1. Data Collection

2. Why do we collect data?
Every performer from Serena Williams to a Primary 1 PE pupil wants to improve their performance. However, in order to do that, you must know the state of your current performance levels in every factor. We must therefore have information that can guide us towards developing appropriate areas of performance using the correct approaches at the correct intensities. Thus, we collect data at the very start of the Cycle of Analysis to inform this process.
Within the cycle of analysis, we are at the investigative stage. We gather initial data at the start or before a training programme to give ourselves baseline information to then identify our strengths and weaknesses within that sport. Through collection of Initial Data you can also look at Focused Data will is more specific to a particular skill or factor.

3. Why do we collect data?

4. What should I consider when collecting data?
Before selecting what methods we will use to collect data, we have to ensure that the methods we choose are effective in collecting accurate and trustworthy information. We therefore need to be able to consider what makes methods effective and what steps we can put in place to ensure they are more suitable within the data collection process.
It is essential that the data collected is done in such a way that it ensures that all the information collected allows you to design a programme that will ensure that you begin at your Stage of Learning

5. So what makes a data collection method effective?
Previously at Nat 5 you have learned that a method is effective if it is;
Objective (non-bias, produce a consistent result irrespective of the tester)
Valid (measure what it aims to measure)
Informative (gives information that we need it to give)
Comparative (able to compare to other results)
Accurate (provide a true reflection)
Relevant (to the performer, the activity and the weakness)
Reliable (capable of consistent conditions and repetition at a later date)

6. So what makes a data collection method effective?
At Higher, this is the same, however, there is a big FOCUS on Validity and Reliability.
Reliability - Were the methods used to collect data good at providing you with the information that you were looking for? e.g. Did the O.S. collect information on your passes or your ability to move into space and get free to be on the ball in the first place?
Validity - Can you consider the data that you collected to be accurate? e.g.
How much information did any observers get about what they had to do? Did they fully know what they were looking for and how to complete the O.S.?
Did the observer watch the full game with good focus and record all your actions?
Did the video cameras position, angle and picture quality show all of the relevant parts of your performance that you needed?
Were test protocols followed?

7. So what makes a data collection method effective?
Alongside Validity and Reliability you should also consider;
Ease of completion
Was the data collection easy to follow or confusing? e.g. How many boxes or sections need to be completed on the O.S. and how long did     you or an observer have to complete each box?
Did organising the data collection take a great deal of time and explanation?
Breadth of focus of data being collected
Did the O.S. collect upon a full wide range of passes in all situations and contexts. E.g. when trying to keep possession or penetrate opposition?
Specific detail of focus of data being collected.
Did the O.S focus allow you to collect information on the exact part of your performance you are looking at? More useful in an Observation Checklist.
Ability to compare with national norms if using standard tests
Useful in fitness tests to provide an accurate comparison about how strong or weak you are in a particular aspect of fitness.
A LOT MORE INFORMATION ABOUT THIS ON SATPE WIKI!!

8. Types of data
Different methods of data collection collates different types of data. The type of data collated can positively or negatively impact the effectiveness of each method. Before considering the different methods of data collection and their effectiveness, let's look at these different types of data.
QUANTITATIVE DATA = OBJECTIVE INFORMATION Quantitative data provides objective information about a performance with no personal opinion attached. This type of data is usually a quantity such as a time or a measurement. E.g. Standardised Tests such as the Illinois Agility Test will provide a performer with a time that it took them to complete the test. This is quantitative and objective as it is a time - it is not a matter of personal opinion.

9. Types of data
QUALITATIVE DATA = SUBJECTIVE INFORMATION Qualitative data is open to subjectivity as opinions play a role due to you, a partner or a coach providing/recording information. E.g. Questionnaires like the Youth Sports Environment Questionnaire is subjective because you have to reflect on your Teams Dynamics and provide your opinion on how true statements are.

10. Types of data
PARTIALLY SUBJECTIVE/OBJECTIVE DATA If we think about a continuum, the above two data types represent the extremes: on 1 side we have quantitative/objective data like Standardised Tests and on the opposite end we have qualitative/subjective data like the Youth Sports Environment Questionnaire.
However, it is not all black and white; there is some grey area in the middle referred to as partially subjective/objective data as coaches and/or teachers look to overcome potential reliability issues whilst minimising the subjectivity of data.
The following are common examples of the above:
a) Methods such as observation schedules and disciplinary records can be used in conjunction with video analysis; this can allow performers/markers to watch the play back, pause it and slow it down to ensure they are completing it correctly.
b) Two people may be involved in completing these methods within what are typically fast paced environments; one person can call out what is happening with the other filling in the information on the sheet to ensure information is not missed.
c) When completing any method that contains elements of subjectivity, a knowledgeable other such as a coach or a teacher may read over the answers to ensure they are correct.

11. Describe a method Example – Mental toughness questionnair
Describe one method you could use to collect data on mental factors. (4). KEY Descriptive point 1 Descriptive point 2 Descriptive point 3 Descriptive point 4 'The Mental Toughness Questionnaire is a method performers could use to collect data on mental factors (mental toughness).' 'The questionnaire comes in the form of a table with 30 statements. These 30 statements are divided into 5 categories: reboundability, handling pressure, focus and concentration, confidence and motivation. Each of these categories has 6 statements. To the right of each statement are two columns: true and false.' 'Performers would complete the questionnaire by reading each statement and placing a tick in either the true of false box to show how that statement relates to them. Each response is given a score of 1 or 0. After completing the questionnaire, these scores are added up and compared to the following NORMS provided on the back of the page: would suggest that mental toughness is a strength; would suggest moderate levels of mental toughness and 22 or below would suggest it is an area in need of development.'

12. Explain why you chose a method
Explain why you could use this method to collect data on the mental factor. (4). KEY: Point of explanation 'I used the Mental Toughness Questionnaire because it was practical as it was quick and easy to complete. This meant I did not lose interest in what was a quick process and therefore did not feel the need to rush my answers which meant they were well thought out and valid.' 'I also used the Mental Toughness Questionnaire because it was practical as I was able to take it home and complete it there. This meant I got accurate results as I was totally honest due to not having a fear of embarrassment of doing it in front of my teammates in the dressing room.' 'Another reason why I used the Mental Toughness Questionnaire was because it was valid as the statements were very easy to understand. This meant I did not misunderstand any statements and completed the process correctly.' 'Finally, the Mental Toughness Questionnaire was used because it was measurable as it was a permanent record. This meant I had baseline information to compare my future re- tests to so I could measure my progress in the mental factor.'

13. Analyse a method
Analyse how suitable this method is in collecting data on the mental factor. (4). KEY: Point of analysis 'It is important when completing the Mental Toughness Questionnaire that you do it at home away from the training ground. This is because you will not feel rushed from your coach to go out and train which means you can take your time and provide well-thought out answers which can lead to you having valid data. Also, doing this at home means you will not feel embarrassed about putting potentially negative answers in front of watching teammates and can therefore allow you to be more honest in this process to help you produce more accurate and reliable results.'* 'It is important that you are completely honest when completing the Mental Toughness Questionnaire. This is because only you know the answers to the statements as they are concerning how you feel and nobody else can support you in this process meaning your data is completely qualitative and the appropriateness of any future development plan relies on how honest you are in this process.' 'Finally, it is important that you take an electronic copy of your Mental Toughness Questionnaire. This is because it will give you a back up copy should your initial sheet get lost meaning you will still have a permanent record of your baseline data to compare your results to which means comparisons of your progress will be valid and well-founded.' *Notice how this answer only has 3 paragraphs despite it being a 4 mark question. This is because the candidate has made 2 different points of analysis within paragraph 1. Therefore, if you can provide different reasons why something is important within a method, then demonstrate this wider knowledge to the examiner.'

14. Evaluate a method
Evaluate how effective this method was in collecting data on the mental factor. (4). KEY: Evaluative point 'The Mental Toughness Questionnaire was fairly effective in collecting data on the mental factor.' 'One benefit of the Mental Toughness Questionnaire was that it was practical as it was quick and easy to complete. This was good as it meant I did not get bored in a long-drawn out process meaning I remained motivated throughout and took my time when giving valid responses.' 'It was also beneficial as it was valid in that I found the statements easy to understand. This was good as it meant I fully understood each statement and was therefore able to answer it correctly.' 'However, one limitation of the Mental Toughness Questionnaire was that the subjective nature of my responses could negatively effected the reliability of my results. This was poor as it meant on one statement I did deliberately lie as I knew my coach would see the answer and might therefore drop me from the team in high pressure matches. This therefore meant that my result was inaccurate and I did not incorporate it within my development plan which made it even worse as it was a weakness I could have done with correcting.'* *Again, 3 paragraphs have been written in this answer despite it being a 4 mark question. This is because the candidate has made an evaluative point of development in the third paragraph as they have evaluated how the negative in sentence 2 further decreased the reliability of the data collection process in sentence 3.

15. Homework You cannot use mental toughness questionnaire
Describe one method you could use to collect data on mental factors. (4).
Explain why you could use this method to collect data on the mental factor. (4).
Analyse how suitable this method is in collecting data on the mental factor. (4).
Evaluate how effective this method was in collecting data on the mental factor. (4).
Homework to be completed for …..