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Langford Tessa Louise 20006 Cardiff School of Sport DISSERTATION ASSESSMENT PROFORMA: Empirical 1 Student name: Tessa Louise Langford Student ID: St20006460 Programme: select programme Dissertation title: Notational analysis in shooting for Super League Netball players Supervisor: Peter O’Donoghue Comments Section Title and Abstract (5%) Title to include: A concise indication of the research question/problem. Abstract to include: A concise summary of the empirical study undertaken. Introduction and literature review (25%) To include: outline of context (theoretical/conceptual/applied) for the question; analysis of findings of previous related research including gaps in the literature and relevant contributions; logical flow to, and clear presentation of the research problem/ question; an indication of any research expectations, (i.e., hypotheses if applicable). Methods and Research Design (15%) To include: details of the research design and justification for the methods applied; participant details; comprehensive replicable protocol. Results and Analysis (15%) 2 To include: description and justification of data treatment/ data analysis procedures; appropriate presentation of analysed data within text and in tables or figures; description of critical findings. Discussion and Conclusions (30%) 2 To include: collation of information and ideas and evaluation of those ideas relative to the extant literature/concept/theory and research question/problem; adoption of a personal position on the study by linking and combining 1 This form should be used for both quantitative and qualitative dissertations. The descriptors associated with both quantitative and qualitative dissertations should be referred to by both students and markers. 2 There is scope within qualitative dissertations for the RESULTS and DISCUSSION sections to be presented as a combined section followed by an appropriate CONCLUSION. The mark distribution and criteria across these two sections should be aggregated in those circumstances. different elements of the data reported; discussion of the real-life impact of your research findings for coaches and/or practitioners (i.e. practical implications); discussion of the limitations and a critical reflection of the approach/process adopted; and indication of potential improvements and future developments building on the study; and a conclusion which summarises the relationship between the research question and the major findings. Presentation (10%) To include: academic writing style; depth, scope and accuracy of referencing in the text and final reference list; clarity in organisation, formatting and visual presentation CARDIFF METROPOLITAN UNIVERSITY Prifysgol Fetropolitan Caerdydd CARDIFF SCHOOL OF SPORT DEGREE OF BACHELOR OF SCIENCE (HONOURS) SPORT COACHING 2013-4 NOTATIONAL ANALYSIS IN SHOOTING FOR SUPER LEAGUE NETBALL PLAYERS (Dissertation submitted under the discipline of Performance Analysis) TESSA LOUSIE LANGFORD NOTATIONAL ANALYSIS IN SHOOTING FOR SUPER LEAGUE NETBALL PLAYERS Cardiff Metropolitan University Prifysgol Fetropolitan Caerdydd Certificate of student By submitting this document, I certify that the whole of this work is the result of my individual effort, that all quotations from books and journals have been acknowledged, and that the word count given below is a true and accurate record of the words contained (omitting contents pages, acknowledgements, indices, tables, figures, plates, reference list and appendices). Word count: 10,256 Name: Tessa Louise Langford Date: 21-03-14 Certificate of Dissertation Supervisor responsible I am satisfied that this work is the result of the student’s own effort. I have received dissertation verification information from this student Name: Date: Notes: The University owns the right to reprint all or part of this document. TABLE OF CONTENTS Page ACKNOWLEDGEMENTS i ABSTRACT ii CHAPTER 1 INTRODUCTION 1.1 Background 2 1.2 Performance Analysis 3 1.3 Rationale 3 1.4 Hypothesis 4 1.5 Scope 4 1.6 Overall Purpose 4 CHAPTER 2 LITERATURE REVIEW 2.1 Performance Analysis 6 2.2 Coaching Research on Netball Shooting 7 2.3 Tactical Analysis 8 2.3.1 Tennis 8 2.3.2 Rugby 8 2.3.3 Hockey 9 2.4 Performance Analysis of Netball 10 2.5 Tactical Analysis of Netball 11 2.5.1 Tactics in Netball 11 2.5.2 Feeding 12 2.5.3 Defending 12 2.6 Shooting Tactics 13 2.6.1 Roles of Shooters 13 2.6.2 Relationship Between the GA and GS 14 CHAPTER 3 METHOD 3.1 Overall Design 17 3.2 Action Variables 17 3.3 System Design 17 3.4 Operation Definition 18 3.5 Pilot Study 21 3.6 Reliability 22 3.7 Data Source 23 3.8 Matches Used 24 3.9 Data Analysis 24 CHAPTER 4 RESULTS 4.1 Quarter 27 4.2 Shot Type 28 4.3 Defender 29 4.4 Shooter 29 4.5 Feeder Position 30 4.6 Shooter Position 31 CHAPTER 5 DISCUSSION 5.1 Factors Not Affecting Shot Outcome 34 5.1.1 Quarter 34 5.1.2 Defender 35 5.1.3 Shot Type 36 5.2 Factors Affecting Shot Outcome 37 5.2.1 Shooter Effects 37 5.2.2 Feed Position Effects 38 5.2.3 Shooter Position Effects 40 5.3 Strengths and Limitations 41 5.4 Practical Implications 42 CHAPTER 6 CONCLUSION 6.1 Findings of the Study 45 6.2 Future Research 45 REFERENCE LIST 47 APPENDICES APPENDICES A: Ethical Approval A-1 APPENDICES B: Pilot Study A-4 APPENDICES C: Kappa Results A-6 APPENDICES D: Statistical Test in SPSS A-10 TABLES Table No. Title Page 1. Notational system design. 18 2. Agreement of Kappa suggested by Altman (1991) 22 sited in O’Donoghue (2012). 3. The mean and standard deviation for scored, missed, 28 total and percentage for each type of shot. FIGURES Figure No. Figure Description Page 1. Position boundary for GS 13 2. Position Boundary for GA 13 3. Different feed areas 19 4. Different shooting areas in the D 19 5. Information sheet with a key for; type of shot, feed 21 area and shooting area 6. Kappa value of agreement for each performance 23 indicator, colour coded 7. The average number of shots scored and missed in 27 each quarter 8. Shots scored and missed under different marking 29 conditions 9. The average amount of goals scored and missed by 30 the GA and GS 10. Different feed areas on court with average mean and 31 percent success rate 11. Different shooting areas with average mean and 32 percentage of success rate 12. Boxed out set up 35 13. The left and right side of the court in context with 40 attacking direction 14. Shot percentage calculated to different areas of the 41 shooting circle (O’Donoghue and Roberts 2013) Acknowledgements I would like to say a big thank Peter O’Donoghue my supervisor. Without his support and guidance I would not have been able to complete this study. i Abstract Shooting in netball is a key aspect to winning. The purpose of the study was to see if different performance indicators effected shot outcome. Ten Super League netball matches were analysed using pre-recorded Sky video footage; data was collected from both teams allowing data from twenty teams. A hand notation system was designed, to collect the data, which was inputted directly into Excel and exported into SPSS. Two non-parametric tests were used in order to distinguish if there was a significant difference and effect on shot outcome the test were Friedman and Wilcoxon test. The results showed that, feed area, shooter position, shot type and the shooter all have an effect on shot outcome. It also highlighted the most successful feed area, which was 2 (left of the post) and shooters were, most successful, closer to the post. Practical implication of the study included how the information can be used in order to help coaches may decisions and plan training session based on the information found. The results can also highlight the areas for improvement for example shooting accuracy in all areas. ii CHAPTER ONE 1. INTRODUCTION 1.1 Background Netball was originally called basketball and was invented in the United States of America in 1891 (Navin, 2008). The game was brought over to England in 1895 and the first netball game was also played in England in that year (Delextrat & Goss-Sampson, 2010). As netball started to evolve, Navin (2008) stated that students started to educate each other and the game was continually changing and improving. There were no set rules at this time and college students would use waste paper baskets as goals and walls as boundaries. As the game grew it started to be taught in schools, and rings were placed for goals, and boundaries set. At the present time netball is a competitive sport, the court is a rectangle shape and split into three-thirds; a center third and two goal thirds at each end. Each team has a defensive third and only certain positions are allowed in each section (Hickey & Newton, 2007). The game consists of 7 players allowed on court from each team; changes can be made in the intervals or when time is stopped for injury or illness (Navin, 2008). The aim of the game is to get as many goals as possible by team cohesion, co-operation and understanding (Hughes, Dawkins, David & Mills, 1997). To do this the ball needs to enter the goal area, by the players keeping possession of the ball and then off loading it to the goal shooter (GS) or goal attack (GA). These are the only two positions that are allowed in the shooting semi circle, and therefore the only ones allowed to shoot (Galsworthy, 1997). Netball is played by over 20 million female players today and is watched on television, Internet and is becoming increasingly popular (Delextrat & Goss- Sampson, 2010). Netball is growing in other ways as well as popularity; research studies have been carried out to improve knowledge of the game.
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