Talent Identification Tool Kit

Transcription

1 Talent Identification Tool Kit

2 Table of Contents Talent Identification... 2 Equipment for Talent Identification... 3 Body Composition... 4 Height for Girls and Boys... 4 Weight for Girls and Boys... 4 BMI... 4 Body Measurements... 5 Somatotyping... 5 Body Fat Percentage... 7 Functional Movement Assessments... 8 Running... 8 Hitting... 8 Throwing... 8 Kicking... 9 Hand eye co-ordination... 9 Balance (One leg stance)... 9 Physical assessment Speed m Sprint Test Repeat Sprint Ability (Anaerobic Power) Agility T- Test Illinois agility test Endurance Cooper Test (Aerobic Capacity) Strength Tests Push up Test min Sit up test Power Tests Vertical Jump Standing Long Jump References Appendix A Data Collection Sheet Page 1 of 19

3 Talent Identification Talent identification is recognising current participants with the potential to become elite performers. Predict performance over various periods of time by measuring physical, Physiological, psychological and sociological attribute. (Regnier ect al, 1993) Talent Development is providing athletes with a suitable learning environment so that talent can be realised. (Wolstencroft, 2002) Talent identification programs are used around the world in selected sports to identify talented athletes at a young age. These athletes should be given the support to become world class athletes. Talent identification can also be used as a tool to increase participation in sport and reduce the number of drop outs in amateur sport. Advantages of talent identification Talent identification is seen to help accelerate an identified individuals progression to an elite level and aiding them in reaching high performance level by the time they reach international level It can assist athletes to select a sport they are best suited for Coaches are better able to focus training time on athletes with higher levels of talent and ability for the particular sport For small countries it assists in finding the best athletes from limited sporting resources (Burges) Disadvantages of talent identification In order to find a few talented individuals a large number of people need to be tested Some individuals show all round talent however this makes it very difficult to identify the particular sport that the individual is best suited for (Burges) The diagram below shows the different areas that should form the basis of the testing that is used to identify talented athletes. (Faber et al 1993) For this talent identification project we are only going to focus on three of the above five areas. These areas are: Anthropometry Motor skills/functional Movement Physical qualities Page 2 of 19

4 These areas of were chosen on the basis that they can be easily tested in the field without needing highly qualified professionals and large amounts of equipment. In this context we have identified the following age groups for talent identification: Boys 15 to 20 Girls 13 to 18 These age groups have been chosen based on maturity of the genders as well as that in previous research has shown it to be detrimental for children under the age of 13 to specialise in any particular sport. Equipment for Talent Identification Equipment Quantity Individual Cost Total Cost Pen 2 R 20 R 40 Clip Board 1 R 60 R 60 Note Pad 2 R 10 R 20 Calculator 1 R 170 R 170 Whistle 2 R 30 R 60 Scale 1 R 250 R 250 Stop Watch 2 R 100 R 200 Measuring Tape 1 x 5m 1 x 50m R 100 R 200 R 300 Cones Set of 50 R 280 R 280 Soccer Ball 2 R 70 R 140 Tennis Balls Tin of 4 R 50 R 50 Cricket Bat 1 R 150 R 150 Chalk Powder 1 R 130 R 130 R 1850 Page 3 of 19

5 Body Composition Body size and composition is one of the main fitness components and is important for success in many sports. For many athletes, this is an area that they concentrate on to reach an optimal body shape for their sport. Consequently, many training or exercise programs are geared solely to modify body size and composition in some way. Body composition, such as the amount of body fat and muscle mass, can also significantly affect sporting performance. Body size and composition can be considered important in sports where you have an advantage of being tall (e.g. basketball) or small (jockeys), heavy (sumo wrestling) or light (gymnastics). In many other sports, including team field sports, correct body composition and size is also very important as part of the overall fitness profile. It must however be kept in mind that body composition is used as a guild line in talent identification as it can be change with training and diet. If a child falls outside of the norms it is not necessarily an indicator that they will be poor performers. Height for Girls and Boys Age Boys Girls cm 150cm cm 155cm cm 158cm cm 158cm cm 159cm cm 160cm cm ( Weight for Girls and Boys Age Boys Girls years old Kg Kg years old Kg Kg years old Kg Kg years old Kg Kg ( BMI BMI = weight / (height (m)) 2 Example BMI = 65 / (1.69) 2 BMI = BMI References Score Result Less than 17 Too low Underweight Perfect Minor obesity Unhealthy obesity Extremely unhealthy obesity Page 4 of 19

6 Body Measurements More than 40 Severe obesity Girths (cm) Head Neck Upper arm relaxed Upper arm flexed Forearm Wrist Chest Waist Hip Upper Thigh Mid-Thigh Calf Ankle Lengths (cm) Arm span Arm Length Left and Right Leg Length Left and Right Inner Leg Length Left and Right Body length Somatotyping Somatotyping is a simple way to describe an individual s body shape, but not size. Somatotyping deals with body type or physical classification of the human body. Everybody is made up of three extreme body types. These types are endomorph, mesomorph and ectomorph. These body components have the following characteristics. Ectomorphy An ectomorphic person is tall and thin, with a narrow body, thin arms and legs, little body fat and wiry muscles. An example of an ectomorphic person in the sporting world would be a typical long distance runner or basketball player. In general, ectomorphs rank high on endurance, flexibility and agility. Mesomorphy A mesomorphic person would be strongly built, with a broad muscular chest and shoulders, very muscular arms and legs, and little body fat. An example of a mesomorphic person in the sporting world would be a typical weightlifter or shot putter. In general, mesomorphs rank high on strength, endurance, power and agility. Endomorphy An endomorphic person is generally stocky, with a large round body, a short thick neck, short arms and legs, and with a tendency to store body fat. Sports people tend not to be in this category, being either more mesomorphic or ectomorphic. Generally, endomorphs rate poorly on physical fitness assessments and so make poor athletes. Still, it is possible that someone who is rated as an endomorph can modify their rating though diet and exercise to become more mesomorphic. Calculation In order to classify a person s somatotype they are assigned a three digit number between one and seven. A one indicating that the person shows little of none of the characteristics of the classification and a seven indicating the person shows many or all of the characteristics. The first digit indicates endomorph characteristics, the second digit indicates mesomorph characteristics and the third digit indicates ectomorph characteristics. This three digit number is then plotted onto the graphic below. Page 5 of 19

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8 Body Fat Percentage Body fat percentage represents the amount of a person s total weight comprised of fat. A high percentage of body fat is associated with numerous health issues. A low percentage of body fat is associated with reduced energy and impairment of immune system function. A healthy body fat range for men is between 10 and 25%. For optimal function men should maintain a minimum fat percentage of 5%. Athletes tend to have a body fat percentage of between 5 13 %. A body fat percentage of 25% or greater for men is considered to be obese. A healthy body fat range for women is between 18 and 30 %. For optimal function women should maintain a minimum fat percentage of 8 %. Athletes tend to have a body fat percentage of between 12 22%. A body fat percentage of 30% or greater for women is considered to be obese. Calculation Males: % body fat = 495/ ( (log (waist-neck)) (log (height))) -450 Females: % body fat = 495/ ( (log (waist + hip-neck)) (log (height))) -450 The table below is an indication of percentage body fat seen as ideal for a variety of different sporting codes. Sport Male Female Sport Male Female Baseball 12-15% 12-18% Rowing 6-14% 12-18% Basketball 6-12% 20-27% Shot Putters 16-20% 20-28% Body building 5-8% 10-15% Sprinters 8-10% 12-20% Cycling 5-15% 15-20% Soccer 10-18% 13-18% Gymnastics 5-12% 10-16% Swimming 9-12% 14-24% High/long 7-12% 10-18% Tennis 12-16% 16-24% Jumpers Ice/field 8-15% 12-18% Triathlon 5-12% 10-15% Hockey Marathon running 5-11% 10-15% Volleyball 11-14% 16-25% ( Page 7 of 19

9 Functional Movement Assessments In order to prepare an athlete for the wide variety of activities needed to participate in sport, the analysis of fundamental movement needs to be incorporated into talent identification in order to determine who possesses, or lacks, the ability to perform certain essential movements. Fundamental movements assessment will include: Running Hitting Throwing Kicking Hand eye co-ordination Balance If a person is unable to perform these basic functional movements it is unlikely that the person will be able to participate in sport and can then be excused from further assessment. Running The assessor will measure out a straight line of 20 meters. The athlete is instructed to run the 20 meters. Scoring The scoring is very simple all the assessor needs to note is whether or not the athlete can. Hitting In this assessment the assessor will throw a tennis ball (under arm) softly to the athlete at about waist level. The athlete is told to hit the ball. The athlete is given ten attempts to hit the ball. Scoring The assessor records the number of balls the athlete is able to hit the athlete should be able to hit at least five of the balls. Throwing In this assessment the athlete stands stationary and is instructed to throw the ball as far as possible the athlete is given five attempts. Scoring The distance is measured from where the athlete is standing to where the ball first lands. The measurement is recorded to the nearest meter. The best three throws are recorded. Page 8 of 19

10 Kicking This assessment is two phased the first is to determine if the athlete can kick a stationary ball. The second phase of the assessment is to determine if the athlete can from a stationary position kick a ball that has been rolled towards them. In both cases the athlete needs to kick the ball as far as possible. The athlete will be given three attempts at each phase. Scoring The assessor will record the best stationary ball distance and the best two distances of the moving ball. The measurement is recorded to the nearest meter. Hand eye co-ordination This assessment requires the athlete to throw and catch a tennis ball off a wall. The athlete stands two metres away from a wall The assessor gives the command "GO" and starts the stopwatch The athlete throws a tennis ball with their right hand against the wall and catches it with the left hand, throws the ball with the left hand and catches it with the right hand. This cycle of throwing and catching is repeated for 30 seconds The assessor counts the number of catches and stops the assessment after 30 seconds The assessor records the number of catches Poor Below Above Excellent years <20 sec sec sec sec >35 sec Balance (One leg stance) This assessment requires the athlete to balance on one leg for as long as possible. The athlete stands comfortably on both feet with their hands on their hips The athlete lifts the right leg and places the sole of the right foot against the side of the left kneecap The assessor gives the command GO, starts the stopwatch and the athlete raises the heel of the left foot to stand on their toes The athlete is to hold this position for as long as possible The assessor stops the stopwatch when the athlete s foot touches the ground or the right foot moves away from the left knee The assessor records the time Poor Below Above Excellent years <10 sec sec sec sec >50 sec Page 9 of 19

11 Physical assessment Speed 35m Sprint Test The assessment involves running a single maximum sprint over a set distance, with time recorded. The athlete runs 35m in at their fastest pace possible Male Female Poor >5.60 sec >6.20 sec Below sec sec sec sec Above sec sec Excellent <4.80 sec <5.30 sec Repeat Sprint Ability (Anaerobic Power) Marker cones and lines are placed 30 meters apart to indicate the sprint distance. Two more cones placed a further 10 meters on each end. At the instructions of the assessor, the athlete places their foot at the starting line, then on 'go' two stopwatches are started simultaneously, and the athlete sprints maximally for 30m, ensuring that they do not slow down before reaching the end. One stopwatch is used to time the sprint, the other continues to run. Record the time. The athletes use the 10 meter cone to slow down and turn, and return to the 30m finishing point. The next sprint will be in the opposite direction. The next 30 meter sprint starts 30 seconds after the first started. This cycle continues until 10 sprints are completed, starting at 30 sec, 1 min, 1.5 min, 2 min etc. after the start of the first sprint. Scoring The fatigue index is calculated by taking the average speed of the first three trials and dividing it by the average speed of the last three trials. This will give a value approximately between 75 and 95%. Use the table below to determine the rating. Rating Fatigue Index Poor <80 % % Above % Excellent >89 % Page 10 of 19

12 Agility T- Test The athlete starts at cone A. On the command of the assessor, the athlete sprints to cone B and touches the base of the cone with their right hand. They then turn left and shuffle sideways to cone C, and also touches its base, this time with their left hand. Then shuffling sideways to the right to cone D and touching the base with the right hand. They then shuffle back to cone B touching with the left hand, and run backwards to cone A. The stopwatch is stopped as they pass cone A. Male Female Poor >11.5 sec >12.5 sec sec sec Above sec sec Excellent <9.5 sec <10.5 sec Illinois agility test The assessor sets up the course as detailed in the diagram The athlete lies face down on the floor at the Start cone The assessor gives the command GO and starts the stopwatch. The athlete jumps to his/her feet and negotiates the course around the cones following the red line route shown in the diagram to the finish The assessor stops the stopwatch and records the time when the athlete passes the Finish cone Page 11 of 19

13 16 19 years old Male Female Poor >19.3 sec >23 sec Below sec sec sec sec Above sec sec Excellent <15.2 sec <17 sec Endurance Cooper Test (Aerobic Capacity) Place markers at set intervals around the track to aid in measuring the completed distance. Athletes run for 12 minutes, and the total distance covered is recorded. Walking is allowed, though the athletes must be encouraged to push themselves as hard as they can. Male Age Excellent Above Below Poor >2700m m m m <2100m >2800m m m m <2200m >3000m m m m <2300m Female Age Excellent Above Below Poor >2000m m m m <1500m >2100m m m m <1600m >2300m m m m <1700m VO 2max = ( x kilometers) Page 12 of 19

14 Strength Tests Push up Test Boys should use the standard "military style" push up position with only the hands and the toes touching the floor. Military style push up Place your hands right beneath your shoulders. Lift your body off the ground, and distribute your weight through your toes and hands. Press off the ground while maintaining a flat back. Exhale at the top of the push-up. Slowly lower yourself down toward the ground while inhaling. Girls have the additional option of using the "bent knee" position. To do this, kneel on the floor, hands on either side of the chest and keep your back straight. Ladies push up Ladies push-ups are performed by supporting the lower body on the knees instead of the toes, which reduces the difficulty. Do as many push ups as possible until exhaustion. Count the total number of push ups performed. Use the chart below to find out how you rate. Push Up Test (Boys) Age Excellent > 56 > 47 Good Above average Below average Poor Very Poor < 4 < 4 Page 13 of 19

15 Push Up Test (Girls) Age Excellent > 35 Good Above Below average 6-10 Poor 2-5 Very Poor 0-1 1min Sit up test Starting Position: Lie on a carpeted or cushioned floor with your knees bent at approximately right angles, with feet flat on the ground. Your hands should be resting on your thighs. Technique: Squeeze your stomach, push your back flat and raise high enough for your hands to slide along your thighs to touch the tops of your knees. Don't pull with you neck or head and keep your lower back on the floor. Then return to the starting position. Page 14 of 19 Boys Age Excellent >49 Good Above average Below Poor Very Poor <25 Girls Age Excellent >43 Good Above average Below Poor Very Poor <18

16 Power Tests Vertical Jump The athlete stands side on to a wall and reaches up with the hand closest to the wall. Keeping the feet flat on the ground, the point of the fingertips is marked or recorded. This is called the standing reach height. The athlete then stands away from the wall, and leaps vertically as high as possible using both arms and legs to assist in projecting the body upwards. The jumping technique can or cannot use a countermovement. Attempt to touch the wall at the highest point of the jump. The difference in distance between the standing reach height and the jump height is the score. The best of three attempts is recorded. Male Female Very Poor <21 cm <11 cm Poor cm cm Below cm cm cm cm Above cm cm Very good cm cm Excellent >70 cm >60 cm Standing Long Jump The athlete stands behind a line marked on the ground with feet slightly apart. A two foot take-off and landing is used, with swinging of the arms and bending of the knees to provide forward drive. The subject attempts to jump as far as possible, landing on both feet without falling backwards. Male Female Poor <190 cm <160 cm Below cm cm cm cm Above cm cm Excellent >250 cm >191 cm Page 15 of 19

17 References Burgess, R Talent Identification Faber, Irene, Oosterveld, Frits and Nijhuis-Van der Sanden, Ria (2011) A first step to an evidencebased talent identification program in the Netherlands; a research proposal Regnier, G., Salmela, J. & Russell, S.J. (1993). Talent detection and development in sport. Wolstencroft, Elaine (ed.) August 2002Talent Identification and Development: An Academic Review Page 16 of 19

18 Appendix A Data Collection Sheet Data Sheet Date Time Venue School Name Age Gender BODY COMPOSITION Height Weight BMI Body Fat % Somatotype Head Neck Forearm Upper Arm Flexed Upper arm relaxed Wrist Chest Waist Hip Upper Thigh Mid-Thigh Calf Ankle Arm Span Left Arm Right Arm Right Leg Left Leg Right Inner Leg Left Inner Leg Ilio axilla (Body Length) FUNCTIONAL MOVEMENT ASSESSMENT Running Yes no Hitting Number Throwing (Best 3 distances in meters) Hitting (Best 3 distances in meters) Kicking (Best 3 distances in meters) Hand eye coordination Number Rating Poor Below Above Excellent Balance Time (seconds) Rating Poor Below Above Excellent PHYSICAL ASSESSMENT SPEED TESTS 35m Sprint Time (seconds) Rating Poor Below Above Excellent Repeat Sprint Ability Time (seconds) Rating Poor Above Excellent AGILITY TESTS Page 17 of 19

19 T-Test Time (seconds) Rating Poor Above Excellent Illinois Agility Test Time (seconds) Rating Poor Below Above Excellent ENDURANCE TEST Cooper Test Distance Rating Poor Below Above Excellent VO2 Max STRENGTH TEST Push Up Test Number Rating Very Poor Poor Below 1 min Sit Up Test Number Rating Very Poor Poor Below POWER TESTS Vertical Jump Height Rating Very Poor Poor Below Above Above Above Good Good Good Excellent Excellent Excellent Standing Long Jump Distance Rating Poor Below Above Excellent Page 18 of 19