Goal-based Metrics Better Than Shot-based Metrics at Predicting Hockey Success

Author: Rob Found
9432-152 Street
Edmonton, AB, Canada
T5R 1N2
(780) 479-7919

Corresponding author: found@ualberta.ca

ABSTRACT
The growing business of professional sports has lead to an increasing demand for effective metrics quantifying factors leading to team success, and evaluating individual player contributions to that success. In the sport of hockey the advancement of analytics has lead to a decline in the use of goal-based metrics, and an increased reliance on shot-based metrics. I tested assumptions behind this trend by using statistical modeling of 10 years of NHL data to directly compare the effectiveness of goal versus shot-based metrics at predicting team success, and comparative hypothesis testing to determine how well goals and shots quantify player contributions to team success. Goal-based models consistently outperformed their shot-based analogs. Models of team goal differential successfully predicted winning % during the 2015-16 season, while shot differential did not. Goal-based metrics (i.e. relative plus-minus/minute of ice time) were also better than shot-based metrics (i.e. relative Corsi/minute of ice time) for evaluating individual player contributions to team winning %. These results show that team and individual performance is not correlated with all shots, but only those shots effective enough to result in goals. These results will lead to more effective evaluation of individual players, and better understanding and prediction of those factors leading to team success.

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Tools and Benefits of Periodization: Developing an Annual Training Plan and Promoting Performance Improvements in Athletes

Authors: Michael B. Phillips, Jake A. Lockert, and LaNise D. Rosemond

Corresponding Author:
Jake Lockert, MA
810 Quadrangle
TTU Box 5043
Cookeville, TN 38505
jalockert42@students.tntech.edu
423-779-7127
Jake Lockert works at Tennessee Technological University in Cookeville, TN as research assistant in the department of Exercise Science, Physical Education, and Wellness

Tools and Benefits of Periodization: Developing an Annual Training Plan and Promoting Performance Improvements in Athletes.

ABSTRACT
All teams and athletes have goals in mind with their prospective sports. They work hard and train in the off-season to achieve their goals. Most coaches and athletes change the intensity, volume, and exercises in their workouts to improve performance. In the past, the attempts at this have been from intuitive knowledge. But over the past 20 years, many coaches have learned and utilized the periodization theory. Although periodization has become more popular, coaches and athletes still appear to struggle with completely grasping the idea of periodization.

Many coaches periodize training without a full understanding of the many facets of this invaluable training method (10). A long term plan can periodize training in the weight room that will allow athletes to reach their full athletic potential, and, just as important become as strong as possible in the off-season right leading up to competition. The goal of this article is to give coaches and athletes a better understanding of a very relevant way to program for improvements in strength and performance. It will also provide specific ways of applying facets of periodization in setting goals for their athletes (11).

Keywords: periodization, strength training, performance training, preseason planning, improve athletes, coaching

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Coaching environments and student-athletes: Perceptions of support, climate and autonomy

Authors: Jeff Noble, Mark Vermillion*, and Kewa Foster

*Corresponding Author:
Mark Vermillion, PhD
Wichita State University
Department of Sport Management
Wichita, KS 67260-0127
Mark.vermillion@wichita.edu
316-978-5444

ABSTRACT
Understanding how athletes interact with coaches is an important topic for not only increasing performance, but also for managing developmental dynamics so often associated with coaching. As a result, the purpose of the research is to examine student-athletes’ perceptions of coaching environments as related to autonomy-supportive motivational climates. Division I (formerly known as Division I AAA) student-athletes were surveyed (n=143) as part of a larger data collection process by the athletic department. Self-determination theory is applied to examine motivation, autonomy, and support, while psychosocial student development theory is used to influence variable selection relating to the student-athlete population. Statistical results indicate an overall positive perception of coaching environments by student-athletes and no differences based upon gender. Regression analyses indicate only 28% of the variance is explained by current variables/questions on athletic department survey instrument with variables of gender, type of sport played, and student classification having little to no statistically significant impact. In accordance with previous research, coaches have the ability to create a positive atmosphere and in this study student-athletes had an overall positive view of their coaches’ ability to develop autonomy-supportive team climates. However, many personal-level factors could account for the large percent of variance not explained by statistical analyses in the current study.

Keywords: student-athletes, motivation, coaching climate, self-determination

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Leadership: Athletes and Coaches in Sport

Authors: Dr. Sharon P. Misasi*, Dr. Gary Morin and Lauren Kwasnowski

Dr. Sharon P. Misasi is a Professor of Exercise Science at Southern Connecticut State University. Dr. Gary Morin is a Professor of Exercise Science, Assistant Athletic Trainer and Program Director of the Athletic Training Education Program. Lauren Kwasnowski is a Research assistant for this study, undergraduate student in the Allied Health Program at the University of Connecticut and a member/captain of the UCONN Division I Lacrosse team.

*Corresponding Author:
Sharon P. Misasi PhD, AT.
Southern Connecticut State University
501 Crescent Street
PE 002B
New Haven CT 06515
misasis1@southernct.edu

ABSTRACT
This study investigated the interpersonal aspects and perceptions of the coach-athlete relationship as it pertains to collegiate athletes at Division I and II universities and athletes and coaches of different genders. Electronic surveys were emailed to 50 NCAA Division I and 50 Division II head coaches in the Northeast. Coaches were requested to respond to the survey and email the athlete survey to their respective athletes. These surveys were completed by both coaches and athletes: Coach-Athlete Relationship Questionnaire (CART-Q), Leadership Scale for Sports (LSS). The final instrument, Coaching Behavior Scale for Sports (CBS-S), was completed by only the athletes. There were no significant differences found with the CART-Q. The LSS illustrated several areas of significances in the categories of Training, Democratic Behavior, Autocratic Behavior and Social Support. Although there was no significance found in Positive Feedback there was an interesting finding in that female coaches felt they were less likely to provide positive feedback than their male counterparts. The CBS-S has subscales which include: physical training and planning, technical skills, mental preparation, competition strategies, personal rapport and negative personal rapport. Statistical significance was found in the following subscales: competition strategies, personal rapport and negative personal rapport. The coach is a meaningful person in the lives of athletes and the role they play is vital in the athlete’s sport experience. Our results indicate that the level of competitive division appears to play a role in how athletes perceive their coaches and how coaches perceive themselves. In addition, gender differences among coaches’ affect responses of the athletes and the coaches. Leadership is not a simple process. There is no one way to lead and what works for one may not work for all. Therefore, the best one can do is get to know their athletes and work hard to understand their goals, motivations and needs.

KEYWORDS: Coaching, Effective Leadership, Successful Leadership

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The Effect of Foot Placement on the Jump Shot Accuracy of NCAA Division I Basketball Players

*Authors: Christopher Q. Williams*, Liana Webster, Frank Spaniol, and Randy Bonnette

Corresponding Author:
Christopher Williams
12214 Brightwood Dr.
Montgomery, TX 77356
(361) 815-1530
cwilliams6@islander.tamucc.edu

Abstract

The purpose of this study was to investigate the effect of foot placement on the jump shot accuracy of college basketball players. Participants were 11 female NCAA Division I basketball players. The two point shooting protocol adapted from Pojskić, Šeparović, and Užičanin (2011) was used to identify foot placement and evaluate accuracy for each subject. For each jump shot attempt, foot placement was recorded as either in front (in a dominant staggered stance), even (in a neutral parallel stance), or behind (in a cross-dominant staggered stance). Each attempt was also recorded as either a make or a miss. Descriptive and inferential statistics were used to evaluate the differences in jump shot accuracy for each of the three foot placement positions. A one-way ANOVA (p < .05) revealed no significant differences for any of the three positions. The results of the study suggest that foot placement does not have a significant impact on jump shot accuracy. However, college basketball players favor the use of a dominant stance during the jump shot. This study offers new insight into the role of foot placement in shooting accuracy. Attention should be given to foot placement when coaching players or analyzing their jump shots. Keywords: staggered stance, shooting accuracy, shooting percentage 

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