PERFORMANCE ANALYSIS OF ATHLETES

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1 PERFORMANCE ANALYSIS OF ATHLETES Presented by: Dr Celesti Jansen van Rensburg Deputy Director Free State Sport Science Institute FS Department Sport, Arts, Culture & Recreation

Experience level of the tester What are the goals of testing?

Selecting tests per component What factors can affect testing?

monitoring testing model When to test? What to test?

2 Experience level of the tester What are the goals of testing? How can testing be beneficial? What components can be tested? Selecting tests per component What factors can affect testing? Testing Young Athletes Testing as part of Talent ID LEVEL 1 Performance / monitoring testing model When to test? What to test? How to show the results LEVEL 2 Training Specific Tests Athlete profiling Specialized Testing Interpreting test results in a holistic view LEVEL 3

3 EXPERIENCE LEVEL OF THE TESTER (COACH / TEACHER / SPORT SCIENTIST) Beginner Intermediate Advanced I.e. Starting at a school / club / team / federation Teachers / Level 1 coaches Basics of testing Level 2 & 3 coaches Compiled season plans before Incorporated testing into season plans Experienced in field & lab testing E.g. Coach with a sport science background OR Sport Scientist / Biokineticist at school / academy Interpretation & implementation of testing into periodization cycles Athlete profiling

4 L1: WHAT ARE THE GOALS OF TESTING Profile of the athlete Predict performances Identify Strengths & Weaknesses Develop training zones Team selection Assess training Monitor progress

5 L1: WHAT ARE THE BENEFITS OF TESTING? Short Term Long Term Adjust the conditioning plan of the athlete according to the results Building of a performance profile of the athlete Profile of the athlete at a specific time in the competition cycle (for comparison purposes) Building of norms in your community / club / school / federation

6 L1: WHAT COMPONENTS CAN BE TESTED?

Cardiovascular Fitness Anaerobic > Aerobic 10 Reaction Reaction time to respond 7 Balance Links up

7 L1: IDENTIFY VITAL COMPONENTS FOR THE SPORT Components for Tennis Type Importance at ELITE level Muscle endurance UB, LB 6 Strength UB, LB, Core 7 Flexibility Hips & LB 7 Body Fat Minimal 5 Cardiovascular Fitness Anaerobic > Aerobic 10 Reaction Reaction time to respond 7 Balance Links up with mobility 7 Power Shots 9 Speed Acceleration & deceleration 8 Agility Main movements 8 Coordination Hand-eye-foot 6

8 L1: SELECTING TESTS FOR EACH COMPONENT Component Type Importance Example of Test Muscle endurance UB, LB 6 Push ups, Wall Squat Strength UB, LB, Core 7 Bench press; leg press & core test Flexibility Hips & LB 7 SL Hamstring; Hip Flexion Body Fat Minimal 5 Fat % (caliper) Cardiovascular Fitness Anaerobic > Aerobic 10 20m PDT vs Yo-Yo Reaction Reaction time to respond 7 Visual & auditory test Balance Links up with mobility 7 1 leg balance test / Y-balance test / Biodex balance Power Shots 9 UB: MB throws; LB: VJ / CMJ / Standing LJ Speed Acceleration & deceleration 8 5m & 10m speed Agility Main movements L vs R; T-test; Illinois; Tennis specific Coordination Hand-eye-foot 6 Tennis ball throw against wall (/time)

9 5 L1: WHAT ELEMENTS ARE NECESSARY IN TESTING?

10 1. Specificity relevant to the sport / fitness demands of the sport 2. Validity the test must assess what it is intended to. One component must be tested at a time 3. Reliability how repeatable and consistent is the test? 4. Accuracy this refers to the accuracy of the measurements, i.e. hand time vs gate time / Fat % with caliper vs scale fat % 5. Sensitivity a test must be sufficiently sensitive to detect changes in test outcomes, i.e. improvement in fitness levels must be seen in the selected test

L1: ELEMENTS AFFECTING TESTING The ambient temperature, noise level and humidity The amount of sleep the athlete had prior to testing The athlete's emotional state Medication the athlete may be

11 L1: ELEMENTS AFFECTING TESTING The ambient temperature, noise level and humidity The amount of sleep the athlete had prior to testing The athlete's emotional state Medication the athlete may be taking The time of day The athlete's caffeine intake The time since the athlete's last meal The test environment i.e. surface (track, grass, road, gym) The athlete's prior test knowledge/experience Accuracy of measurements (times, distances etc.) Is the athlete actually applying maximum effort in maximal tests Inappropriate warm up People present The personality, knowledge and skill of the tester Athlete's clothing/shoes Environmental conditions - wind, rain, etc.

12 L1: GOALS WHEN TESTING YOUNG ATHLETES Help the athletes develop knowledge of their sport Greater need to provide support to young athletes Evaluate strengths and weaknesses Aid in Talent Detection Evaluate Training Programme Aid in selection process Provide Motivation & Goals

13 L1: CRITERIA WHEN TESTING YOUNG ATHLETES Testing Modalities Select the most appropriate variables to measure Field > Lab test (experience / training age) Field tests don t provide physiological data but assess motor performance Field tests mostly used in schools Understand the different child-specific protocols at disposal Assessing Maturation Biological vs Chronological vs Training Age Maturational advantage vs disadvantage Peak Height Velocity can also be used as an indicator (growth rate of the athlete) Normative Data Limited normative data exists for young athletes Due to many variables, it is advised to compare to him/herself Easy & visual feedback to the coach & athlete

14 L1: CRITERIA WHEN TESTING YOUNG ATHLETES Implementation of Tests Children should be able to practice the tests before an official measurement is taken Positive testing environment that encourages performance and effort Adult-Child Differences Children need more time than adults to familiarize themselves with tests Test results may be more affected by biological age > chronological age complicates comparisons between peers Scoring systems should be different i.e. Bleep Test 7.2 score should be given through as 50 shuttles = 1000m Key Messages Individualize fitness testing protocols Make fitness testing a positive and fun experience Teach concepts during fitness tests i.e. the value of the sit & reach test in daily life Use developmentally appropriate tests Minimize the public nature of testing if you think it may cause embarrassment Do tests over a period of time as maturation plays a big role

15 L1: EUROFIT TESTING BATTERY GARETH STRATTON AND CRAIG A. WILLIAMS

17 L1: TESTING AS PART OF TALENT ID IN SOUTH AFRICA Talent development > Talent ID Limited TID Testing / Selection Protocols Are the components of success the same for adults vs adolescents vs youngsters (transfer of skills across maturation) I.e. Elite Tennis player power & speed; Adolescent agility & endurance; Young athlete fitness, mobility & coordination Rate of maturation impacts upon performance indicators (aerobic power, strength, endurance, motor skills, general intelligence) This might lead to the following: Early maturing children participate in sports where height, weight, strength & speed is important (basketball, rowing, swimming, rugby) Late maturing children participate in sports where early maturation is a disadvantage (dancing, gymnastics) Early birth dates vs late birth dates in the same age year benefit from selection policies and enhanced practice opportunities Learn from other countries, but application in South Africa is limited and difficult Lack of a concurred structure for TID Who s responsibility? Staff to do TID Level of knowledge about TID Time Funding Placement of athletes in fixed structures

18 L1: GENERAL TALENT RESEARCH CONTINUUM 13+ YEARS OLD Talent Development (TDE) 13 YEARS OLD Talent Selection (TS) 9-13 YEARS OLD Talent ID (TID) & Talent Confirmation (TC) 7 8 YEARS Talent Orientation (TO) 5 6 YEARS Talent Detection (TD) Wazier et al., 2017 Predicting judo champions and medallists using statistical modelling; From sports orientation to elite performance prediction Johan Pion 2015

L1: GENERAL TALENT RESEARCH CONTINUUM Detection of talented athletes / kids through a generic testing

Athletes are orientated in the suggested sports for a period of time (trial period for different sporting

Minimizes drop out rates Talent Orientation (TO) Confirmation of talented athletes through 2 nd & 3 rd

Skills Talent ID (TID) & Talent Confirmation Selection of talented athletes to invest in as part of the

potential to medal position on podium in 5 10 years Talent Development (TDE) 5 6 YEARS 7 8 YEARS 9-13

19 L1: GENERAL TALENT RESEARCH CONTINUUM Detection of talented athletes / kids through a generic testing battery to suggest multiple sports in which the athlete can excel (Sport Compass) Talent Detection (TD) Athletes are orientated in the suggested sports for a period of time (trial period for different sporting codes) & the better movers are identified. Minimizes drop out rates Talent Orientation (TO) Confirmation of talented athletes through 2 nd & 3 rd testing of athletes now testing is sport specific & includes mental screening + facilitate Transfer of Skills Talent ID (TID) & Talent Confirmation Selection of talented athletes to invest in as part of the Talent Development Phase Talent Selection Provides the required learning environment to maximize this potential to medal position on podium in 5 10 years Talent Development (TDE) 5 6 YEARS 7 8 YEARS 9-13 YEARS OLD 13+ YEARS OLD 13 YEARS OLD Wazier et al., 2017 Predicting judo champions and medallists using statistical modelling; From sports orientation to elite performance prediction Johan Pion 2015

L1: TALENT DETECTION TESTING SPORT COMPASS

battery which tests for up to 40 sporting

athletes in different sports Orientation

testing protocol would be one that tests:

Motor coordination tests Sport Compass has

20 L1: TALENT DETECTION TESTING SPORT COMPASS - BELGIUM Phase 1 A generic testing battery which tests for up to 40 sporting codes simultaneously Sport Compass makes provision for early & later maturers Talent detection through generic testing makes provision for: Better movers in primary school Identification of better athletes in different sports Orientation towards a sport that best fits Proposed testing protocol would be one that tests: Anthropometrical tests Physical tests Motor coordination tests Sport Compass has a database of criterion which is essential for success in every sporting code

21 Anthropometrical tests: 1. Height 2. Sitting height 3. Weight 4. Fat % 5. BMI (calculated) Physical tests: 1. Sit & reach 2. Shoulder rotation 3. Hand grip 4. Standing broad jump 5. Push ups 6. Sit ups 7. Acceleration tests 8. Bleep test Motor coordination tests: 1. Balance backwards 2. Jumping sideways over block 3. Moving sideways (midline crossing) 4. Dribbling

22 1. Swimming 2. Figure skating 3. Fencing 4. Tennis 5. Table Tennis 6. Volleyball 7. Track Athletics

24 L1: TALENT IDENTIFICATION TESTING Phase 3 1. Sport specific testing 2. Mental screening Takes place between 9 & 13 years (estimation) Seen as the 2 nd & 3 rd round of testing of athletes that were detected in phase 1 2 nd Round Testing: Sport Specific testing 3 rd Round Testing: Mental Screening Evaluation of generic testing (p1) + sport specific testing (p2) + mental screening (p3) used for selection of talented athletes to be accommodated in sport development facilities Talent ID testing is important for identifying future talent, but it can also be used to identify dropout or the need to transfer skills to another sport cost effective in the long run Talent ID testing should take place at least 5 years before it is estimated that the athlete will compete on National level (i.e. in International tournaments / competitions)

25 Anthropometrical tests for Fencing: 1. Height 2. Sitting height 3. Weight 4. Fat % 5. BMI (calculated) Physical tests: 1. Sit & reach 2. Shoulder rotation 3. Hand grip 4. Standing broad jump 5. Push ups 6. Sit ups 7. Acceleration tests 8. Bleep test Motor coordination tests: 1. Balance backwards 2. Jumping sideways over block 3. Moving sideways (midline crossing) 4. Dribbling Sport Specific Testing: 1. Squat Jumps 2. Static fencing reaction 3. 5m Sprint 4. Dynamic fencing reaction 5. CMJ 6. Binocular sight 7. 30m Sprint 8. 9m fencing sprint

27 Experience level of the tester What are the goals of testing? How can testing be beneficial? What components can be tested? Selecting tests per component What factors can affect testing? Testing Young Athletes Testing as part of Talent ID LEVEL 1 Performance / monitoring testing model When to test? What to test? How to show the results LEVEL 2 Training Specific Tests Athlete profiling Specialized Testing Interpreting test results in a holistic view LEVEL 3

28 L2: TESTING IN THE TDE PHASE TESTING PERFORMANCE MODEL

29 L2: PERFORMANCE TESTING/ MONITORING MODEL John Grace, coach at Athletic Lab Sports Performance Training Center in Cary, NC - USA

30 L2: WHEN & WHAT TO TEST LEVEL FULL TEST BATTERY + MEDICAL + LAB TESTS + SPORT SPECIFIC TESTS + MONITORING TESTS + COACH ASSESSMENTS SCHOOL / CLUB LEVEL 1 / YEAR BEGINNING OF PRE- SEASON IF NEEDED NOT ESSENTIAL END OF PRE- SEASON DO 1 3 SPORT SPECIFIC TESTS ONLY APPLICABLE IF IN A STRUCTURED CONDITIONING ENVIRONMENT IF NEEDED PROVINCIAL LEVEL 1 / YEAR BEGINNING OF PRE- SEASON ENTRY LEVEL MEDICAL SCREENING CERTAIN LAB TESTS (I.E. ANTHROPOMETRY ETC.) END OF PRE- SEASON & MIDDLE OF IN- SEASON TO ADJUST PROGRAMME SUBJECTIVE INTERNAL FEEDBACK (RPE / RECOVERY QUESTIONNAIRE) SUBJECTIVE EXTERNAL FEEDBACK DONE ON MONTHLY / CYCLIC INTERVALS NATIONAL LEVEL 1 / YEAR BEGINNING OF PRE- SEASON FULL MEDICAL SCREENING 1 / YEAR LAB TESTS WHICH ARE RECOMMENDED FOR THE SPORT (V O2MAX, RsSCAN, ISOKIN) EVERY 4 6 WEEKS 1-3 SPORT SPECIFIC TESTS TO BE DONE COMBINATION OF INTERNAL & EXTERNAL MONITORING TESTS (HR, GPS, VBT) SUBJECTIVE EXTERNAL FEEDBACK DONE AS MUCH AS NEEDED

L2: PORTRAYING THE RESULTS Can compare to normative data if it

International norms Typically reported in individual and group

surement) Compare to the group i.e. ranking within the test

31 L2: PORTRAYING THE RESULTS Can compare to normative data if it exists Club norms Provincial norms National norms International norms Typically reported in individual and group reports using raw data, descriptive stats and graphs Can use TEM (typical error of measurement) Compare to the group i.e. ranking within the test group (betweenathlete variability) Compare to the athlete himself, i.e. test 1 vs test 2 (withinathlete variability) Compare to similar periodization cycle in the previous year

32 L2: PORTRAYING THE RESULTS Internal Criteria External Criteria Point System Recommendation Criteria Compare to the athlete s previous scores Compare against other athletes / teams / norms Scores are rated as points Summarized areas of weakness per group are indicated

6.00 5.50 5.00 4.50 4.00 3.50 3.00 2.50 2.00 1.

33 Oct 16 vs Jan 2017 vs Excellent Norm m 20m 30m 40m 5.15

ACCELERATION (5,10,15m) WA 2.7 2.5 2.3 2.1 1.9 1.91 2.66 2.61 2.61 1.83 1.

position in Netball with regards to the 5,10 and 15m acceleration tests 1.

34 ACCELERATION (5,10,15m) WA Comparative test results for the coach with regards to a specific position in Netball with regards to the 5,10 and 15m acceleration tests Visual Comparative Areas of weakness stand out 0.9

35 Explosiveness Score Excellent Norm 1 Point 2 Points 3 Points TOTAL POINTS Vertical Jump (Maximal) 30 > 57 < > 57 1 Vertical Jump Fatigue Index 7 < 10% > 15.1% % < 10% 3 3kg MB Overhead Throw 4.9 > 7.0 < > Agility Score Excellent Norm 1 Point 2 Points 3 Points TOTAL POINTS 10m T-Test < > < Strength Score Excellent Norm 1 Point 2 Points 3 Points TOTAL POINTS Upper Body: 3RM Bench Press 35 > 30 < > 30 3 Lower Body: 3RM Leg Press 100 > 110 < > POINT SYSTEM: i. Below average, average and above average norms are worked out ii. Each of these norms are linked to points (i.e. 1,2,3 points) iii. All points are calculated iv. Total percentage is given

36 RECOMMENDATIONS - BACKLOGS Criteria NR ATHLETE NAME Fat % Hamst Flex Imbalance in Shoulder Flexibility ACCORDING TO EXCELLENT NORM OF AGE GROUP LB Explosiveness UB Explosiveness UB Strength LB Strength Abdominal Endurance UB Endurance 1 Athlete 1 X X X X X X X X X X 2 Athlete 2 X X X X X X X 3 Athlete 3 X X X X X X X X 4 Athlete 4 X X X X X X X X X 5 Athlete 5 X X X X 6 Athlete 6 X X X X X X X X 7 Athlete 7 X X X X BX X X BX X >5 Anaerobic Fitness Nr of swimmers % of team PERIODIZATION PHASE OFF-SEASON PRE-SEASON IN-SEASON X TRANSITION

37 Experience level of the tester What are the goals of testing? How can testing be beneficial? What components can be tested? Selecting tests per component What factors can affect testing? Testing Young Athletes Testing as part of Talent ID LEVEL 1 Performance / monitoring testing model When to test? What to test? How to show the results LEVEL 2 Training Specific Tests Athlete profiling Specialized Testing Interpreting test results in a holistic view LEVEL 3

L3: TRAINING SPECIFIC TESTING Use the demands of the sport as a guideline: Tennis cardiovascular fitness, speed, power & agility (highest ranked) Use the time of the season as a guideline:

Tennis Test (similar to bleep test) Speed 5m acceleration on court Speed 10m acceleration on court Speed deceleration test on court Power Upper body MB FH & BH Throw, service velocity test (radar

38 L3: TRAINING SPECIFIC TESTING Use the demands of the sport as a guideline: Tennis cardiovascular fitness, speed, power & agility (highest ranked) Use the time of the season as a guideline: Pre-season cardiovascular fitness, speed, power & agility (most important for competition) Look for tests which will mimic the demands of the sport or skill: Cardiovascular fitness Hit & Turn Tennis Test (similar to bleep test) Speed 5m acceleration on court Speed 10m acceleration on court Speed deceleration test on court Power Upper body MB FH & BH Throw, service velocity test (radar gun) Power Lower body CMJ, Single leg VJ Agility Agility Test Portray the results to the coach & athlete by making use of mentioned methods Incorporate the results into training programme for the pre-season

39 L3: ATHLETE PROFILE (TESTING & PERFORMANCE PROFILE)

40 L3: WHY CREATE AN ATHLETE / PERFORMANCE PROFILE? 3. Monitor changes over time 2. Maximize the athlete s motivation 1. Changing an Intervention

L3: STEPS TO IDEAL PERFORMANCE / ATHLETE PROFILING Coach Explains athlete profiling process to athlete C + A Coach & Athlete identify and rank vital components for the sport Coach Coach assesses the

41 L3: STEPS TO IDEAL PERFORMANCE / ATHLETE PROFILING Coach Explains athlete profiling process to athlete C + A Coach & Athlete identify and rank vital components for the sport Coach Coach assesses the athlete on vital components (Subjective testing) Athlete Athlete does a selfassessment on vital components (Subjective testing) Sport Scientist Sport scientist complete physical tests on the athlete (Objective testing) C + A + SS Sport Scientist explains results to coach & athlete C + A + SS decide on a plan forward

42 TENNIS EXAMPLE AREAS OF PROFILING PHYSICAL ID C A SS TECHNICAL ID C A TACTICAL ID C A STRATEGIC ID C A MENTAL ID C A SP ENVIRON- MENTAL Cardiovascular Fitness Racket speed BH Power FH Topspin Speed Agility Topspin 2nd Serve Movement fwd ID C A Consistency Clay surfaces Concentration Enjoyment Shot Selection Leading in a match Temperament Social Slices Fighting back Confidence Competitve Deep placement Game style Refocusing after errors Economic IMPORTANT COMPONENTS PER AREA FOR THE ATHLETE

49 L3: SPECIALIZED / LAB / MONITORING TESTING Biomechanical Analysis 3D Motion Capture using sensors & cameras Cardiovascular Fitness & Lactate Testing Isokinetic Strength Testing Skills Analysis using video Power Analysis (either through formal testing or monitoring) Individual Muscle Testing (EMG)

50 L3: SPECIALIZED / LAB / MONITORING TESTING In-Training Testing i.e. Stryd Power, Form Power, Ground Time, Vertical Oscillation, Cadence, Pace, Distance, Run Stress Score Wattbike Testing (Sport Specific) Eye Tracking 3D Swing Analysis using devices mounted on the equipment (i.e. club / racket) Fitlight Tracking GPS tracking

51 L3: INTERPRETING TEST RESULTS IN A HOLISTIC VIEW MORE LESS BIOMECHANICS PERFORMANCE ANALYSIS MENTAL PREPARATION STRENGTH & CONDITIONING PERFORMANCE LIFESTYLE SCHEDULE RECOVERY PROTOCOLS NUTRITION PHYSIOLOGY (TESTING)

52 ,200m Swimmer RER value (CO2:O2) JULY 2016 SEPT :03:20, :04:00, 1.03 NOV :13:00, Jul-16 Sep-16 Nov-16

98 147 182 195 138 75 95 142 168 196 144 88 130 145 161 170 194 137 70 90 110 130 150 170 190 00:00:20 00:00:40 00:01:00 00:01:20 00:01:40 00:02:00

00:08:00 00:08:20 00:08:40 00:09:00 00:09:20 00:09:40 00:10:00 00:10:20 00:10:40 00:11:00 00:11:20 00:11:40 00:12:00 00:12:20 00:12:40 00:13:00 00:13:20

53 :00:20 00:00:40 00:01:00 00:01:20 00:01:40 00:02:00 00:02:20 00:02:40 00:03:00 00:03:20 00:03:40 00:04:00 00:04:20 00:04:40 00:05:00 00:05:20 00:05:40 00:06:00 00:06:20 00:06:40 00:07:00 00:07:20 00:07:40 00:08:00 00:08:20 00:08:40 00:09:00 00:09:20 00:09:40 00:10:00 00:10:20 00:10:40 00:11:00 00:11:20 00:11:40 00:12:00 00:12:20 00:12:40 00:13:00 00:13:20 00:13:40 00:14:00 00:14:20 00:14:40 00:15:00 00:15:20 00:15:40 00:16:00 00:16:20 00:16:40 00:17:00 00:17:20 HEART RATE VALUES Jul-16 Sep-16 Nov ,200m Swimmer

54 L3: INTERPRETING TEST RESULTS IN A HOLISTIC VIEW MORE LESS BIOMECHANICS PERFORMANCE ANALYSIS MENTAL PREPARATION STRENGTH & CONDITIONING PERFORMANCE LIFESTYLE SCHEDULE RECOVERY PROTOCOLS NUTRITION PHYSIOLOGY (TESTING)

55 CONCLUDING THOUGHTS Easy or complicated Level of testing is determined by the level of the athlete Testing needs a clear goal in mind Results must be utilized for further improvement or changes to current plan Talent ID be replaced with Talent Detection Phrase Sport Compass / Generic The more elite the athlete, the more monitoring tests are utilized The coach & athlete must understand the results fully The coach must be involved with the testing process

State Sport Science Institute FS Department Sport,

56 THE END THANK YOU FOR YOUR INTEREST Presenter: Dr Celesti Jansen van Rensburg Deputy Director Free State Sport Science Institute FS Department Sport, Arts, Culture & Recreation E:

From a talent detection system to talent selection. FIBA U14 Get Together Johan Pion Antwerpen (Belgium) October 20th 2018

From a talent detection system to talent selection FIBA U14 Get Together 2018 Johan Pion Antwerpen (Belgium) October 20th 2018 TOPICS What do coaches need for their sport? What do children like to play?