murray and pearson hong kong presentation 1 · 23/11/2010 5 click to edit master title style •...
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23/11/2010
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• Second level
• Third levelSports Science and CoachingSports Science and Coachingwithin the England Squashwithin the England Squash
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within the England Squashwithin the England SquashElite Programme:Elite Programme:
David Pearson David Pearson –– England National Squash CoachEngland National Squash CoachStafford Murray Stafford Murray –– Head of PA and Biomechanics, EISHead of PA and Biomechanics, EISHong Kong 23.05.09Hong Kong 23.05.09
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Aims of this session…..Aims of this session…..
1.1. Describe the England World Class Squash ProgrammeDescribe the England World Class Squash Programme
2.2. Outline how Sports Science Works within SquashOutline how Sports Science Works within Squash• Fourth level
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3.3. Demonstrate Examples from within Performance AnalysisDemonstrate Examples from within Performance Analysis
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Presentation OverviewPresentation Overview
•• What is the England World Class Squash ProgrammeWhat is the England World Class Squash Programme
•• What is the English Institute of Sport (EIS)What is the English Institute of Sport (EIS)
•• How does the EIS work within the World Class ProgrammeHow does the EIS work within the World Class Programme
•• What is Performance AnalysisWhat is Performance Analysis
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•• How Performance Analysis works with SquashHow Performance Analysis works with Squash–– Demands of the gameDemands of the game–– Replication GhostingReplication Ghosting–– Tactical ProfilingTactical Profiling–– Momentum AnalysisMomentum Analysis–– Perturbations in SquashPerturbations in Squash
•• Conclusion and Questions Conclusion and Questions (throughout please!)(throughout please!)
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• Second level
• Third levelWhat is the England Squash What is the England Squash • Fourth level
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World Class Programme?World Class Programme?
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What is the England World Class What is the England World Class Squash Programme……Squash Programme……
•• A national programme funded by Sport England (circa £1 million) A national programme funded by Sport England (circa £1 million)
•• A centralised programme based at Head office and National Centre in A centralised programme based at Head office and National Centre in ManchesterManchester
•• Employs / funds players, management, and coaches:Employs / funds players, management, and coaches:–– PlayersPlayers
•• Juniors (up to U17) : 6 male and female each age groupJuniors (up to U17) : 6 male and female each age group
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•• Transitional (up to 23 years old) : 20 totalTransitional (up to 23 years old) : 20 total
•• Senior : 18 totalSenior : 18 total
–– ManagementManagement•• Performance ManagerPerformance Manager
•• Performance Administrator Performance Administrator
–– CoachesCoaches•• 20 part20 part--time development coachestime development coaches
•• 8 part8 part--time regional coachestime regional coaches
•• 2 full time high performance coaches2 full time high performance coaches
•• 1 National Coach1 National Coach
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Ethos of England SquashEthos of England SquashWorld Class ProgrammeWorld Class Programme
•• The simple aim is to be the best in the World both individually and teamThe simple aim is to be the best in the World both individually and team
•• Funding is target based Funding is target based –– reviewed every 4 yearsreviewed every 4 years
•• Each player has specific targets Each player has specific targets –– reviewed formally every 6 months reviewed formally every 6 months (monitored monthly)(monitored monthly)
•• Each coach has specific job role and targets Each coach has specific job role and targets –– reviewed annuallyreviewed annually• Fourth level
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Each coach has specific job role and targets Each coach has specific job role and targets reviewed annuallyreviewed annually
•• Formal contract between the player and the programmeFormal contract between the player and the programme•• Agree targetsAgree targets
•• Ensure BuyEnsure Buy--in to ethos of programmein to ethos of programme
•• Conduct expectations….always representing England!Conduct expectations….always representing England!
•• If these targets are not hit then changes are made with immediate If these targets are not hit then changes are made with immediate effect……not to be cut throat, but our funding dictates this (regardless of effect……not to be cut throat, but our funding dictates this (regardless of status of player)……status of player)……
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• Third levelWhat is the What is the English Institute of Sport?English Institute of Sport?• Fourth level
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What is the What is the English Institute of Sport?English Institute of Sport?
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What is the What is the English Institute of SportEnglish Institute of Sport
•• A nationwide sports science delivery systemA nationwide sports science delivery system
•• Works with over 40 sports (including Olympic and professional)Works with over 40 sports (including Olympic and professional)
•• 240+ members of staff 240+ members of staff
•• 9 centres around the country9 centres around the country
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•• What does this mean for squash……What does this mean for squash……–– Around £150k PA investmentAround £150k PA investment
–– Central and National SupportCentral and National Support
–– 3 FTE members of staff3 FTE members of staff
–– 24 hour cover24 hour cover
–– Delivery of all sports science disciplines…….Delivery of all sports science disciplines…….
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EIS Mission Statement……..EIS Mission Statement……..
THE EIS ETHOSTHE EIS ETHOS
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“………..Sustained international success in sport“………..Sustained international success in sport
for England through the delivery of world class, for England through the delivery of world class,
integrated, and innovative support services”integrated, and innovative support services”
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• Second level
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ACADEMIC ACADEMIC RESEARCHRESEARCH ex
ity, E
quip
men
tex
ity, E
quip
men
t
GREY GREY • Fourth level
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SERVICE SERVICE PROVISIONPROVISION
RESEARCHRESEARCH
RESEARCHRESEARCHrippleripple tsunamitsunami
Fund
ing,
Dur
atio
n, C
ompl
eFu
ndin
g, D
urat
ion,
Com
ple
ZONEZONE
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EIS Video ExampleEIS Video Example
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• Third levelHow does the EIS work within the How does the EIS work within the • Fourth level
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England Squash World Class ProgrammeEngland Squash World Class Programme
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• Second level
• Third levelEIS
Nutrition
PerformanceAnalysis
Physiotherapy
Psychology
England Squash
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EISNorth West RegionSports
Medicine
Strength &Conditioning
PerformanceLifestyle
SportsMassage
Physiology
Coach & Athlete
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Performance AnalysisPerformance Analysis
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DefinitionDefinition
Performance Analysis is an objective way of Performance Analysis is an objective way of recording performance so that key elements of recording performance so that key elements of that performance can be quantified in a valid that performance can be quantified in a valid
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that performance can be quantified in a valid that performance can be quantified in a valid and consistent manner (Hughes and Franks, and consistent manner (Hughes and Franks,
1997)1997)
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• Coaching used to be based solely upon subjective interventions.
• Franks & Goodman (1983) found that NGB coaches could only remember 30% of key
Roots of Performance AnalysisRoots of Performance Analysis
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coaches could only remember 30% of key events.
• Generally performers can only correctly recall 20-25% of their own performances
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Where does PA come fromWhere does PA come from
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NOTATIONAL / VIDEO NOTATIONAL / VIDEO ANALYSISANALYSIS
SPORTS SPORTS BIOMECHANICSBIOMECHANICS
Systematic Observation
Objective Analysis
Improved Feedback
Informed Interventions
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• Second level
• Third levelGeneral Aims of PA in squash…….. General Aims of PA in squash……..
OBJECTIVE FEEDBACK
IMPROVE TECHNIQUE
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IMPROVE TACTICSENHANCE COACHING
PROCESS
QUANTIFY WEAKNESSES
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The importance of observation, The importance of observation, feedback and learningfeedback and learning
– Feedback is the most important variable in developing skill and should be based on systematic observation (Performance Analysis)
– Formal intervention (coaching) when based on intuitive/subjective observation is unlikely to be a powerful enough tool to account for
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improvement
– The quality and precision of feedback is vital to developing skill in elite athletes
– Techniques of video feedback and statistical analysis have been shown to influence learning and skill development
Based on an original idea by UK Sport
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Analysis in the Coaching ProcessAnalysis in the Coaching Process(Franks et al, 1983)(Franks et al, 1983)
Coach
Observes 70%
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Athlete
Performs
Performance
Analysed
Past results
accounted for
Coach Plans
practise
Coach conducts
practise
30%
70%
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Modes of Performance AnalysisModes of Performance Analysis
Two modes of applying Performance Analysis:
During Activity
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1. Real-time
2. Lapsed-time
g y
Simple Analyses
Immediate F/B
Analysis of all aspects
Very detailed Analyses
Post Activity
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The Role of Performance AnalysisThe Role of Performance Analysis
Role is to provide objective and quantified performance information to the coach Role is to provide objective and quantified performance information to the coach and to the athleteand to the athlete, , with the coachwith the coach
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Visual dataVisual data
(KP)(KP)
Numerical dataNumerical data
(KR)(KR)
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EIS PA Software ContinuumEIS PA Software Continuum
Macro Analysis
Micro Analysis
Match Analysis, Patterns of Play, Tactics, etc
Technical Analysis, Applied Sports Biomechanics, Movement Analysis, etc
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Bespoke Notation Systems
Pinnacle Liquid
Editions
Focus X2 Dartfish Quintic Laveg Laser Midas Cameras
Hand or Computer. Tailored to Coaches
needs
Digital Editing
System. DVD Production
Video Linked Performance
Analysis System
Technical Video
Analysis System
Technical / Biomechanical Video Analysis
System
Real Time Velocity ‘Laser’
High Speed Camera ‘xxxxing
expensive’
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• Third level5 Performance Analysis 5 Performance Analysis Exemplar ProjectsExemplar Projects
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Exemplar ProjectsExemplar Projects
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Demands of the Elite GameDemands of the Elite Game
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Defining the Elite gameDefining the Elite game
• Objectively describe the demands of the game
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Interrogate the dogma
• Better inform the Coaching and Sports Science Process
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• Establish Norms of Elite Performance
• Examine effects of new scoring system
Defining the Elite gameDefining the Elite game
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• Demands of elite tournament match play
• Distribution of movement and movement type
• Physical demands of the game
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PSA New Scoring SystemPSA New Scoring System
• Brought into Men’s game 2003
• Reduced from 15 to 11 points
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• Aim to increase ‘attacking’ play
• Previous research still applicable?
• Observation and effect of changes
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Findings on new scoring systemFindings on new scoring system
General Data 15 Scoring 11 Scoring
Number of Matches 100 100
Number of Games 400 400
Per Game Data Average Average Mann Whitney
Rallies per Game 33.80 26.72 0.001
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Shots per Rally 11.90 14.41 0.006
Average Rally Length 17 secs 20 secs 0.008
Time Between Rallies 12 secs 13 secs 0.671
Ball in Play 9 mins 33 secs 9 mins 01 secs 0.262
Total Game Time 16 mins 27 secs 14 mins 36 secs 0.025
% Ball in play 57% 62% 0.026
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Average Tournament DataAverage Tournament Data
MenMen
Q1
4545
21
Q2
4747
18
R1
4545
20
R2
5151
19
L8
5454
38
L4
5959
30
Final
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Therefore, to win a major Men’s event (32 draw) you will play 269 minutes (4.5 hours), in five days, to win a major Women’s event you will play
233 minutes (3.9 hours) squash over 5 days – both with no rest day!
WomenWomen3131
70
74
18
4343
75
77
15
4343
89
83
21
4848
97
86
23
5454
4444
97
81
24
5959
4949
91
87
22
6060
4949
90
75
34
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Distribution of MatchplayDistribution of Matchplay
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5%
3% 2% 1% 4%
1% 0% 4%
2% 2%
7% 5%
22%
16% 16%
10%
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Types of MovementTypes of Movement
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5%
3% 2% 1% 4%
1% 0% 4%
2% 2%
7% 5%
22%
16% 16%
10%
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Match HR DataMatch HR Data
140150160170180190200
(bpm
)
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60708090
100110120130140
0 10 20 30 40 50 60 70
Time (min)
Hea
rt R
ate
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Elite Squash Analysed:Elite Squash Analysed:
•• Creation of Elite TemplateCreation of Elite Template
•• Establish Norms of PerformanceEstablish Norms of Performance• Fourth level
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•• Establish Norms of PerformanceEstablish Norms of Performance
•• Understand Demands of the Elite GameUnderstand Demands of the Elite Game
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Replication GhostingReplication Ghosting
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1. Replication of match play movement patterns
2. Movements done without the ball
What is Ghosting….What is Ghosting….
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3. Repetitive patterns of movement to cover all areas of the court
4. See clip….
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1. Match Specific Conditioning (high correlation between the physical demands of ghosting and match play)
Rationale Behind Ghosting….Rationale Behind Ghosting….
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2. Replication of movement demands and movement patterns
3. Technical Reinforcement
4. See clip….
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1. Not loaded towards match specific game play i.e. distribution ofmovement and individual variation
2. Not situation / player specific i.e. Patterns of Movement
Current Limitations of Ghosting….Current Limitations of Ghosting….
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3. Weaker patterns are not emphasised
4. Consistency of training (boredom through repetition = low adherence)
5. See Methodology Example
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Player 1: Match data vs Replay Data
140
160
180
(bpm
)
Validation and Initial Findings….Validation and Initial Findings….
HR 5% -
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80
100
120
140
1735 1835 1935 2035 2135 2235 2335 2435
Time (sec)
Hea
rt R
ate
(
HR Game
HR Replay
Lactate =
Distance Covered =
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Player 1 vs Player 2 replay data
80
90
100
%H
Rm
ax)
Further Findings….Further Findings….
Highlights Squash Specific
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40
50
60
70
1835 1935 2035 2135 2235 2335 2435
Time (sec)
Hea
rt R
ate
(%
Player 1
Player 2
Fitness
Traditional Tests valid to
squash?
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1. Replay specific strength’s and weaknesses
2. Replay specific situations / opponent’s
3. Play a higher level of match play (Junior’s
Uses of Replication GhostingUses of Replication Ghosting
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3 ay a g e e e o atc p ay (Ju o sunderstand the hard mentality required)
4. Test Squash Specific Fitness
Stimulate the training environment, NM e.g..Stimulate the training environment, NM e.g..
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Tactical ProfilingTactical Profiling
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Know your enemy as you know yourself Know your enemy as you know yourself and you need not fear one hundred battles;and you need not fear one hundred battles;
know yourself but not the enemy, know yourself but not the enemy,
The mission behind ProfilingThe mission behind Profiling
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y y,y y,for every victory gained you will also suffer a for every victory gained you will also suffer a
defeat;defeat;
know neither the enemy nor yourself know neither the enemy nor yourself and you will succumb in every battle.and you will succumb in every battle.
(Sun Tzu, 652)
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• Second level
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Simple Winner to Error Analysis TechnologySimple Winner to Error Analysis Technology
(based on a hand system by Professor Mike Hughes, UWIC)(based on a hand system by Professor Mike Hughes, UWIC)
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Real Time Data CollectionReal Time Data Collection
Allows analysis of distribution frequency and
Data is gathered into a Microsoft Access Database
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Allows analysis of distribution, frequency and type of rally ending shot
Data is processed real time for viewing between games
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Overall Winner / Error ratioOverall Winner / Error ratio
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Game Winner / Error ratioGame Winner / Error ratio
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Rally Length Winner / Error ratioRally Length Winner / Error ratio
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Whole Court Winner / Error ratioWhole Court Winner / Error ratio
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Individual Shot DistributionIndividual Shot Distribution
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Individual Shot AnalysisIndividual Shot Analysis
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• Second level
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Opposition ProfilesOpposition Profiles
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DANGER ZONES
Hughes, Wells & Murray (2000) showed that in elite level squash it took 5-6 matches for the profiles to stabilise.
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See it live…..See it live…..
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• Third level“Statistics are like a mini skirt… they “Statistics are like a mini skirt… they give you an idea … but they hide the give you an idea … but they hide the
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best bits.”best bits.”
Ebbe Skovdahl , ex-Manager, Aberdeen FC
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FOCUS X2FOCUS X2
•• Visual examples to Visual examples to support the data support the data
•• Can immediately Can immediately recall clips pertinent recall clips pertinent
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to the ‘Hot Spots’ and to the ‘Hot Spots’ and ‘Danger Zones’‘Danger Zones’
••Provides Visual data Provides Visual data for coaches to for coaches to conceptualise dataconceptualise data
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See it live…..See it live…..
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Momentum AnalysisMomentum Analysis
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2 Player Momentum2 Player Momentum
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See it live…..See it live…..
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PerturbationsPerturbations
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Perturbations
8
10
12
14
Server Receiver
……a perturbation exists in an open system where the usual stable rhythm of play is disturbed by
l f hi h l• Fourth level
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0
2
4
6
0.0 1.0 2 .0 4 .0 5.2 7.2 8 .4 9 .6 11.0 13.0 14.2 15.4 17.0
T ime ( s)
extreme elements of high or low skill, which consequently result in a particular outcome (Hughes and Reed, 2005)
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Example Male Results Example Male Results
0.2%
0% 0.1%
0.5%
4.3%
8.1%
6.4%
2.4%
20.6%
8.3%
8.7%
10%13 2% 2% 11
7% 1% 1% 8%
Perturbations
WinnersErrors
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17.5%
1.4%
2.2%
9.2%
13%
2% 2% 11%
6% 2% 2% 5%
14%
6% 6% 14%
8% 0% 1% 8%
6% 1% 1% 5%
19% 3%
1% 15%
13%
1% 2% 16%
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Example Male Results Example Male Results
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0
5
10
Type of shot that caused a perturbation when playing a squash match.
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Yes
No
Example Male Results Example Male Results
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0
5
10
Did win o ff their perturbation did win o ff oppo nents perturbatio n
Graph to show whether a player was likely to win off perturbations when they caused them or whether they were more likely to win off them, when their opponent caused them.
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ConclusionsConclusions
•• Scientific Scientific –– Applied Applied –– Sport / Coach ledSport / Coach led•• The Athlete should never be a victim of a coaches limitations The Athlete should never be a victim of a coaches limitations ––
same with analysts (create simple messages) same with analysts (create simple messages) •• Tools for your needs, budgets (pen and paper) and preferencesTools for your needs, budgets (pen and paper) and preferences•• Systems do not replace good coaching just assist and back up Systems do not replace good coaching just assist and back up
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•• Systems do not replace good coaching, just assist and back up Systems do not replace good coaching, just assist and back up beliefs. beliefs.
•• Not just video footage collectors Not just video footage collectors –– integral to integral to coaching processcoaching process
•• Making a performance ImpactMaking a performance Impact•• Thank you for your attention………………Thank you for your attention………………
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• Second level
• Third level“If it i 't b k d ’t fi it”“If it i 't b k d ’t fi it”• Fourth level
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“If it ain't broke, don’t fix it”“If it ain't broke, don’t fix it”
Most car mechanicsMost car mechanics
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• Second level
• Third level“If you always do what you always “If you always do what you always
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did, you ll always get what you did, you ll always get what you always got”always got”
Benninga 1997Benninga 1997