d) Investigation 2 – Physical fitness In this investigation, you will use the game analysis tracking tool to track players in different positions in order to compare distances that players move in a game. Equipment • 10 minutes of video footage of players in different positions in a sport of your choice, or track a game ‘live’ • A computer with mouse (laptop for ‘live tracking’) Method ➮➮Select your sport using the ‘Sport’ slider. Set the tracking tool to ‘Motion track’ and the sample speed rate to a mid-range position of 2 per second. ➮➮Press the ‘R’ key on the keyboard to begin recording and the ‘S’ key to stop when the recording is complete. ➮➮Click the ‘Playback’ button to get a record of the data that you have recorded. ➮➮To save a copy of the data, use ‘print screen’ on your computer. Questions Answer these question in your workbook.

1 Which sport did you analyse? 2 For how long did you track the players? 3 Draw and complete the table below. Player position

Distance travelled (m)

4 Draw a bar graph to show the distance moved against playing position. 5 Explain why players in different positions cover different distances in a game. 6 On the computer tool, click the ‘Summary’ button. This will give you a breakdown of distances travelled. Draw and complete the table below.

Speed category

Distance travelled (m) Player 1 Position:

Player 2 Position:

Player 3 Position:

Walking Slow jogging Fast jogging Striding Sprinting

7 Using the table you completed, review the distances travelled in each speed category. Which energy system was predominant in each position?



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