woe

each teame The men worked in pairs, one acting as a recorder and the othor as

an observer. One pair made a record of 211 the passes and catches, one pair made
a spot record of 211 the shots taken by players' numbers, and the other pair ree
cerded the remaining material, Data were collected during al1 the home games on
both the Kansas team and the visiting teams. The technique used in the collection
of these data is the same as deseribed in the first evaluation study,

It will be observed that in the first year only the offensive evaluation
chart was used. In the socond year of the study, 1938-'39, the evaluation tech=
nique was extended to inelude a defensive rating systen for both the team and the
individual playors. A new term, "defensive efficiency", is used in the defensive
rating which is canparable to the first study on the offonsive rating. You will
please note that in Table III the term "defensive efficiency" is the result of
the formula: ,

total positive defensive evalumtion points
sum of positive and negative defensive points

 

We now have a form of study which incorporates the offonsive and the
defensive rating comparable to the batting and fielding averages in bascballe

It is the convistion of the speaker that research of this type is worth
while. The accuracy of this study depends upon the efficioncy of the recorderse
As stated heretofore, the selections were carefully made and the same individuals
performed their tasks in all games. Thorefore, there is evory reason to belicve
that the results were very nearly correct, The groat benefit accruing to a coach
from this type ef study is that the mistakes made during the game are pointed out,
thus causing the players to be more conscious of them. This chart will omable
the coach to link up the practice poriod value of executing proper fundamentals
with matched game or competitive situations.

For instance, we teach our players before receiving the ball whon going
down the court never to got closer to the sidelino than 8 fcet because should that
player fumble the ball when very noar the sideline it will go out of bounds and
the player will lose evaluations points; whereas the same bell throw to him when
he is within 8 feet of the sideline oan properly be recovered for no loss of
evaluation points to the player and to the teams

Again, in our offensive set up we insist that our offensive players
do not retreat teward the division line nearer than 8 or 10 feet, because when
the offensive tcam is forced back collectively by a defensive tcam, the playor
on the offensive team having the ball is in danger of getting “ticd up" if he
were closer to the division line than 8 fccte

Imnumerable instances such as the two outlined above are always pre#
senting themselves to the coach, enabling him to foreably teach better funda-
mentals to his proteges. The coach can say = By overcoming certain self-evident
faults you can increase your batting and fielding averagese And in the discussions
that always follow when the players and their coach are huddled around the batting
ond fielding average chart in the dressing room the following day these abeve
mentioned points always come out during the "bulifest".