Applied Analysis of Performance in Sport and Exercise SI MODULE CODE. Independent Guided Study

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1 MODULE DESCRIPTOR TITLE Applied Analysis of Performance in Sport and Exercise SI MODULE CODE S CREDITS 0 LEVEL 6 JACS CODE C600 SUBJECT GROUP Sport DEPARTMET Sport MODULE LEADER TBC MODULE STUDY HOURS (based on 10 hours per credit)* Scheduled Learning and Teaching Activities Placement (if applicable) Independent Guided Study 36 n/a MODULE AIM Total umber of Study Hours The aim of this module is to advance your knowledge in the theories and applications of decision-making and the use of analytical skills to improve tactics and strategies in sport. The module will build on the fundamentals of performance analysis from Sport and Exercise Analysis, and facilitate the development of further knowledge and skills required for tactical analysis in sport. Key areas that will be addressed include: notational analysis, statistical analysis, feedback provision and designing training interventions for improving skills, tactics and strategies. MODULE LEARIG OUTCOMES On successful completion of the module, you will be able to: 1. Select and justify appropriate methods for the analysis of real-world sporting problem. Undertake a notational analysis project effectively employing the professional skills required for the tactical analysis of sport 3. Design and evaluate appropriate feedback strategies and interventions for improving performance in different sporting groups 4. Evaluate and apply appropriate analytical techniques for successful interpretation of sporting data IDICATIVE COTET The role of performance analysis in sport teams Contemporary theories of decision-making in sports and games Interpreting tactics and strategy for different sports Scheduling practice for performance enhancement Advanced notational analysis in sports and games Observation and data collection for match analysis

2 Time-motion analysis for physical fitness and movement education Provision of video and statistical feedbacks Content of the module are open and flexible to allow for developments in the topic, and changing professional and world situations. LEARIG, TEACHIG AD ASSESSMET - STRATEGY AD METHODS You will be supported in your learning, to achieve the above outcomes, in the following ways: Lectures will introduce and define key terminology, concepts, theoretical arguments, and contemporary research regarding indicators of successfully sporting performance, and methods to measure and evaluate key performance indicators. Workshops will be used to linked the skills and tactics covered in lectures, facilitating your exploration of the uses of analysis software and equipment. You will learn practical steps to cover the entire performance analysis process, which will include collection of digital video, uploading digital video to analysis software, formulating appropriate performance analysis questions, designing and applying an appropriate performance analysis system, interpreting data, and designing an appropriate intervention strategy. A collection of digital media will be made available. Outside practical workshops, you will be encouraged to access this material, formulate alternative analysis systems and engage in further exploration using the performance analysis tools. This will provide an opportunity to refine and increase your familiarity with the techniques previously outlined in lectures, and experienced in practical workshops. When collecting data you will be expected to engage in self-assessment by comparing the data you collect against the norm or a model that is made available. Student-Directed Learning will take the form of your own self-selected activities. There will be a wide range of resources available on Blackboard which you may choose to use to develop your skills and application of theory. ASSESSMET TASK IFORMATIO Tas k o Short Description of Task SI Code EX/CW/P R Task Weighting % Word Count or Exam Duration Inmodule retrieval available 1 Critical justification CW Data analysis and interpretation presentation CW 50 0 minutes For task one, you will be required to produce an individual critical justification for a proposed tactical analysis on a chosen sport. You will be expected to justify your approach through the use of relevant literature to develop an appropriate research-informed performance analysis question. For task two, you will deliver a presentation on your performance analysis work with a chosen team or athlete. The work will include your findings, interpretation of collected data and evaluation of the any interventions.

3 Formative assessment tasks (i.e. tasks that are designed to support your understanding of the module materials, but that don't contribute to your module grade) may include casestudies, written précis and/or summaries, in-class presentations, quizzes, and shorter versions of the assessment tasks for the module. THRESHOLD ASSESSMET CRITERIA Task Learning Outcome Select and justify appropriate 1 methods for the analysis of realworld sporting problem Undertake a notational analysis project effectively employing the professional skills required for the tactical analysis of sport Design and evaluate appropriate feedback strategies and interventions for improving performance in different sporting groups Evaluate and apply appropriate analytical techniques for successful interpretation of sporting data Assessment (Pass) criteria 1. Rationale for notational analysis is explained, complemented by a clear research question A notational system is designed that is based on a specific problem and is appropriate for the research question Broad and general discussion about the effectiveness of the intervention Limited analysis and interpretation of results is evident FEEDBACK You will receive feedback on your performance in the following ways: Verbally, within sessions and following presentation assessments (i.e. on the day) Online, using discussions boards and other Blackboard tools such as Grade Centre Through annotation on written assignments In written form, in the form of a standard feedback/forward sheet In written form, in the form of an annotated marking grid LEARIG RESOURCES FOR THIS MODULE (ICLUDIG READIG LISTS) ARAUJO, Duarte, DAVIDS, Keith and HRISTOVKI, Robert (006). The ecological dynamics of decision making in sport, Psychology of sport and exercise, 7, CARLIG, Christopher, WILLIAMS, Mark and REILLY, Tom (007). Handbook of soccer match analysis: A systematic approach to improving performance. 1st ed., London, Routledge. DAVIDS, Keith, BUTTO, Chris and BEETT, Simon (004). Dynamics of skill acquisition. 1st ed., Leeds, Human Kinetics. FAJE, Brett, RILEY, Michael, and TURVEY, Michael (008). Information, affordance and the control of action in sport, International journal of sport psychology, 40, GREHAIGE, Jean-Francis, RICHARD, Jean-Francis and GRIFFI, Linda L. (005). Teaching and learning team sports and games. 1st ed., London, Routldge. HUGHES, Mike and FRAKS, Ian M. (008). The essentials of performance analysis: An introduction. 1st ed., London: Routledge.

4 HUGHES, Mike and FRAKS, Ian M. (004). otational analysis of sport: Systems for better coaching and performance in sport. nd ed., London, Routledge. MCGARRY, Tim, O DOOGHUE, Peter, and SAMPAIO, Jamie (013). Routledge handbook of sports performance analysis. 1st ed., London, Routledge. MCGARRY, Tim, ADERSO, David I., WALLACE, Stephen A., HUGHES, Mike and FRAKS, Ian M. (00). Sport competition as a dynamic self-organizing system, Journal of sports sciences, 0, PASSOS, Pedro, ARAUUJO, Durate and DAVIDS, Keith (013). Self-organization processes in field-invasion team sports, Sports medicine, 43, 1-7. PASSOS, Pedro, ARAUJO, Durate, DAVIDS, Keith, GOUVEIA, Luis, MILHO, Joao and SERPA, Sidonio (008). Information-governing dynamics of attacker-defender interactions in youth rugby union, Journal of sports sciences, 6, WILLIAMS, Mark and HODGES, icola J. (01). Skill acquisition in sport: Research, theory and practice. nd ed., London, Routledge. Blackboard is a key element of this module and will be used to facilitate both tutor-directed and student-directed activities. Blackboard will be used: As a repository for information, such as lecture notes, key reading and assessment briefs To provide links to internal and external learning resources To facilitate assessment for learning activities, including self- and peerassessment To feedback information to you on your assessment and your grades To facilitate small-group work To encourage the development on your autonomous (independent) learning To provide you with access to media-rich sources, such as video and audio The use of Blackboard will give you the opportunity to continue to develop the key skill of information and communication technology (ICT). You will be encouraged to use ICT for information retrieval and evaluation, creating and exchanging information, integrating different sources of information, collaborating with others using ICT and presenting information using ICT.

5 SECTIO MODULE IFORMATIO FOR STAFF OLY MODULE DELIVERY AD ASSESSMET MAAGEMET IFORMATIO MODULE STATUS - IDICATE IF AY CHAGES BEIG MADE EW MODULE Y EXISTIG MODULE - O CHAGE Title Change Level Change Credit Change Assessment Pattern Change Change to Delivery Pattern Date the changes (or new module) will be implemented 16/01/017 MODULE DELIVERY PATTER - Give details of the start and end dates for each module. If the course has more than one intake, for example, September and January, please give details of the module start and end dates for each intake. Module Begins Module Ends Course Intake 1 16/01/017 6/05/017 Course Intake n / a n / a Course Intake 3 n / a n / a Is timetabled contact time required for this module? Are any staff teaching on this module non-shu employees? If yes, please give details of the employer institution(s) below What proportion of the module is taught by these non-shu staff, expressed as a percentage? MODULE ASSESSMET IFORMATIO Indicate how the module will be marked *Overall PERCETAGE Mark of 40% *Overall PASS / FAIL Grade SUB-TASKS Will any sub-tasks (activities) be used as part of the assessment strategy for this module? FIAL TASK According to the Assessment Information shown in the Module Descriptor, which task will be the LAST TASK to be taken or handed-in? O-STADARD ASSESSMET PATTERS MARK 'X' I BOX IF MODULE ASSESSMET PATTER IS O STADARD, eg MODEL B, ALL TASKS MUST BE PASSED AT 40%. B: on-standard assessment patterns are subject to faculty agreement and approval by Registry Services - see guidance. notes. Y n / a Y Task o. n / a CHECKED

6 Date Jan 014 Reason SI set up to follow