Drill bank for on-ice player development
Bibliographic record
Abstract
This drill bank was born out of need for a clear and concise player development path, and to in-crease the level of coaching provided to athletes at any junior stage. The commissioning club of the thesis is HIFK Ishockey r.f., and the aim of the product is to define the club’s vision of player development and produce a collection of drill and knowledge that can be expanded upon. The drill bank is built in accordance with the characteristics of the non-linear pedagogy and dynamic systems. Further theories that influence the development process of the drill bank are the constraints-led approach, skill acquisition periodization, periodization of skill training and the long-term athlete development mode. In order to relate the theories to a hockey context, the re-port adapts the Canadian developmental model and the player development triangle. The theo-retical framework also offers more traditional models of training, to offer a comparison and a presentation of the original framework from which the newer framework evolved. The development process was characterized by the constructive research approach and the product was developed through close cooperation with the commissioning party. The stages of development and decision-making process is influenced by the research approach and the drill bank offers a solution to a real issue. The drill bank was developed using the XPS program, and it is located the storage system of the software. The product of the thesis is a large collection of drills and a thorough knowledge base about ice hockey player development that aid coaches in creating practice plan that are aligned with the club’s vision. The drill bank is organized according to ice hockey performance markers. This drill bank is meant for all coaches of the HIFK club, and the coaches are encouraged to add their own knowledge and drills to the collection, this allows the club to take the drill bank into any direction in the future. The drill bank is a tool for coaches to use and implement into their own coaching processes.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.011 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.005 | 0.003 |
| Open science | 0.002 | 0.007 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.149 | 0.062 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".