HSE726 Sport performance Analysis
Assessment Task 4 – Interpretation of Performance Analysis Data
Introduction
The most valuable product of Performance Analysis, is information. By “information” I don’t mean the numerical results, but the information that arises from the interpretation of the numerical results. Information about who performed well, why the team lost, how the opponent won, etc. This information isn’t expressed in numbers alone, but with words. Nevertheless the information arises from a comparison of numerical results that can take several forms such as
How does this result compare with typical values?How does this result compare with the opposition result?Are the variables (Performance Indicators and measures of match outcome) related to each other?It is common for analysts and coaches to make these comparisons and reach conclusions by simply looking at numbers in a table or the features of a chart. I hope that you understand the problems associated with using opinion, rather than statistical tests, to determine whether results are different, or whether variables are related. Statistical comparisons are more reliable than opinion-based interpretation.
There isn’t time in this unit to teach statistical analysis, so for this assignment, you are not required to perform statistical tests. Our genuine hope is that the graduates of our course who work as analysts, bring about an improvement in the Performance Analysis standards in many ways, especially by making the use of statistical tests, standard practice!
This assignment presents you with a range of typical comparisons that PAs face and challenges you to identify the most appropriate data to compare and provide your interpretation.
Instructions
The data required for all of the questions below is contained in a spreadsheet of AFL match statistics from 2019.
Season Analysis
Looking at the end of season league ladder statistics, divide the teams into those that finished in the top 8 (finalists) and bottom 10 (non-finalists) of the ladder.Compare the match statistics for these two groups. Identify the three PIs (statistics) that you think are most different between these two groups. Provide a brief interpretation of why you think these three PIs differ between groups. Provide a suitable chart to support your answer.Compare the match statistics for these two groups (finalists vs. non-finalists). Identify the two PIs (statistics) that you think are least different between these two groups. Provide a brief interpretation of why you think these two PIs do NOT differ between the groups. Provide a suitable chart to support your answer.Can you identify another way of comparing the value of the PIs with ladder position? Identify a PI that you think relates very strongly with final ladder rank (1-18). It is ok if it is a PI that you include in your answer to question 1a. Provide an explanation or justification for your choice and an interpretation of why you think the PI relates to ladder position.The Geelong coach wants to identify performance benchmarks for the next season. The benchmark values will become values that the team seeks to achieve in each match. The actual value of the PI from each match can be compared with the benchmark as a way of evaluating team performance. Present a table of benchmark values for the following PIs.KI , MK , HB , DI , HO , TK , RB , IF , CL , CG , FF , CP , UP , CM , MI , 1% Provide a brief explanation of how and why you determined/defined the benchmark value.Match/Team Analysis
Geelong played Hawthorn in Round 5 and 18. They won in Round 5 but then lost in Round 18. Geelong expected to win both games and the coach wants to understand why they lost in Round 18. In other words, what was different about the way the teams played in each round that might explain why the match outcomes were different?I acknowledge that there are many ways to pursue an answer to this question. My preference is that you use your answer to question 1a to influence your answer here. Your answer to 1a indicates the PIs that are related to success. Consider using them as the basis of you comparison between the team performances in each round. You can of course extend your comparison beyond those 3 PIs. Please provide a chart or table and a paragraph to explain your answer. If you find it difficult to identify an explanation, feel free to indicate what extra information might be required to answer this question.
Provide a comparison of the performance of Geelong in Round 18 with all other rounds. The comparison will be made based on the value of the PIs. You decide which and how many PIs to present (choose 4-8 PIs). Use your judgment to choose the chart type that best illustrates the comparisons. Try to be efficient by using as few charts as possible.Player Analysis
The Geelong coach wants to measure the technical performance of each player in Round 18. Think carefully about a fair and valid way of measuring technical performance that relates to match outcome. Provide a ranked list of players from best to worst, describe the method you used to rank the players and why you chose this method.The Geelong coach wants to identify the most valuable players on the team, based on their contribution to team performance across the season. Think carefully about a fair and valid way of measuring player value and present a table or figure of the top 10 Geelong players in ranked order. Provide an explanation or justification of the way you determined player value. If you think there are limitations to your method, please concede them in your answer.This assignment is due by 11:59PM on the 7th of June, 2020.
Form of Assignment
A written assignment of up to 1000 words and various chartsUse a common 11 point font with 1.5 line spacingMake sure that charts are large enough to read the text labelsStructure and format this assignment in a way that would be suitable for a coach to read.Referencing can be used, but it is not essential.HSE727 AT2 Assessment Rubric
QuestionExcellentVery GoodGoodPoorNot Present1 (/8)All parts of the question are answered correctlyAll parts of the question are answered but there is/are mistake/sThe answer is partially incomplete and/or there is a mistake.The answer is incomplete and includes mistakesThe question has not been answered2 (/6)All parts of the question are answered correctlyAll parts of the question are answered but there is/are mistake/sThe answer is partially incomplete and/or there is a mistake.The answer is incomplete and includes mistakesThe question has not been answered3 (/6)The question is answered correctlyThe question is answered but there is a mistakeThe answer is partially incomplete and/or there is a mistake.The answer is incomplete and includes mistakesThe question has not been answered4 (/5)The question is answered correctlyThe question is answered but there is a mistakeThe answer is partially incomplete and/or there is a mistake.The answer is incomplete and includes mistakesThe question has not been answered5 (/5)The question is answered correctlyThe question is answered but there is a mistakeThe answer is partially incomplete and/or there is a mistake.The answer is incomplete and includes mistakesThe question has not been answered6 (/5)The question is answered correctlyThe question is answered but there is a mistakeThe answer is partially incomplete and/or there is a mistake.The answer is incomplete and includes mistakesThe question has not been answeredWritten expression (/5)The assignment is exceptionally well written, in terms of expression, grammar and punctuation.The assignment is reasonably well written, in terms of expression, grammar and punctuation.The assignment is fairly well written, in terms of expression, grammar and punctuation, but does include a few mistakes.The assignment is not well written, in terms of expression, grammar and punctuation.The assignment is unintelligible40[Button id=”1″]
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