Assessment of ice hockey performance in real‐game conditions
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Notice bibliographique
Résumé
Abstract The aim of this study was to adapt a performance measurement tool, the Team Sport Assessment Procedure (TSAP), to ice hockey during match‐play. In addition to the six categories included in the original observational procedure, the ice hockey TSAP contained four new categories. Twelve Pee‐Wee ice hockey matches were video‐recorded during a regional championship tournament. The game play of 103 of the 11‐ to 12‐year‐old players was then analysed on video by three trained observers, based on all 10 ice hockey TSAP categories. The observational data were thereafter used to compute, for each player, a “volume of play per minute” and an efficiency index. Finally, volume of play per minute and the efficiency index were combined to obtain a composite score, the TSAP performance score. Additional measurements for each player were playing time during the observed matches, coaches’ assessments (dominant, good, less decisive), and player tournament statistics (number of points, based on assists and goals). The mean TSAP performance score was substantially higher for players rated by their coaches as dominant and for players who accumulated more than one tournament point, findings that provide evidence of the validity of the TSAP measure. In inter‐observer reliability analyses of TSAP observational data provided by the trained observersfrom video recordings, the level of agreement between each pair of observers was 80–82%. Reliability correlations over a series of three matches ( r =0.26, 0.59, and 0.16 respectively) showed that the TSAP performance score was relatively unstable. Ice hockey coaches may use this adapted Team Sport Assessment Procedure to better understand the offensive implication of each player in a given match, since the 10 observational variables provide more extensive information on performance than traditional statistical measures. Due to low performance stability of the TSAP performance score, coaches ought to use the observational assessment data for the formative rather than the summative assessment of their players unless they cumulate information over a series of several matches. Formative assessment can be conducted either during training camps or even during the regular season.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle