University of Montana ScholarWorks at University of Montana Theses, Dissertations, Professional Papers Graduate School 1962 Study of basketball field goal shooting deviations for selected male college students at Montana State University 1961-62 Robert Dale Ballinger The University of Montana Follow this and additional works at: http://scholarworks.umt.edu/etd Recommended Citation Ballinger, Robert Dale, "Study of basketball field goal shooting deviations for selected male college students at Montana State University 1961-62" (1962). Theses, Dissertations, Professional Papers. Paper 5815. This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Theses, Dissertations, Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. A STUDY OF BASKETBALL FIELD GOAL SHOOTING DEVIATIONS FOR SELECTED MALE COLLEGE STUDENTS AT MONTANA STATE UNIVERSITY 1961-62 by ROBERT D. BALLINGER B. So Concordia C o lle g e, 1935 P resented in p a r t ia l f u lf illm e n t o f the requirem ents fo r th e degree o f Master o f S cien ce MONTANA STATE UNIVERSITY 1962 Approved by: Chairman, Board o f Examiners Dean, Graduate School #6 1 V Date UMI Number: EP36616 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete m anuscript and there are missing pages, th e se will be noted. Also, if material had to be rem oved, a note will indicate the deletion. UMI UMI EP36616 Published by ProQ uest LLC (2013). Copyright in the Dissertation held by the Author. Microform Edition © ProQ uest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United S tates Code P ro Q ^ st ProQ uest LLC. 789 E ast Eisenhow er Parkway P.O. Box 1346 Ann Arbor, Ml 48106 -1 3 4 6 DEDICATION This study i s d ed icated to the w riter* s fa m ily , A r tis Ann, J e r i Ann and Jay Mike who had to make th e g r e a te s t s a c r i f ic e fo r i t s com pletion. ACKNOWLEDGMENTS The author w ish es to express h is in d eb ted n ess to Dr» W alter 0» Schwank fo r h is fr ie n d ly encouragement, understanding and guidance in a id in g the com pletion o f t h is studyA ppreciation i s a ls o expressed fo r the a s s is ta n c e given by Robert M« Oswald and the H ealth, P h y sic a l Education and A th le tic s t a f f a t Montana S ta te U n iv e r sity , The coop eration o f the s ix ty -th r e e boys who p a r tic ip a te d in th e t e s t s o f t h is study i s acknowledged by the w r ite r w ith g r a te fu l a p p re c ia tio n . -111.- TABLE OF CONTENTS CHAPTER I. PAGE THE PROBLEM AND ITS SCOPE......................................................... In tro d u ctio n . . . . .................. . . . . . . . . . . . . . The Problem . . . . . . . . 1 . . . . . . . . 2 . . . . . . . . . . . . . . . . 2 A n alysis o f th e Problem . . . . . . . . . . . . . . . . . 2 Busxc Assumptions . . . . . . . . . . . . . . . . . . . . . ^ Statem ent o f the Problem D e fin itio n s o f Terms Used . L im ita tio n s o f th e Study Need fo r the Study II. 1 o . o o o o 4) « o e o o o o o o « o o o o . . . . . . . . . . . . . . . . . . . . ^ Summary . . . . . . . . . . . . . . . . . . . . . . . . . . 6 REVIEW OF RELATED LITERATURE Procedure in Previous Studie In trod u ction O # 0 6 0 0 0 7 O O O O O O f o o o o o . . . . . . B a sk etb a ll S k ill T ests Shooting T ests . . . . . . . Prelim inary Phase to Shooting l ^ e s o f Shots e o o . . . . . . . Angles o f Shot P o sitio n s from the Basket 9 . . . . . . . . 10 . . . . . . . 11 Number o f Attempted Shots . . . . . . . . . . . . . . . . 12 Method o f Scoring Shots . . . . . . . . . . . . . . . . . 12 D istance o f Shot P o sitio n s from the Basket R esu lts o f R elated S tu d ies . . . . . . . . . . . . . . . . = iv - 13 CHAPTER PAGE In trod u ction o o o o o o o o . » o o o < . o « o o o o . o 13 Fi©ld GO3.I ACCUTâCy o o o o o o o o o o o « o o o o o o t'3 0 t O T y p © S o f D©V13.Xr!L0n Ijât©râ.X 0©VlâtXOn 0 0 0 0 0 0 0 0 0 0 « 0 0 0 0 0 0 o o o o o o o o o o o o o « o « o o o t6 L ongitudinal D ev ia tio n o o o o o o « o o o o o o . o o o 1? L ateral D eviation Versus L ongitudinal D eviation 1? SUITimary III. 0 « » « o o « o o o o o o o o o o o o o o o o o o o o o o o A DESCRIPTION OF THE PROCEDURE .................................. In trod u ction . . . . . . . . . . . . . . o o . o o o . o Development o f a Measuring Devi.ce 13 19 &9 . . . . . . . . . . . . 19 Development o f P r a c tic e Target Board . . . . . . . . . . . 20 Procedure fo r Making Marking Sh eets . . . . . . . . . . . 20 . . . . . . . . . . . . . . . 20 Survey o f Shooting T ests . . . . . . . . . . . . . . . . . 21 Development o f T est Procedure . . . . . . . . . . . . . . 21 . . . . . . . . . . . . . . . . 21 . . . . . . . . . . . . . . . . . 21 Development o f Score Sheets D eterm ination o f S u b jects C lass J e stin g Procedure Procedure a t S ta tio n One o . . . . . . . . . . . . . . . . 23 Procedure a t S ta tio n Two . . . . . . . . . . . . . . . . . 24 Procedure a t S ta tio n Three . . . . . . . . . . . . . . . . 25 Procedure a t S ta tio n Four 25 P re-T estin g Preparations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2? Development o f a Recording D e\i.ce . . . . . . . . . . . . 28 Measuring and Recording Procedure . . . . . . . . . . . . 29 T abulation Procedure . . . . . . . . . . . . . . . . . . . 3^ CHAPTER PAGE Typ6 OT An3.T^^3«LS « IV. o o o o o o o o o FINDINGS OF THE STUDY o o o o o . . o o o o e o o o o o o o o o o e o o o 3^ o o o o o o o o o o 3 ^ o o « . . . . . . . In"trodL*iictjLon . . . . . . AccLix'*âov T sst o . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0 . 0 0 . 0 0 0 . 0 0 ». . . . 33 33 33 Accuracy R esu lts fo r Shots from the R ight Side o f the Basket . . . o . . * . . . . . . . . . » . . . . . . . . Accuracy R e su lts fo r Shots from the Front o f th e Basket . 3^ « . Accuracy R esu lts fo r Shots from the L eft Side o f the Baskeu . . . . . . . . o . . . . . . . . . . . . . . . . . 3^ Accuracy R esu lts fo r T otal Shots from a l l Three Angles from the Basket . De^jLâtion T est . . . . . o o . . . . . . . . o o . o o . . . » o . o . . . . o . . . . . . . 33 o B . . . . o 35 . . . 3^ D eviation R e su lts fo r Shots from the R ight Sid e o f the Basket « . . . o . . . . . . . . . . . . . . . . . . D eviation R esu lts fo r Shots from the Front o f th e Basket . . 36 D eviation R esu lts fo r Shots from the L eft Side o f the Basket . . . . . . . o . . . . . . . . . . . . . . . . . . 3V T otal D ev ia tio n R esu lts fo r Shots from a l l Three Angles from th e Basket . 38 C o e ffic ie n t o f C o rrela tio n . . . . . . . . . . . . . . . . . 39 C orrelation o f Shot P o in ts w ith Shots Made . . . . . . . . . 39 C orrelation o f L ateral and L ongitudinal D eviation 39 Summary . . . . . . . . . . . . . . . o . . . . . . . . . o . . . . . . . . . . . . . . . . . . . . . . . . . ^0 CHAPTER PAGE 41 V.SUMMARY, CONCLUSIONS AND RECOMMENDATIONS............................................. Shooting Accuracy Test . o» o .« In trod u ction . » » , » . . « o « . a...................... ,. . . » . « . . .» « 41 C orrelation Comparison o f Shot P o in ts and Shots Made » , 42 Shooting D ev ia tio n T est In trod u ction « o « » . =. ., «. » o * » «« o » * »« « » « « » » o o o o * o * o o o »* o * » 42 42 o Comparison o f L ateral D eviation and L ongitudinal D eviation o o o L ateral D eviation o o o o « o « » » » e » * o o B L ongitu din al D eviation . . o . . o o o < » o » o o o « b o » o o o o < o > * 43 o 4^ o .................................................. 45 Comparisons o f Various Types o f D e v ia tio n s and Shots Made Summary o b c o « « o o o Recommendations BIBXjIOGRAPHY O O B O O O d o b o o o O o o O o o « c « b o o o o o o o o o o o o o o o « o o o o b o o o o 4é o o o o 43 o o o o a a * o « e o * o a o o o o o 49 D O O O O O B O O e O O O O B O O O O 5 APPENDIX A. Survey o f B ask etb a ll Shooting T ests » . , . . e . APPENDIX B. Inform ation Sh eets » o «« , o . « « APPENDIX C * Score Sheet o a o « o . » « « o o o a APPENDIX D. D ev ia tio n Shooting T est » •vii-= « » o . o o » » o » o o o o o » o o o o o o o » « « ( 54 »« . 61 91 o o » 73 CHA.PTER I THE PROBLEM AND ITS SCOPE In trod u ction In th e a u th o r’s experience o f p la y in g and coaching th e game o f b a s k e tb a ll during the p a st f i f t e e n y e a r s , i t has become in c r e a s in g ly apparent in h is opinion th a t a s u c c e s s fu l coach and teach er must have th e c a p a c ity to make a d e ta ile d a n a ly s is o f s k i l l performance. As a p la y e r , the w r ite r found th a t th e most d i f f i c u l t s k i l l to m aster was sh o o tin g . In coaching, t h i s p a r tic u la r s k i l l a ls o seemed to be th e most d i f f i c u l t to tea ch . A fte r the f i r s t year o f coaching th e author attem pted to fin d inform ation th a t would make p o s s ib le a comprehensive a n a ly s is o f sh ootin g s k i l l . D eta iled inform ation was not a v a ila b le in the lit e r a t u r e regarding variou s methods by which sh o o tin g s k i l l s could be taught or analyzed. D e ta ils r e la t iv e to a n a ly s is o f errors in sh ootin g s k i l l s was a ls o la c k in g . As sh ootin g s k i l l was stu d ied the in v e s tig a to r became in te r e s te d in determ ining the type and amount o f d e v ia tio n s th a t occur in sh o o tin g . To develop a s p e c if ic method o f measurement th a t would allow a s c ie n t i f i c a n a ly s is , a "target marking board" was d e v ised . This ta r g e t board provided a means o f measuring the amount o f d e v ia tio n in in c h e s --lo n g , sh o r t, r ig h t and l e f t - - o f each sh o t, from the e x a ct cen ter o f the b a sk e t. A n a ly sis o f th e data provided by use o f th e ta r g e t board enabled th e w r ite r to determine th e amount and type o f d e v ia tio n s th a t occurred in b a s k e tb a ll sh ootin g when the ta r g e t marking board was used. The r e s u lt s -2- o f t h is a n a ly s is can in d ic a te to th e b a sk e tb a ll coach th e most common d e v ia tio n s , and p resen t a d e ta ile d d e s c r ip tio n o f each in d iv id u a l’ s sh ootin g accuracy. From t h is in form ation , in d iv id u a l c o r r e c tio n may be proposed in shooting s t y le or in form by the coach. lo THE PROBLEM Statem ent o f the Problem The purpose o f t h i s study was to measure th e amount o f l a t e r a l and lo n g itu d in a l d e v ia tio n (from the cen ter o f the b a sk et) in sh ootin g b a sk e ts , fo r the purpose o f e s ta b lis h in g r e la tio n s h ip s th a t e x i s t between th e degree and typ e o f d e v ia tio n s and su ccess in sh o o tin g . A n alvsis o f the Problem To ob tain the s t a t i s t i c a l data n ecessa ry to analyze th e problem, i t was n ecessary to d evelop a measurement procedure fo r th e d e v ia tio n sh ootin g t e s t . This measurement procedure in v o lv ed th e development o f a ta r g e t marking board th a t provided th e means fo r measuring l a t e r a l and lo n g itu d in a l d e v ia tio n s , from th e ex a ct cen ter o f the b a sk et, which occurred in each sh o t. A sh ootin g t e s t procedure u sin g a s p e c if ic d is ta n c e and number o f sh ots from e sta b lis h e d a n g les was d ev ised to a llo w comparative s t a t i s t i c s to be gathered. This same shootin g t e s t procedure was used fo r both th e accuracy t e s t a t a reg u la r bask et and th e d e v ia tio n t e s t a t th e ta r g e t board b a sk e t. The r e s u lt s o f th e accuracy t e s t were compared to th e t o t a l amount o f d e v ia tio n , th e la t e r a l d e v ia tio n and the lo n g itu d in a l d e v ia tio n , as measured by th e ta r g e t marking board in the d e v ia tio n t e s t . c o r r e la tio n was used in t b i s s t a t i s t i c a l a n a ly s is . Linear I I . BASIC ASSUMPTIONS This study proceeded under th e assumption th a t l a t e r a l and lon gi= tu d in a l d e v ia tio n s in sh ootin g b ask ets can be measured by use o f the " target marking board." I t was a ls o assumed th a t th e "target marking board" did not a f f e c t th e sh ootin g accuracy o f the su b je c ts . I t was assumed th a t having a stu d en t shoot from p o s itio n s to the r ig h t, c e n te r , and l e f t o f th e b ask et a t a d ista n c e o f f i f t e e n f e e t provided a v a lid estim a te o f each su b jec t* s shootin g a b i l i t y . I t was fu rth er assumed th a t f i f t e e n sh o ts were s u f f i c i e n t to o b ta in th e d esired p e r sp e c tiv e o f th e sh ootin g s k i l l o f each stu d en t. I I I . DEFINITIONS OF TERMS USED The fo llo w in g terms, l i s t e d in a lp h a b e tic a l ord er, have been d efin ed in r e la t io n to t h e ir use in t h is study; 1o Accuracy. The percentage o f sh o ts en terin g th e b ask et in r e la t io n to the t o t a l number o f sh o ts taken in the p rescrib ed b a sk e tb a ll sh ootin g t e s t . 2. Errors i n D ir e c tio n . L ateral d e v ia tio n l e f t or r ig h t from a l i n e drawn perpendicular to th e h o r iz o n ta l a x is o f th e su b ject through th e cen ter o f th e b a sk e t. 3» Errors in D ista n c e . L ongitudinal d e v ia tio n long or sh o rt from a l i n e drawn p a r a lle l to th e h o r iz o n ta l a x is o f the su b ject through th e cen ter 4. o f the b a sk et. L ateral D e v ia tio n . The sum, as measured in in c h e s, o f the d e v ia tio n s r ig h t and l e f t o f th e cen ter o f the b asket a t th e same h e ig h t as th e b a sk et. 5o L ongitu din al D e v ia tio n . The sum, as measured in in c h e s , o f th e d e v ia tio n s long and sh ort o f th e cen ter o f th e basket a t the same h e ig h t as th e b a sk et, 6, P o in ts » The number given to a sh ot taken at a regu lar b a sk e t. One p o in t was scored fo r a m issed sh o t, two p o in ts were scored fo r a sh o t made a f t e r touching th e rim , and th ree p o in ts were scored fo r a sh ot made th a t did not touch th e rim, 7» Target Board, A t h ir t y in ch c ir c u la r p ie c e o f plywood used fo r p r a c tic e i n th e d e v ia tio n t e s t , 8, Target Paper, T h irty in ch c ir c u la r sh e e ts o f brown paper p laced over the ta r g e t marking board so th a t th e paper could be used to record th e sp o ts where the b a l l s touched the " target marking board," 9» "Target Marking Board, " A t h ir t y inch c ir c u la r p ie c e o f plywood covered w ith f e l t soaked w ith in k so i t would mark th e sp o t on th e ta r g e t paper where the b a i l touched, 1Oc T otal D ev ia tio n » The sum o f the l a t e r a l and lo n g itu d in a l d e v ia tio n s . IV. LIMITATIONS OF THE STUDY This study was lim ite d to th e use o f th e "target marking board" to measure l a t e r a l and lo n g itu d in a l d e v ia tio n in sh o o tin g . The t r i a l s in th e d e v ia tio n t e s t were lim ite d to f i v e sh o ts from each o f th ree p o s it io n s . These p o s itio n s were f o r t y - f iv e d egrees to th e r ig h t o f , d ir e c t ly in fr o n t o f , and f o r t y - f iv e degrees to th e l e f t o f th e cen ter o f th e b ask et a t a d ista n c e o f f i f t e e n f e e t from the cen ter o f the b a sk et. The accuracy t e s t was a ls o lim ite d to f i v e sh o ts from each o f the th ree d if f e r e n t p o s itio n s . The p o s it io n s , and the d ista n c e o f th ese p o s itio n s from th e b a sk e t, were th e same as in the d e v ia tio n t e s t . This study was lim ite d to s ix ty -fo u r Montana S ta te U n iv e r sity male stu d en ts r e g is te r e d fo r one o f two b a sk e tb a ll p h y sic a l education a c t i v i t y c la s s e s . This study excluded th o se sh o ts th a t touched the backboard b e fo r e they dropped to th e l e v e l o f th e rim and a ls o th ose sh o ts th a t d id n ot mark th e ta r g e t board or touch th e b a sk e tb a ll rim. This lim it a t io n was n ecessary because o f the d i f f i c u l t y o f a c c u ra tely measuring d e v ia tio n s in th ese sh o ts . This study fu rth er lim ite d each student to o n ly one typ e o f sh o t. V. NEED FOR THE STUDY S u f f ic ie n t inform ation regarding th e in cid en ce o f la t e r a l and lo n g itu d in a l d e v ia tio n was, to th e author’ s knowledge, not a v a ila b le to coaches and p h y sic a l education tea ch ers o f b a s k e tb a ll. The r e s u lt s o f t h is study could r e v e a l th e most common accuracy erro rs in t h is s e le c te d group. This inform ation could in d ic a te to the coach and to th e p h y sic a l education in s tr u c to r adjustment which might be req uired to in c r e a se accuracy in basket sh o o tin g . Improved t e s t in g procedures may sim p lify t e s t in g methods and make p o s s ib le more accu rate measurement o f the s k i l l s in sp o rts and games. vio SUMMARY Chapter I has o u tlin e d th e purpose and scope o f the stud y. Chapter I I -w ill p r e se n t a review o f the l it e r a t u r e w ith regard to th e methods and procedures o f measuring sh ootin g s k i l l in b ask etb all, and th e r e s u lt s o f r e la te d resea rch . CHAPTER II REVIEW OF RELATED LITERATURE This ch ap ter, which p resen ts a survey o f r e la te d lit e r a t u r e , i s d iv id ed in to two s e c t io n s . The f i r s t s e c tio n p r e se n ts a review o f pro cedures employed w ith v a rio u s shootin g t e s t s . This m a teria l i s fo llo w ed by a second s e c tio n g iv in g the r e s u lt s o f resea rch stu d ie s which are r e la te d to t h is stud y. lo PROCEDURE IN PREVIOUS STUDIES In tro d u ctio n Before co n sid erin g th e importance o f b a sk e tb a ll shooting t e s t s , i t might be w e ll to d is c u s s the value o f s k i l l t e s t in g in g e n e ra l. Clarke s t a t e s th a t s k i l l t e s t in g accom plishes th ree major purposes in th e p h y si c a l education program. These pi^rposes are th e ev a lu a tio n o f the a ch iev e ment and progress o f each p u p il; the c l a s s i f i c a t i o n o f p u p ils according to th e ir l e v e l o f a b ility ? and the progress made towards the ed u ca tio n a l o b j e c t iv e s . Weiss and P h illip s a ls o mention th a t the m otivation o f s tu d e n ts, by showing them t h e ir t e s t r e s u lt s , and th e use o f th e se t e s t r e s u lt s as t o o ls in resea rch , are im portant reasons fo r g iv in g s k i l l te sts. 2 Harrison C larke, A p p lica tio n o f Measurement to Health and P h y sic a l Education (Englewood C l i f f s , N. J .g P r e n tic e -H a ll, I n c ., I 96I ) , pp. 32^3250 ^ e i s s and P h illip s , A dm inistration o f T ests in P h y sica l Education (S t. Louis: The C. V. Mosby Company, 1954), p. 9» B a sk etb a ll S k i l l T ests B a sk etb all s k i l l t e s t s are very nuinerouso Clarke s t a t e s th a t: The number o f b a s k e tb a ll t e s t s fo r both boys and g i r l s th a t have been proposed exceeds th a t fo r any oth er a t h le t i c a c tiv ity » As w ith s k i l l t e s t s f o r oth er p h y sic a l education a c t i v i t i e s , th e m ajority o f th ese are based upon th e o p in io n s o f th e ir a u th o rs, u n su b sta n tia ted by s c i e n t i f i c evidence»^ Clarke^ a ls o l i s t e d b a sk e tb a ll s k i l l t e s t s th a t had s c i e n t i f i c b a sis» These p lu s o th er s c i e n t i f i c t e s t s were used as a b a s is fo r determ ining th e procedure used fo r t e s t in g the su b je c ts in t h is study» Shooting T ests T est item s in v o lv in g shootin g make up th e g rea ter part o f b a sk et b a l l s k i l l te s t s » Money^ used a t o t a l o f seven t e s t item s, fo u r o f which were shooting? w h ile Edgren^ used e ig h t t e s t item s which a ls o in clu d ed fou r shootin g te s ts » The p relim in ary phase to sh o o tin g , the ty p es o f s h o ts , th e a n g les and d is ta n c e o f sh o t p o s itio n s , th e number o f attem pted sh o ts and the method o f scoring sh o ts, were the ty p es o f pro cedures on sh ootin g t e s t s sunreyed by Money and Edgren» P relim in arv Phase to Shooting The prelim in ary phase to sh ootin g on the t e s t s surveyed rev ea led ^Clarke, ^ » c i t » o p» 330» ^Clarke, I b id »» pp» 130=136, ^Co Vo Money, "Tests fo r E valuating the A b ili t ie s o f B a sk etb a ll P la y e r s," A th le tic Journal. XIVs I I I , November, 1933, P» 32» %» D» Edgren, "An Experiment in th e T estin g o f A b ility and P rogress in B a sk etb a ll," Research Q uarterly* I I I : I , March, 1932, PP» 166»169» th a t many v a r ia tio n s were 7 8 employed» Johnson and Stroup used o n ly a s ta tio n a r y p o s itio n b efo re shooting» o n ly prelim in ary movement Friermood* The d rib b le was employed as the 0 10 4i by Young^and Knox» “ Lehsten ' and u t i l i z e d a com bination o f the sta tio n a r y p o s itio n and the d r ib b le movement as th e preparatory phase» A second combination o f a p iv o t movement, a d rib b le movement and a s ta tio n a r y p o s it io n , was used 4O 4Zi, by Edgren ^ and Money»‘ Types o f Shots Many typ es o f sh o ts can be used in sco rin g f i e l d goals» A few ^L» W illiam Johnson, "O bjective T est in B a sk etb a ll fo r High School Boys," Unpublished M aster*s t h e s i s , S ta te U n iv e r sity o f Iowa, 193^0 c ite d by H» Harrison C larke, A p p lica tio n o f Measurement to Health and P h y sic a l Education (Englewood C l i f f s , N»J»s P ren tice» H a ll, In c» , Î 9 6 1 ) , p. 331. ^Francis Stroup, "Game R esu lts as a C riterio n fo r V a lid a tin g B a sk etb a ll S k i l l T ests," Research Q uarterly. XXVIî I I I , O ctober, 1955^ p. 333. % enevieve Young and Helen Moser, "A Short B attery o f T ests to Measure P laying A b ilit y in Women's B a sk etb a ll," Research Q uarterlv, V: I I , May, 1934, P. 9» ^R o b e r t Do Knox, "B ask etball A b ility T ests," S c h o la s tic Coach. XVIIÎ I I I , March, 194?, p» 45, c ite d by H» Harrison C larke, A p p lica tio n o f Measurement to Health and P h y sic a l Education (Englewood C l i f f s , N» J » : P r e n tic e -H a ll, In c» , 1961), pp» 332=333* L ehsten, "A Measure o f B a sk etb a ll S k i l l s in High School Boys," The P h y sica l Educator. VI; V, December, 1948, p» 103» - %» T» Friermood, "B asketball Progress T ests Adaptable to C lass Use," The Journal o f H ealth and P h y sica l Education* Vs I , January, 1934, ppo 45-4?» '-^Edgren, l o c » c i t » 4; ‘^ c n e y , l o c » c i t «=»']0— of the methods used in field goal shooting are the two-handed push, the two-handed underhand, th e two-handed overhead, th e one-handed s e t and th e one-handed jump sh o t. A ll th ese sh o ts ex cep t th e two-handed under hand shot are commonly used in modern day b a s k e tb a ll« underhand shot i s n o t used as a f i e l d goal sco rin g This two-handed weapon as i t i s more ea -sily blocked by th e d e fe n s iv e opponent, Angles o f Shot P o s itio n s from th e Basket The angle from th e b ask et a f f e c t s the accuracy o f s h o ts , G r if f it h s t a t e s th a t s k i l l in sh ootin g i s g r ea ter d ir e c t ly in fr o n t o f th e b a s k e t . M o n e y on h is "pivot and shot" t e s t item s p e c if ie d th a t o n e -th ir d o f th e t o t a l sh o ts would be attem pted from th ree d if f e r e n t a n g le s . These a n g le s were d ir e c t ly in fro n o f the b a sk e t, a f o r t y - f i v e degree an gle to the l e f t o f the basket and a f o r t y - f i v e degree a n g le to th e r ig h t o f the b a sk et. 17 The most com plete t e s t on accuracy sh ootin g was d evised by A lle y and Maaske, 1P> This t e s t in v o lv ed th e shootin g o f fo u r hundred sh o ts ^■5Adolph F, Rupp, Ru pp *s Championship B a sk etb a ll (Englewood C li f f s , N. J . : P r e n tic e -H a ll, I n c , , 1956), pp. 4 4 -4 6 , ~ ~ ^^Coleman G r if f it h , "Experiments in B a sk etb a ll," A th le tic Jou rn al. June, 1929» c it e d by H, D. Edgren, "An Experiment in th e T estin g o f A b ilit y and Progress in B a sk etb a ll," Research Q u arterlv. I l l : I , March, 1932, pp. 159-160, I^Money, op. c i t . . pp. 32™3^. ^^Louis Bo A lle y and Paul M, Maaske, "To Improve Shooting Accuracy, P r a c tic e a t Sm all B ask ets," A th le tic J o u rn a l. X U I: I , September, 1961, p, 3^» = 11=. from seven d if f e r e n t a n g les to the basket» Although th e r e l i a b i l i t y o f t h is t e s t should be very h ig h , i t would be im p ra ctica b le e s p e c ia lly in a p h y sic a l education c la s s , due to th e amount o f time required fo r the te st. D istan ce o f Shot P o s itio n s from th e Basket In making a sh ootin g t e s t u sa b le , i t i s sometimes n ecessa ry to l i m i t th e p o s itio n o f sh ootin g to one d ista n c e from th e b a sk et. r e s u lt s o f s tu d ie s by G r if f it h 19 and Bunn 20 The proved th a t th ere was a d e f i n i t e d ecrease in shootin g accuracy w ith th e in c r e a se in d is ta n c e o f th e shootin g p o s itio n from th e b a sk et. The d is ta n c e o f sh o ts from th e b a sk e t, on the t e s t s surveyed, ranged from a la y up to a d ista n c e o f twenty f e e t . This survey a ls o in d ic a te d th a t th e fr e e throw lin e * was th e most common p o s itio n used. Many p la y ers have an em otional block to shootin g from th e fr e e throw lin e . This m ental block i s the r e s u lt o f p ressu re produced in sh ootin g fr e e throws in game com p etition . 21 (^ G r iffith , l o c . c i t . ^^John Wo Bunn, S c ie n t i f i c P r in c ip le s o f Coaching (Englewood C l i f f s , N. J .Î P ren tice^ H a ll, I n c ., 1 9 5 9 /, p. 225* 21 Jay McCreary, Winning High School B a sk etb a ll (Englewood C l i f f s , N. J .: P rentice^ H all, I n c . , 1956), pp. 4 6 -4 ? . *A11 d is ta n c e s from the b asket were measured from a p o in t on th e flo o r d ir e c t ly under the cen ter o f th e b ask et rim. The d is ta n c e from t h is p o in t on th e f lo o r to th e f r e e throw l i n e i s th ir te e n f e e t nin e in c h e s. -12. Number o f Att< In the survey o f sh ootin g t e s t s , the sh o ts required from one sh ootin g s ta tio n varied from one to ten ; w h ile f iv e was uhe number o f attem pted sh ots most commonly used, Edgren used ten attempted sh o ts on one t e s t item and f i v e attem pted sh o ts on each o f th e rem aining th ree t e s t ite m s. 22 Money* s "pivot and shot" t e s t had each su b jec t attempt- th re e sh o ts from th ree d if f e r e n t a n g les or a t o t a l o f nine s h o ts , Method o f Scoring Shots There i s con sid erab le agreement in the p r a c tic e o f sco rin g sh ootin g t e s t s . The scorin g o f one p o in t fo r each sh o t made i s by fa r th e most common method used, sh ootin g t e s t ite m s, sco r e , Edgren used t h is method on th re e A few r e s t s used time in ste a d o f p o in ts fo r th e A combination o f p o in ts and time was used as a b a s is fo r the score on a sh ootin g t e s t by Glas sow, ■' o f scorin g was used by L e ilic h , A d if f e r e n t and unusual method Two p o in ts were scored for each 22n, D, Edgren, "An Experiment in th e T estin g o f A b ility and Progress in B a sk etb a ll," Research Q uarterly, I l l s I , March, 1933i> pp, 167=169. ^^Money, l o c , c i t , 2^Edgren, l o c , c i t , ^•^Ruth B, Glassow, V a la rie C alvin and M arguerite M, Schwarz, "Studies in Meas"uring B a sk etb a ll P laying A b ility o f C ollege Women," Research Q uarterlv, IX: IV, December, 1938, PP» 62=63, ■=13“ attem pted sh ot th a t was s u c c e s s fu l and one p o in t was scored fo r each attem pted sh ot th a t h i t th e rim.^^ I I . RESULTS OF RELATED STUDIES In trod u ction In f i e l d goal sh o o tin g , accuracy i s the most im portant fa c to r fo r determ ining the su c ce ss o f high sch ool b a s k e tb a ll teams. ' people f e e l th a t t h is accuracy i s an inborn t r a i t . Many Rupp s t a t e s : Somecoaches say th a t b a s k e tb a ll p la y ers are born, n ot made. I t i s tru e th a t some boys have more n a tu ra l a b i l i t y than o t h e r s . . . Good goal sh o ts can be developed. They need not n e c e s s a r ily be bom th a t way. The s e c r e t o f good g o a l shooting i s constant p r a c tic e doing a l l phases c o r r e c tly and, th e r e fo r e , forming a h a b it. Some boys are n ot good g o a l sh o o ters because th ere i s a fla w in the m echanical technique th a t th ey employ. A coach can h elp a boy form c o r r e c t h a b its and break th e bad h a b its he may h a v e .28 F ie ld Goal Accuracy Many fa c to r s in flu e n c e th e accuracy o f f i e l d g o a l sh o o tin g . The amount- o f arch and th e d ista n c e o f the shot from th e b a sk et are two im portant fa c to r s r e la te d to shootin g accuracy. Also according to Bunn, th e a v a ila b le ta r g e t, o f th e b a sk et, v a r ie s w ith the an gle in which 2^Av1s L e ilic h , ’’The Primary Components o f S e le cted B a sk etb a ll T ests fo r C ollege Women” (Microearded D octoral D is s e r ta tio n , Indiana U n iv e r sity , 1952), c ite d by K. Harrison C larke, Ap p I I c a tio n o f Measure-ment to H ealth and P h y sic a l Education (Englewood C l i f f s , N. J . : Pren<= H a ll, I n c ., 19^1), p. 363 , 27 h. B. P eterson , "A S c i e n t i f i c Approach to Shooting in B asketb a l l , ” A th le tic Jou rn al. XL: I I , October, 1959, p. 62. Adolph F. Rupp, Rupp" s ChampionsMp B a sk etb a ll (Englewood C l i f f s , N. J . : P r e n tic e -H a ll, I n c . , 195?), P« 36. th e b a ll approaches the basket» The fo llo w in g ta b le in d ic a te s the a v a ila b le ta r g e t o f the e ig h te e n in ch diam eter o f the bask et rim a t fou r d iffe re n t- a n g les to the horizon» Angle to th e horizon Nxnety degrees A vailab le ta r g e t o o o o o o o » o o o o o t» 0000 S ix ty degrees o o o » o « » o o o o o » « 0886I! Forty degrees o » » » » » » » » » » » » » »y OTi T hirty degrees ,5000 0 0 0 0 0 0 , 0 0 0 0 0 0 Bunn a ls o s t a t e s th a t the higher the b a ll i s arched, the lo n g er is it s p ara b o lic path, Ttiis req u ires more power by the in d iv id u a l sh o o tin g . I f a player i s not strong in the w r is t s , he may fin d i t n ecessa ry to p r e ss beyond h is realm o f accuracy when sh ootin g from long d is ta n c e s , Mortimer found th a t the s m a lle st angle to the h o r iz o n ta l a t which the b a ll can reach the b ask et and s t i l l drop c le a n ly through i s th irty = o n e d egrees and f if t y - o n e seconds. She a ls o found th a t a b a il approaching the b ask et a t an an gle o f f i f t y - e i g h t degrees w ith the h o r iz o n ta l would probably produce th e g r e a te s t accuracy, 30 Bunn, in studying th e r e la tio n s h ip o f shootin g accuracy to the d is ta n c e o f the sh o ts fi\)m the bask et in game co m p etitio n , found th e John Wo Bunn, S c ie n t i f ic P r in c ip le s o f Coaching (Englewood C l i f f s , No J . ; P r e n tic e -H a ll, I n c ., Ï 9 5 9 ), pp, 222-224, ^ E liz a b e th M, Mortimer, ’’B a sk etb a ll S h o o tin g ,” Research Q u arterly, XXII: I I , May, \9 5 U PP- 237-243» 29 T3 '“ fo llo w in g r e s u lts? •31 from th e basket Three f e e t S ix f e e t Shooting accuracy 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Nine f e e t o o o o o o o o o o o o o o Twelve f e e t » 0 0 0 0 0 0 0 0 0 0 F ifte e n f e e t 0 0 0 0 0 0 0 0 0 0 0 E ighteen f e e t 0 0 0 0 0 0 0 0 0 0 0 o o o o 0 Twenty-one f e e t » o o o o o o o Twenty-four f e e t O O O O O O O T hirty f e e t » « o 0 0 0 0 0 0 0 0 0 0 Forty f e e t 0 0 0 0 0 0 0 0 0 0 Twenty-seven f e e t « 0 » A lle y and Maaske a ls o s t a t e the in crea sed accuracy in sh ootin g i s more c r i t i c a l to su ccess in shootin g long sh o ts than i t i s in sh ootin g sh ort s h o t s . I n t h is research study by A lle y and Maaske the long sh o ts r e fe r to the sh o ts taken from a d ista n c e o f tw en ty-th ree f e e t from the basket» The sh ort sh o ts r e fe r to the sh o ts taken from d i s tan ces o f two f e e t , e ig h t f e e t and f i f t e e n f e e t from th e basket» -^‘Bunn, ogo c i t ». p» 224» ^^Louis Bo Al.ley and Paul M« Maaske, "To Improve Shooting Accuracy, P r a c tic e a t Small B ask ets," A th le tic Journal» XLII: I , September, I 96I , P» 7 1 » -16= Types o f D eviation The measurement of th e d e v ia tio n s o f the b a s k e tb a ll, as i t comes in co n ta ct w ith th e c ir c le formed by the b a sk e t, would seem to serv e as a h e lp in an alyzin g th e b e s t techniq ues o f b a sk e tb a ll sh o o tin g . The p o s s ib le d e v ia tio n s o f a b a sk e tb a ll during shootin g are r ig h t, l e f t , lon g and sh o r t, from th e cen ter o f the basket* D ev ia tio n s to the r ig h t and l e f t can be c l a s s i f i e d as l a t e r a l or d ir e c tio n e r r o r s, w h ile long and sh ort d e v ia tio n s can be c l a s s i f i e d as lo n g itu d in a l or d ista n c e errors* L ateral D eviation Many fa c to r s are in v o lv ed in th e la t e r a l d e v ia tio n o f shots* Bunn s t a t e s the backspin h elp s m aintain a s tr a ig h t d ir e c tio n o f sh o ts by preven ting the b a l l from d r if t in g , Bunn a ls o s t a t e s th a t : The h o r iz o n ta l d ista n c e o f the b a ll from the b a sk et i s the same from any one sp ot r e g a r d le ss o f th e arch. The d e v ia tio n o f the b a i l to the r ig h t or l e f t , th e r e fo r e , would be the same r eg a r d le ss o f the arch. A p layer whose sh ot d e v ia te s 4° to the r ig h t or l e f t from a d ista n c e o f 20 f e e t from th e basket w i l l mi.ss th e rim e n tir e ly * The b a ll w i l l be 16 3 /4 in c h e s o f f l in e when i t reaches th e basket* Ttie b a l l w i l l m iss the edge o f the b a sk et by alm ost 3 in c h e s. I f h is sh ot d e v ia te s 3^ he w i l l j u s t h i t th e rim on th e o u tsid e w ith ou t any chance o f making th e basket* A shot which d e v ia te s 2^ w i l l probably score a go a l but h is sh o t can be n e ith e r long nor sh o rt, G r if f it h , whose research was done in ,929 when the two-handed sh o t was employed, s t a t e s , "the errors in d ir e c t io n are due to th e use 3->B'onn, o£. c i t *. p. 224, -17- of unequal stren g th in each hand and to an which each unequal r a te o f speed at stren g th i s appliedo L ongitu din al D eviation L ongitu din al d e v ia tio n i s caused by erro rs in muscular f e e l and e rro rs in v is u a l judgment o f d ista n cée G r if f it h recommends th e b lin d - fo ld in g o f p la y ers to develop muscular f e e l , 35 Bunn s ta te s s A ta b u la tio n o f sh ots in d ic a te s th a t more sh o ts f a l l sh o rt than longo This i s probably caused by the f a c t th a t most p la y ers taught to u se the n e a r e st p o in t on the rim as a target» «»o C e rta in ly , th e ta r g e t should not be the fr o n t edge, A study on shootin g a t a ta r g e t in the cen ter o f th e bask et showed th a t scores improved 20 per cen t over the aim a t the fr o n t o f th e rim, L a tera l D eviation Versus L ongitudinal De\riation Edgren, in an ob serv a tio n study o f b a sk e tb a ll sh o o tin g , attem pted to determ ine i f d ista n c e or d ir e c tio n erro rs were th e g r e a te s t cause o f inaccuracy in sh o o tin g . Recorders noted whether u n su c c e ssfu l sh o ts were m issed because o f l a t e r a l or lo n g itu d in a l d e v ia tio n . A ll m issed sh o ts were recorded during a ten game intram ural sch ed ule. Twenty-three sh o ts or t h ir t y per cen t o f the fr e e throws and one hundred and eigh ty-tw o sh o ts or forty=tw o per c en t o f the f i e l d g o a ls were m issed because o f d ir e c tio n or la t e r a l e r r o r s. F i f t y - f i v e sh o ts 3^Coleman G r if f i t h , "Experiments i n B a sk etb a ll," A th le tic Jou rn al, June, 1929o c ite d by H, D, Edgren, "An Experiment in the T est in g o f A b ilit y and Progress in B a sk etb a ll," Research Q uarterlv, I l l s I , March, 1932, pp« 159-161, 35 ib id o 0 p, l6 lo ^^Bunn, op, c i t , , pp, 225-226, are or seven ty per cen t o f the fr e e throws and two hundred and f if t y - t w o or f i f t y - e i g h t per cen t o f th e f i e l d g o a ls were unsuccessf'al because o f d is ta n c e or lo n g itu d in a l errorso Missed sh o ts D irectio n erro rs D istance erro rs Free throws 23 or 30^ 55 or ?0^ F ie ld g o a ls 182 or 252 or 58^ Edgren concluded th a t the g rea ter error i n accuracy both in fr e e throw and f i e l d goal shootin g i s due to d ista n c e or lo n g itu d in a l erro rs, The a b i l i t y to propel the b a ll w ith an even amount o f power g iv in g good d ir e c t io n i s learn ed sooner than the d is ta n c e p ercep tion and muscle 37 f e e l fo r d is ta n c e .^ IIIo SUMMARY Chapter I I has presented various procedures used in numerous b a sk e tb a ll shootin g t e s t s and has reviewed se v e r a l s c i e n t i f i c s tu d ie s which were concerned w ith l a t e r a l and lo n g itu d in a l shooting d e v ia tio n s o f th e b a s k e tb a ll from th e cen ter o f th e basketo Chapter I I I w i l l p resen t a d e ta ile d d e s c r ip tio n of the t e s t in g procedure used in t h is study» 3?Ho Do Edgren « "An Experiment in the T estin g o f A b ility and P rogress in B a sk etb a ll," Research Q uarterIv* I l l s I , March, 1932, PP» 16I - I 6 2 . CHAPTER I I I A DESCRIPTION OF THE PROCEDURE In tro d u ctio n From th e ex p erien ces gained in attem pting to help b a s k e tb a ll p la y e r s become b e tte r s h o ts , th e w r ite r n o tice d th a t about fo u r out o f f i v e o f the m issed sh o ts were to th e r ig h t or l e f t o f the cen te r o f th e basket* The author assumed t h is could be th e reason fo r the team* s poor f i e l d g o a l sh ootin g p ercen tage. Concentrated p r a c tic e on g e ttin g the b a ll to tr a v e l in a s tr a ig h t l i n e to th e b a sk et did in c r ea se th e per centage o f sh o ts made. From t h is ex p erien ce th e in v e s tig a to r became very cu riou s a s to which d e v ia tio n , l a t e r a l or lo n g itu d in a l, caused th e most b a sk e ts to be m issed. Development o f a Measuring D evice Some type o f d e v ic e had to be co n stru cted to make p o s s ib le a s c i e n t i f i c measurement o f d ir e c t io n and d is ta n c e err o r s. A fte r many typ es o f measurement d e v ic e s were in v e s tig a te d , i t was decided th a t th e ta r g e t marking board would g iv e the most accu rate r e s u lt s . The ta r g e t marking board was co n stru cted by c u ttin g a f iv e - e ig h t h s th ic k n e ss o f plywood in to a t h ir t y in ch c i r c l e . This p iece o f plywood was then p ain ted w ith a double co a t o f w hite h ig h -g lo s s p a in t. Three e l e c t r i c a l clamps were then screwed to th e bottom sid e o f th e board to a llo w f a s t and easy attachm ent o f the board to any r e g u la tio n b a s k e tb a ll rim, A p ie c e o f f e l t c lo th was cu t w ith a ra d iu s o n e -h a lf in ch la r g e r than the ta r g e t board, A c ir c u la r p ie c e o f o n e-fo u rth in ch sponge th e “ 19— " 20 =- same s iz e as th e pl;ywood was placed between the f e l t and th e plywood « The extra h a lf in ch o f f e l t was then fo ld ed over and attached to the edge o f the plywood by thumb ta ck s spaced one in ch apart. One and a h a lf in ch wide adhesive w hite tape was then placed over th e thumb ta ck s to e lim in a te the g la re o f the li g h t on the ta c k s. Development o f the P r a c tic e Target Board The p r a c tic e ta r g e t board was constructed in the same manner as th e ta r g e t marking board w ith th e ex cep tio n o f the f e l t c lo t h , th e tack s, and th e w hite adhesive ta p e. Procedure fo r Making Marking Sh eets A r o l l c f t'n i.r ty -six in ch wide th in brown paper was atta ch ed to th e w a ll by a rod and w ire so th e paper could be r o lle d o f f e a s i l y by one person. paper. A ta b le was placed c u t from the w a ll j u s t under the r o l l o f The paper was r o lle d o u t as needed and fo ld ed tw elve tim es a t a w idth o f about th ir ty -fo u r in c h e s . A t h ir t y in ch c ir c le was then drawn on the top sh eet o f paper by fo llo w in g the o u tsid e o f a p ie c e o f c ir c u la r cardboard the same s i z e . Wire paper c l ip s were then p laced cn fou r s id e s o f the fo ld ed paper to keep the sh e e ts from moving. s c is s o r s was then used to cu t a l l tw elve sh e e ts a t once. A la r g e Four sm all ”V” shaped notches were then cut so th ere was an equai. space between a l l fou r notch es. A la r g e red "F" which in d ic a te d fr o n t was then marked a t one o f th ese n o tch es. This procedure was repeated u n t il two hundred (Is sh e e ts had been cut and marked. Development o f Score Sheets Score sneers were developed to con tain the t e s t r e s u lt s p lu s -21- a d d itio n a l general inform ation d e sire d fo r each studento A copy o f t h is score sh eet may be found in the appendix» Survey o f Shooting T ests A survey o f eig h te e n b a sk e tb a ll shootin g t e s t s was conducted so a good t e s t procedure could be found» ta b u la te d . The r e s u lt s o f th is survey were For each o f the e ig h te e n shootin g t e s t item s the name o f the t e s t s th e type o f shootin g t e s t s th e d ista n c e o f th e sh ots from the basket, the angle o f th ese sh ots to th e b a sk et, th e tim e allow ed fo r th e t e s t , th e number o f sh ots taken, the method o f sh o o tin g , (whether the person was sta tio n a r y , had p iv o ted , or had d rib b led b efore each s h o t) and method o f sco rin g were noted» A ta b u la tio n o f th e eig h te e n b a sk e tb a ll t e s t s surveyed may be found in the appendix» Development o f T est Procedures An a n a ly s is o f t h i s ta b u la tio n determined the t e s t in g procedure to be employed in t h i s study» D eterm ination o f S u b jects The time n ecessary fo r g iv in g the t e s t s lim ite d the number o f su b je c ts to no more than the number c f stu d en ts in two a c t i v i t y c la sse s» The stu d en ts used as su b je c ts were r e g is te r e d fo r one of two b a sk e tb a ll a c t i v i t y c la s s e s in the Winter Q ua:ter, !962, a t Montana S ta te U niversity» C lass T estin g Procedure Ten student- v o lu n te e r s from each c la s s were chosen to be the stu d en t a s s is t a n t s or te s te r s » These a s s is t a n t s were tra in ed sc each one o f them could g iv e any part o f the two t e s t s . Four s ta tio n s lo c a te d - 22- a t fou r d if f e r e n t b a sk ets were used in a d m in isterin g the te s ts o S ta tio n one was used fo r p r a c tis e fo r th e accuracy t e s t . t e s t i t s e l f was lo c a te d a t s ta tio n number two. The accuracy S ta tio n th ree was used fo r p r a c tic e fo r th e d e v ia tio n t e s t , which fo llo w ed a t s ta tio n number fo u r. The t e s t e r s were tr a in e d by having one o f th e t e s t e r s go through th e com plete process o f b ein g te s te d w h ile the r e s t o f the t e s t e r s w atched3 scored and asked q u estio n s on the procedure. This procedure was fo llo w ed a t each o f th e fou r s t a t io n s . The t e s t in g was s ta r te d by th e author p a ssin g out a sco re sh e et to each stu d en t in th e c la s s . On t h is score sh e e t each su b jec t recorded h is name, age, c la s s , c o lle g e add ress, and telephon e number. He a ls o checked, from a l i s t form ulated by th e author, th e p a rt o f the rlra he used as a p o in t o f aim when sh o o tin g , th e number o f seasons he had played b a s k e tb a ll on v a rio u s team s, and th e type o f sh ot he would u se in t h is te st. The e n tir e c la s s answered each q u estio n in order and a t th e same tim e, sc a l l in q u ir ie s could be answered wi.th a mi.nimum l o s s o f tim e. This method assured the author th a t inform ation on a l l sh eets would be a s uniform as p o s s ib le . The score sh e e ts were then c o lle c te d and checked to see i f a l l the inform ation had been recorded, A copy o f th e score s h e e ts used can be found in the appendix. An in s tr u c tio n sh e et which contained the general inform ation about t h is study was read to the e n tir e c la s s . One student was put through the e n tir e t e s t in g procedure w h ile the r e s t o f th e c la s s watched ' and made in q u ir ie s . The in s tr u c tio n sh e e t co n ta in in g th e gen eral inform ation can be found in the appendix. “23“ I n s tr u c to r s fo r th e c la s s e s gave a l l stu d en ts, except the stu d en t t e s t e r s ,in s t r u c t io n s in b a sk e tb a ll a t the two f r e e b ask ets in th e f i e±d House b a s k e tb a ll courto The t e s t e r s were a ls o given the sh ootin g t e s t s a t e q u a lly spaced in t e r v a ls so th a t th ere would be enough t e s t e r s working to keep th e t e s t in g constante As the name o f each stu d en t was c a lle d , he reported to th e author, picked up h is score sh eet and went to th e s ta t io n number one. He then proceeded c o n s e c u tiv e ly to s t a t io n s number two, th r e e , and four» This procedure continued u n t il a l l the stu d en ts in both c la s s e s had fin is h e d th e t e s t . Any su b jec t who sta r te d th e t e s t in g procedure always fin is h e d a t a l l fou r s ta tio n s in the same c la s s period» A ch a ir a t each o f the fou r s ta tio n s allow ed each stu d en t a sh o rt r e s t b efo re s ta r tin g th e t e s t i n g procedure a t th a t p a r tic u la r s t a t io n . Procedure a t S ta tio n One The equipment a t s t a t io n one in clu d ed a g la s s backboard, an orange pain ted rim, one r e g u la tio n le a th e r b a s k e tb a ll, a ch a ir marked w ith th e number "I," an in s tr u c tio n sh e et and a pen cil» The su b ject s a t in th e ch a ir provided and was read th e in s tr u c tio n sh e e t by one o f th e t e s t e r s w h ile th e oth er t e s t e r fin is h e d g iv in g th e p r a c tic e sh o ts to the preceding student» The su b jec t in the ch a ir was then asked i f he wished to change th e type o f sh o t he was going to use» He was informed th a t once the t e s t in g was s ta r te d , th e type o f shot he used could n ot be changed» I f a change was d e s ir e d , th e t e s t e r erased and placed a check mark on th e proper lin e » The t e s t e r checked to see th a t a l l the sh o ts taken were o f th e same type as the one marked on the score sheet» for shooting» The t e s t e r a ls o checked and recorded th e hand th a t was used - 24. The su b jec t remained seated u n t i l th e p reviou s stud en t fin is h e d a t t h is s t a t io n . The su b je c t then proceeded to take f iv e sh o ts from each o f the three p o s itio n s marked on th e gymnasium flo o r by p ie c e s o f w hite adh esive tape one in ch wide and one fo o t lo n g . The p ie c e s o f tape were placed a t r ig h t a n g les to a lin e running to th e cen ter o f the basket» The su b jec t was to ld to keep h is fr o n t f o o t j u s t behind th e tap e b efore the shot was started » Those stu d en ts who used a jump shot were to ld i t was p e r m issib le to land on» or over the tape a f t e r the shot was r e le a s e d . o f th e b a sk et. The stu d en t’ s f i r s t sh o ts were from th e spot to th e r ig h t He then proceeded to th e cen ter sp o t, and then to th e l e f t spot fo r the l a s t f i v e s h o ts . The su b jec t was to ld r e p ea ted ly to take h is tim e, not to hurry, and to con cen trate on making the sh ot w ith ou t touching the rim . Shots th a t m issed the b ask et co m p letely , or h i t th e backboard b efo re h it t in g th e rim, were not counted, and th e su b jec t was perm itted to again attem pt th e se sh o ts. The in s tr u c tio n s h e e t fo r s ta tio n one can be found in the appen d ix . When a stud en t fin is h e d a t s ta tio n one, he was to ld to rep o rt to s ta tio n two and s i t in th e ch a ir provided u n t il th e t e s t e r s a t th a t s t a t io n were ready to g iv e th e shootin g t e s t to him. Procedure a t S ta tio n Two The equipment a t s ta tio n two was th e same as th e equipment a t s ta tio n one p lu s one c l i p board. The procedure a t s t a t io n two was e x a c tly th e same as th e pro cedure a t s ta tio n one, excep t th a t one t e s t e r scored each q u a lifie d sh o t. The oth er t e s t e r read th e in s tr u c tio n s to the t e s t e e and a ls o - 25- r e tr ie v e d th e b a ll but d id n o t pass the b a l l to th e t e s t e e u n t i l th e scorer looked up from th e c lip boardo This helped th e scorer to be more accu rate in sco rin g t e s t r e s u l t s , and a ls o compelled th e shooter to take h is tim e between sh o ts . The in s tr u c tio n sh e e t fo r s ta tio n twc can be found in th e appendix. Procedure a t S ta tio n Three The equipment a t s ta t io n th ree was th e same as th e equipment a t s t a t io n one excep t fo r th e a d d itio n o f the p r a c tic e ta r g e t board. The procedure fo r s ta tio n th ree was the same a s the procedure a t s t a t io n one w ith th e fo llo w in g e x ce p tio n s. The stu d en t was to ld to tr y to make the b a ll land in th e exact cen ter o f th e ta r g e t board by con c e n tr a tin g on the rim and n ot on the edge o f th e ta r g e t board. The su b je c t was to ld a f t e r each shot whether th e b a l l landed near the cen ter o f the ta r g e t board. I f th e shot was o f f c e n te r , th e student a s s is t a n t would t e l l the t e s t e e about how much i t was o f f and in which d ir e c t io n . The in s tr u c tio n sh e e t fo r s ta tio n th ree can be found in the appendix. Procedure a t S ta tio n Four The equipment n ecessa ry a t s ta tio n four in clu d ed the same equipment th a t was used a t s ta tio n two p lu s th e marking ta r g e t board, ta r g e t score s h e e ts , an e ig h t fo o t ste p la d d er, th ree p e n c ils , th ree r o l l s o f scotch ta p e, and a te n n is racquet. S ta tio n fo u r used a sim ila r procedure th a t was used a t s ta tio n th r e e . However, i t was n ecessa ry to use fou r t e s t e r s a t t h is s t a t io n . .26 . due to th e a d d itio n a l procedures in v o lv ed w ith the recording o f the shot d e v ia tio n s . T ester number one read the in s tr u c tio n sh eet to the t e s t e e and answered a l l in q u ir ie s asked by the su b je c t. He a ls o checked to see whether the c o r r e c t type o f shot was being used. T ester number two r e tr ie v e d uhe b a sk e tb a ll and removed ink from th e b a l l . He a ls o made sure th e t e s t e r a t the ta r g e t board was ready b efo re g iv in g th e b a l l to th e s u b je c t. T ester number th ree placed a p ie c e o f scotch tape about th ree in ch es long over th e notch in the ta r g e t paper n ea rest to th e la r g e red "F" (in d ic a tin g fr o n t ) so th a t two in ch es o f th e tape stuck out from th e s h e e t. A fter th e ta r g e t sh eet on th e ta r g e t marking board had recorded f i v e sh o ts , th e new sh eet was handed to t e s t e r number fou r in exchange fo r the sh eet on which he had ju s t recorded the f i v e s h o ts . On t h i s recorded s h e e t, t e s t e r number th ree wrote th e angle a t which th e sh o ts were tak en , the name o f the person who took th e se sh o ts, and checked to see whether th ere were f i v e shot marks on th e paper. He a ls o crossed out any marks th a t were not made by the f i v e accepted sh o ts. T ester number fou r was lo c a te d a t the e ig h t f o o t step ladder on th e l e f t s id e o f th e b ask et fo r the f i r s t f i v e sh o ts and on th e r ig h t s id e o f the b ask et fo r th e l a s t ten sh o ts. He placed the ta r g e t paper on the ta r g e t marking board in such a way th a t th e notch c lo s e s t to the la r g e red "F" was always p o in tin g d ir e c t ly a t th e sh o o ter. He did t h i s by p la c in g the sco tch tape over one c f the th ree l i n e s marked on the fr o n t edge o f th e ta r g e t marking board. % u sin g h is hand or a te n n is racq u et, he swept the b a l l away from the ta r g e t board a fte r the b a ll had h i t th e ta r g e t board once. He crossed o u t any sh o ts which h i t th e “27“ ta r g e t board more than once and a ls o to ld the t e s t e e the e x a c t lo c a tio n o f each sh o t. T ester number four counted the number o f sh o ts taken. When the su b jec t fin is h e d a t s ta tio n fou r he reported to th e c la s s in s tr u c to r fo r fu rth e r b a sk e tb a ll in s tr u c tio n . No in s tr u c tio n in sh ootin g was given to the two c la s s e s u n t i l a f t e r t h is t e s t had been com pleted. The in s tr u c tio n sh e et fo r s ta tio n number fou r can be found in th e appendix. P re-T estin g Preparations Each o f the tw elve sp o ts on th e b a s k e tb a ll co u rt, from which th e sh o ts on th e e n tir e t e s t were to be taken, was marked w ith th ree sm all orange d o ts . These d o ts were so placed th a t by covering the sp o ts w ith th e o u tsid e edge o f the ta p e, the fa r sid e o f th e tape was e x a c tly f i f t e e n f e e t from a sp o t on th e court d ir e c t ly under th e cen ter o f the b a sk e t. This was done by means o f a plumb l i n e and a f i f t y f o o t ta p e. The orange d ots were used so the tape could be taken up each day a ft e r th e t e s t was fin is h e d . Fresh ink was a p p lied to the ta r g e t marking beard and spread out by use o f a sm all p a in t brush, a t the beginning o f each c la s s p erio d . A ta r g e t marking sh eet was then placed over th e ta r g e t board to d e te r mine whether th ere was th e c o r r e c t amount o f ink on th e board. Excess ink was b lo tte d o f f the board. The ta r g e t marking board was attach ed to the bask et rim a t s ta tio n fo u r . The p r a c tic e ta r g e t board was attach ed a t s t a t io n th r e e . An extra sh e e t o f ta r g e t paper was placed over the ta r g e t marking board j u s t in case some stud en t decided to t i’y o u t the eq'oipment b efo re th e . t e s t in g period began. 28- The c h a ir s, properly nurnbered, were p laced a t each o f the fou r s t a t io n s . The p ie c e s o f w hite tape were then placed over th e tw elve s e r ie s o f orange d o ts on th e flo o r o f the co u rt. tio n sh e e ts and p e n c ils were placed a t each o f the s t a t io n s . board was placed a t s ta tio n twc. In str u c A c lip Extra equipment placed a t s t a t io n four in clu d ed a c lo th fo r w iping the b a s k e tb a ll, two hundred ta r g e t s h e e ts , two quarts o f b lu e in k , a sm all p a in t brush and one c lip board h old in g the score s h e e ts . Fresh ink was a ls o a p p lied to th e marking ta r g e t board a f t e r th e f i r s t c la s s fin is h e d and b efore t e s t s were sta r ted w ith the second c la s s . As a p o in t o f i n t e r e s t , a stop watch was used tc measure the amount o f tim e i t took a stud en t to f i n i s h the e n tir e t e s t . The average time i t took a stud en t to complete the e n tir e t e s t was fou r m inutes and ten second s. No use was made o f t h is inform ation. Development o f a Recording D evice To reduce the tim e required to measure the d e v ia tio n s o f each sh ot on th e ta r g e t s h e e ts , i t was n ecessa ry to develop a sim ple record in g d e v ic e . This d e v ic e c o n siste d o f a c ir c u la r p ie c e o f heavy but c le a r p l a s t i c , the same s iz e as th e ta r g e t paper. Lines were drawn on t h is p la s t ic sh e et by means o f a ”8008 a l l - s t a b i l e p e n c il” u n t i l i t was covered w ith one inch squares. r ig h t a n g le s, were numbered ”z e r o .” The two cen ter l i n e s , which were a t A ll oth er li n e s were numbered one through f i f t e e n , s ta r tin g on th e r ig h t and l e f t sid e of each cen ter lin e . The p la s t ic measuring sh eet was placed over each ta r g e t sh eet so th e two cen ter li n e s passed d ir e c t l y over the p o in t o f the ”V” on the —29'“ fou r notch es in the ta r g e t paper. p oin ted toward the sco r e r. The notch c lo s e s t to the red ”F'* always Because th e ta r g e t paper had to be turned over to see th e marks, th e d e v ia tio n s on th e r ig h t sid e o f th e sco rer were recorded as la t e r a l d e v ia tio n s l e f t . L ikew ise, the d e v ia tio n s to the l e f t o f th e scorer were recorded as l a t e r a l d e v ia tio n s r ig h t . D ev ia tio n s away from the scorer were recorded as lo n g itu d in a l lon g and th e d e v ia tio n s toward th e scorer were recorded as lo n g itu d in a l sh o rt. The cen te r o f each spot made by the b a sk e tb a ll was used fo r t h is meas urement. Measuring and Recording Procedure When a l l the d e v ia tio n s had been marked on a l l the score s h e e ts , the fo llo w in g t o t a l s were added on each o f th e s ix ty -t h r e e s h e e ts . 1. T otal shot p o in ts fo r the f i v e sh o ts from a f o r t y - f iv e degree an gle from th e r ig h t . 2. T otal shot p o in ts fo r th e f iv e sh ots from a n in e ty degree a n g le . 3. 4. T otal shot p o in ts fo r the f i v e sh o ts from a f o r t y - f iv e degree an gle from th e l e f t . T otal sh ot p o in ts fo r a l l f i f t e e n sh o ts a t th e th ree a n g le s. 5» T otal sh ots made fo r the f iv e sh o ts from a f o r t y - f iv e degree an gle from the r ig h t. 6 . T otal sh o ts made fo r the f i v e sh o ts from a n in ety degree a n g le . 7. T otal sh o ts made fo r th e f i v e sh o ts from a f o r t y - f iv e degree an gle from th e l e f t . 8 . T otal sh ots made fo r a l l f i f t e e n sh o ts a t the th ree a n g le s. 9. L ateral d e v ia tio n r ig h t fo r the f iv e sh o ts from a f o r t y - f i v e degree angle from the r ig h t. 10. L a tera l d e v ia tio n r ig h t fo r the f i v e sh o ts from a n in e ty degree a n g le. 11o L a tera l d e v ia tio n r ig h t fo r the f i v e sh o ts from a fo r t y f i v e degree an gle from th e le f t * 12o L a tera l d e v ia tio n r ig h t fo r a l l f i f t e e n sh o ts a t th e th ree angleso 13» L ateral d e v ia tio n l e f t fo r the f i v e sh o ts from a f o r t y - f iv e degree angle from th e righ to l4o L ateral d e v ia tio n l e f t fo r th e f i v e sh o ts from a n in e ty degree angle» 15o L ateral d e v ia tio n l e f t fo r the f iv e sh o ts from a f o r t y - f iv e degree an gle from the le f t » 160 L ateral d e v ia tio n l e f t fo r a l l f i f t e e n sh o ts a t th e th re e angles* 17» T otal la t e r a l d e v ia tio n fo r th e f i v e sh o ts from a fo r t y f i v e degree an gle from th e righ t* 18* T otal l a t e r a l d e v ia tio n fo r the f i v e sh o ts from a n in e ty degree angle* 19» T otal l a t e r a l d e v ia tio n fo r th e f i v e shots from a f o r ty f i v e degree an gle from th e le f t * 2 O0 T otal la t e r a l d e v ia tio n fo r a l l f i f t e e n sh o ts a t th e th re e angles* 21o L ongitudinal d e v ia tio n long fo r th e f i v e sh o ts from a f o r t y - f iv e degree an gle from th e right* 22* L ongitudinal d e v ia tio n lon g fo r th e f i v e sh o ts from a n in e ty degree angle* 23 o L ongitudinal d e v ia tio n long fo r th e f i v e sh o ts from a f o r t y - f iv e degree an gle from th e le f t * 24* L ongitu din al d e v ia tio n long fo r a l l f i f t e e n sh ots a t the th ree angles* 25» L ongitudinal d e v ia tio n sh o rt fo r the f i v e sh o ts from a f o r t y - f iv e degree angle from th e right* 260 L ongitu din al d e v ia tio n sh ort fo r the f i v e shots from a n in e ty degree angle* 27* lo n g itu d in a l d e v ia tio n sh ort fo r the f i v e sh ots from a f o r t y - f iv e degree an gle from the le f t * -31- 28. L ongitudinal d e v ia tio n sh ort fo r a l l f i f t e e n sh o ts a t th e th ree a n ^ e s . 29• T otal lo n g itu d in a l d e v ia tio n fo r th e f i v e sh o ts from a f o r t y - f iv e degree angle from th e r ig h t. 30. T otal lo n g itu d in a l d e v ia tio n fo r the f i v e sh o ts from a n in e ty degree a n g le. 31 . T otal lo n g itu d in a l d e v ia tio n fo r the f i v e sh ots from a f o r t y - f iv e degree angle from th e l e f t . 32. T otal lo n g itu d in a l d e v ia tio n fo r a l l f i f t e e n sh o ts a t the th ree a n g le s. 330 T otal d e v ia tio n , l a t e r a l and lo n g itu d in a l fo r th e f i v e sh o ts from a f o r t y - f iv e degree angle from the r ig h t . 34. T otal d e v ia tio n , l a t e r a l and lo n g itu d in a l fo r th e f i v e from a n in e ty degree a n g le. sh o ts 35« T otal d e v ia tio n , l a t e r a l and lo n g itu d in a l fo r the f i v e sh o ts from a f o r t y - f iv e degree angle from the l e f t . 36. T otal d e v ia tio n , l a t e r a l and lo n g itu d in a l fo r a l l f i f t e e n sh ots a t the th ree a n g le s. T abulation Procedure A la r g e master ta b u la tio n sh e et was constructed w ith space fo r t h i r t y - s i x columns. The column headings were th e same as th e t h i r t y - s i x t o t a l s mentioned above. The t h i r t y - s i x t o t a l s from each score s h e e t were recorded on t h is la r g e ta b u la tio n sh e e t. S ix ty -th r e e s u b je c ts , or 2268 t o t a l s were recorded on t h i s ta b u la tio n s h e e t. Each o f th ese t h i r t y - s i x columns was added to fin d th e t o t a l d e v ia tio n in in ch es fo r each column. Each o f th ese t o t a l d e v ia tio n s was then d ivid ed by s ix t y - t h r e e , the number o f s u b je c ts , to fin d the average or mean in in ch es of each o f th e columns. The t o t a l s from th e groups o f f i v e sh o ts , from each of th e th ree d if f e r e n t a n g les were added and com pared to the t o t a l s o f the f i f t e e n sh o ts , in each o f th e corresponding ^ group t o t a l s . 32 *= I f th e se t o t a l s were not the same, a check was made u n t il th e error in recording was lo c a te d and co rrected . Troe o f A n alysis A computation o f th e c o e f f ic ie n t o f c o r r e la tio n was then made*by u sin g Dvorak's C orrelation Charts. The Pearson "r" was found fo r the fo llo w in g combination o f v a r ia b le s . 1. L ateral d e v ia tio n and lo n g itu d in a l d e v ia tio n . 2. Shots made and sh ot p o in ts . 3. Shot p o in ts and t o t a l d e v ia tio n . 4. Shots made and t o t a l d e v ia tio n . 5. Shots made and la t e r a l d e v ia tio n . 6. Shots made and lo n g itu d in a l d e v ia tio n . 7. Shqts made and l a t e r a l d e v ia tio n r ig h t . 8. Shots made and l a t e r a l d e v ia tio n l e f t . 9« Shots made and lo n g itu d in a l d e v ia tio n lo n g . 10. Shots made and lo n g itu d in a l d e v ia tio n sh o r t. Summary Chapter I I I presented the procedure o f th e study. A d e s c r ip tio n was given on the development o f a measuring d e v ic e , score s h e e ts , t e s t procedure, recording procedure, and ta b u la tio n procedure. The method o f comparing the r e s u lt s was a ls o g iv en . Chapter IV w i l l p resen t th e fin d in g s o f the accuracy and the d e v ia tio n t e s t s . CHAPTER IV FINDINGS OF THE STUDY In trod u ction This study measured th e accuracy shootin g and the d e v ia tio n s o f b a s k e tb a ll sh o ts by s ix ty -t h r e e male stu d en ts a t Montana S ta te U n iv e r sity . The author wished to determ ine whether th e l a t e r a l d e v ia tio n s to the r ig h t and l e f t o r th e lo n g itu d in a l d e v ia tio n s lo n g and short are the g r e a te s t cause fo r in accu racy. The a n a ly s is o f t h is problem in v o lv ed th e use o f the mean and th e c o e f f i c i e n t o f c o r r e la tio n , Accuracv T est The r e s u lt s o f the accuracy t e s t were recorded by two methods. A p o in t system was th e f i r s t method used fo r recording the s u b je c ts' b a s k e tb a ll sh ootin g accuracy. The p o in t system c o n s iste d o f sco rin g one to th ree p o in ts fo r each shot attem pted. One p o in t was scored fo r an u n su c c e ssfu l sh o t, two p o in ts were scored fo r a sh o t made, a f t e r touching the rim and th ree p o in ts were scored fo r a s u c c e s s fu l sh o t th a t did not touch the rim. The second and more im portant method o f recording r e s u lt s was th e ta b u la tio n o f the number o f s u c c e s s fu l sh o ts. The mean fo r th e sh o ts made and the mean fo r the p o in ts scored were ta b u la ted fo r each o f th e se four c a te g o r ie s , which were sh o ts from th e r ig h t , sh ots from th e fr o n t, sh o ts from the l e f t , and t o t a l s h o ts . per cen t of each mean in r e la t io n to th e h ig h e s t p o s s ib le score was a ls o computed so a more com plete comparison could be made, -33- The Accuracy R e su lts fo r Shots from th e R ight Side o f the Basket The mean number o f sh o ts made fo r the f i v e attem pts from the r ig h t s id e o f the basket was 2 ,3 or 46 per c e n t. The mean number o f p o in ts ou t o f a p o s s ib le f i f t e e n fo r th e same f i v e sh o ts was 8 , 3 or 55 per c e n t. Mean Per cen t Shots made 2 ,3 46 Shot p o in ts 8. 3 55 Accuracv R esu lts fo r Shots from the Front o f th e Basket The mean number o f sh ots made fo r th e f i v e attem pts from the fr o n t was2 .5 th e or 50 per c e n t. sh ots taken This from th e r ig h t s id e . was an in c r e a se The same f i v e sh o ts was 8 .? or 58 per c e n t. c en t over the sh o ts from the r ig h t s id e . o f 4 per cen t over meannumber of p o in ts fo r th e This wasan in c r ea se o f 3 per Mean Per cen t Shots made 2 .5 50 Shot p o in ts 8 .7 58 Accuracv R esu lts fo r Shots from the L eft Side o f the Basket The mean number o f sh o ts made fo r th e f i v e attem pts from the l e f t sid e o f th e bask et was e x a c tly th e same as th e mean fo r s u c c e s s fu l sh o ts from th e fr o n t o f th e b a sk et. to a mean The sh o t p o in t s , however, in crea sed o f 8 .8 or 59 per cent which was over the sh ots made from the fr o n t o f the an in c r e a se o f 1per cen t b a sk et. - 35- Mean Per cent Shots made 2«5 50 Shot p o in ts 808 59 Accuracv R esu lts fo r T otal Shots from a l l Three Angles from th e Basket The mean number o f s u c c e s s fu l sh o ts fo r th e f i f t e e n sh o ts from a l l th ree a n g les from th e b asket was 7*4 or 49 per c e n t. This was 3 per cen t g rea ter than th e sh o ts from the r ig h t s id e o f th e b a sk et and 1 per cen t l e s s than sh o ts from th e fr o n t and l e f t s id e o f th e b a sk e t. The mean number o f p o in ts fo r the same f i f t e e n sh o ts was 2 5 .9 or 58 per c e n t. This mean fo r the shot p o in ts from a l l th ree an gles was 3 per cen t grea ter than sh o ts from the r ig h t s id e , e x a c tly th e same as th e sh o ts from the fr o n t and 1 per cen t l e s s than sh o ts from the l e f t s id e o f th e b a sk et. Mean Per cen t Shots made 7 ,4 49 Shot p o in ts 25»9 58 D ev ia tio n T est The d e v ia tio n t e s t recorded th e in ch es l a t e r a l l y and lo n g itu d in a lly where th e b a ll landed from th e ex a ct cen ter o f the b a sk et. very few sh o ts had both la t e r a l and lo n g itu d in a l d e v ia tio n s. A ll but a L a tera l d e v ia tio n was measured to th e r ig h t or l e f t o f the cen ter o f th e bask et and lo n g itu d in a l d e v ia tio n was measured long or short from the c e n te r o f the b a sk et. When the l a t e r a l and th e t o t a ls werer efer re d lo n g itu d in a l d e v ia tio n s were added, to as t o t a l d e v ia tio n . The mean i s given fo r —36“ th e seven typ es o f d e v ia tio n s fo r each o f th e fou r c a te g o r ie s used on the accuracy t e s t . The seven ty p es o f d e v ia tio n s were la t e r a l r ig h t , la t e r a l l e f t , lo n g itu d in a l lo n g , lo n g itu d in a l sh o r t, l a t e r a l , lo n g itu d in a l, and t o t a l . The fou r c a te g o r ie s were sh o ts from the r ig h t s id e , from the fr o n t , sh o rts from the l e f t sh o ts s id e , and t o t a l sh o ts. D eviation R esu lts fo r Shots from th e R ight Side o f the Basket The l a t e r a l d e v ia tio n mean fo r th e f i v e sh o ts from the r ig h t o f the basket was 8 .9 in c h e s . The lo n g itu d in a l d e v ia tio n mean f o r th e f i v e sh o ts was 1 4 .4 in ch es or a meand iffe r e n c e o f 5*5 in c h e s. same The means fo r the seven typ es o f d e v ia tio n s on th e sh o ts from th e r ig h t were as fo llo w s : Mean L a tera l d e v ia tio n r ig h t ................................................. . . . .............................................................. L a tera l d e v ia tio n l e f t L a tera l d e v ia tio n . . 1 1 .4 . . . . o . . . . . . . . . . 8 .9 . L on gitu d in al d e v ia tio n long ....................... . . . . . . . L on gitu d in al d e v ia tio n sh ort L ongitu din al d e v ia tio n . ...................... 6 .4 7 .0 . . . . . 2 1 .9 . . . . 1 4 .4 . . . . . . T otal d e v ia tio n . 11.5 D eviation R esu lts fo r Shots from the Front o f th e Basket The la t e r a l d e v ia tio n mean fo r the sh o ts from th e fr o n t o f the b ask et was 8.8 in c h e s . This was an improvement o f .1 in ch over the mean o f the sh o ts from th e r ig h t sid e o f the b a sk et. The lo n g itu d in a l d e v ia tio n mean fo r th e same f i v e sh o ts was 12.7 or an improvement o f 1 .7 in ch es over the mean o f the sh o ts from th e r ig h t . The mean d iffe r e n c e -37- fo r the l a t e r a l and lo n g itu d in a l d e v ia tio n was 3«5 in c h e s. The means fo r the seven ty p es o f d e v ia tio n s on th e sh o ts from th e fr o n t o f the basket were as fo llo w s : Mean L ateral d e v ia tio n r ig h t . . . . 9*6 L a tera l d e v ia tio n l e f t ....................................« ..................... 7*9 L a tera l d e v ia tio n 8.8 .................. » ................................. L ongitu din al d e v ia tio n long . . . . . . L ongitudinal d e v ia tio n sh o rt L ongitu din al d e v ia tio n T otal d e v ia tio n . .......................... 5*3 .............................................2 0 .3 . . . . . . . . ................................................ 1 2 .7 10 .7 D ev ia tio n R e su lts fo r Shots from the L eft Side o f the Basket The l a t e r a l d e v ia tio n mean fo r sh o ts from the l e f t s id e o f the b asket was 8 .4 in c h e s . This was an improvement over both th e l a t e r a l d e v ia tio n means fo r sh ots from the r ig h t s id e and sh ots from the fr o n t o f th e b a sk e t. was 12.9 The lo n g itu d in a l d e v ia tio n mean fo r th e same f i v e sh o ts This was an improvement o f 1«5 in ch over the sh o ts from the r ig h t sid e but was .2 in ch poorer than the sh o ts from in fr o n t o f th e b a sk et. The mean d iffe r e n c e fo r th e la t e r a l and lo n g itu d in a l d e v ia tio n was 4 .5 in c h e s . The means fo r the seven ty p es o f d e v ia tio n s on the sh o ts from th e l e f t s id e of th e b ask et was as fo llo w s : Mean L a tera l d e v ia tio n r ig h t............................ L a tera l d e v ia tio n le ft L a te ra l d e v ia tio n . . . . . . . . . . . . . . . . . 7 .0 ........................... . . . 10.0 ......................................................... 8. 4 « 38- Mean L ongitudinal d e v ia tio n lo n g . . o . » ................................ 6*1 L ongitudinal d e v ia tio n sh o rt . ................................ 19.7 ...................... ................................... 12 .9 ........................... 10.5 L ongitudinal d e v ia tio n , . T otal d e v ia tio n T otal D eviation R esu lts fo r Shots from a l l Three Angles from th e Basket The t o t a l d e v ia tio n r e s u lt s in the sum o f the d e v ia tio n s o f the f i f t e e n sh o ts taken from a l l th ree a n g les from the b a sk et. The r e s u lt s were d iv id ed by th ree so th a t the means would r ep resen t f i v e s h o ts , th e same number o f sh ots attem pts from each o f th e s ta tio n s a t the th ree d if f e r e n t a n g le s. The average l a t e r a l d e v ia tio n mean fo r a l l f i f t e e n sh o ts was 8 . 7 in c h e s, or the same l a t e r a l d e v ia tio n mean found fo r the sh o ts from in fr o n t o f th e b a sk e t. The la t e r a l d e v ia tio n mean fo r sh o ts from the l e f t was .3 in c h e s b e tt e r than the l a t e r a l d e v ia tio n mean fo r a l l f i f t e e n sh ots w h ile the la t e r a l d e v ia tio n mean fo r sh o ts from the r ig h t was .2 in ch es poorer than the la t e r a l d e v ia tio n mean fo r a l l f i f te e n sh o ts . The average lo n g itu d in a l d e v ia tio n mean fo r a l l f i f t e e n sh o ts was 13“3 in c h e s. This mean was 1.1 in ch es b e tte r than th e lo n g i tu d in a l d e v ia tio n mean fo r sh o ts from the r ig h t but . 6 in ch es poorer than sh o ts from the fr o n t o f the bask et and .4 in c h e s poorer than sh o ts from the l e f t o f the b a sk e t. The average mean d iffe r e n c e between la t e r a l and lo n g itu d in a l d e v ia tio n was 4 ,6 . Theaverage means fo r th e sh o ts from a l l th ree a n g les from th e b asket were as fo llo w s : -39Mean L ateral d e v ia tio n r ig h t L ateral d e v ia tio n l e f t L ateral d e v ia tio n . ........................................... « o . . . . . . . ..................... . « « . « . L ongitu din al d e v ia tio n lo n g o o . . . . . . . . . . . L ongitudinal d e v ia tio n sh o rt L ongitudinal d e v ia tio n T otal d e v ia tio n « . . . 9*3 8.1 8 .7 6.1 . . . . . . . . . . . . 2 0 .6 . . . . . . . . . . . . . . . 13*3 o 11 .0 . . . . . . . . . . . . . . C o e ffic ie n t o f C orrelation The Pearson "r" was found fo r ten com binations o f v a r ia b le s . The nine v a r ia b le s used in th ese ten com binations were sh o t p o in ts , sh o ts made, l a t e r a l d e v ia tio n , lo n g itu d in a l d e v ia tio n , t o t a l d e v ia tio n , l a t e r a l d e v ia tio n r ig h t, l a t e r a l d e v ia tio n l e f t , lo n g itu d in a l d e v ia tio n lon g and lo n g itu d in a l d e v ia tio n sh o rt. C orrela tio n o f Shot P o in ts w ith Shots Made The sh ot p o in ts were compared to th e sh o ts made in order to determ ine the amount o f r e la t io n s h ip th a t e x iste d between th ese two v a r ia b le s . + .8 5 . The Pearson ”r ” fo r shot p o in ts and sh o ts made was a The r e s u lt s o f th e se two methods o f scoring the accuracy t e s t were a ls o compared by fin d in g the r e la tio n s h ip th a t e x is te d between each o f them and t o t a l d e v ia tio n s . The Pearson ”r ” fo r shot p o in ts and t o t a l d e v ia tio n was + .4 8 w h ile th e r e s u lt s fo r sh o ts made and t o t a l d e v ia tio n were + . 39» C orrelation o f L a tera l and L ongitudinal De'^d.ation In order to determ ine which o f th e two typ es o f d e v ia tio n has . 40- the grea ter r e la tio n s h ip t o accuracy i t was n ecessa ry to compare each type o f d e v ia tio n to sh o ts made. The la t e r a l d e v ia tio n s r ig h t and l e f t were each compared to sh o ts made. A c o e f f i c ie n t o f c o r r e la tio n o f + .08 was found fo r l a t e r a l d e v ia tio n r ig h t and sh o ts made w h ile the c o r r e la tio n fo r la t e r a l d e v ia tio n l e f t and sh ots made was + .3 8 . L ongitudinal d e v ia tio n long and sh ort were a ls o compared to sh o ts made. L ongitudinal d e v ia tio n long and sh o ts made showed a + .19 c o e f f ic ie n t o f c o r r e la tio n . A c o r r e la tio n o f + .0 9 was found to e x i s t between lo n g itu d in a l d e v ia tio n short and sh ots made. There was no s ig n if i c a n t r e la tio n s h ip between la t e r a l d e v ia tio n and lo n g itu d in a l d e v ia tio n . The Pearson "r" fo r th e se two v a r ia b le s was a - . 03. The c o e f f ic ie n t o f c o r r e la tio n o f l a t e r a l d e v ia tio n and sh o ts made was more than double th e c o r r e la tio n fo r lo n g itu d in a l d e v ia tio n and sh ots made. The sm all "r" fo r la t e r a l d e v ia tio n and sh ots made was +.41 w h ile th e sm all ”r*’ fo r lo n g itu d in a l d e v ia tio n and sh o ts made was on ly +.19* Summary Chapter IV has presented the means and th e c o e f f ic ie n t s o f c o r r e la tio n fo r the v a r ia b le s th a t w i l l be used i n the a n a ly s is . Chapter V w i l l in c lu d e a summary, an a n a ly s is and recommenda t io n s o f t h is study. CHAPTER V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS This chapter i s d ivid ed in to fou r s e c t io n s » The f i r s t s e c tio n p r e se n ts th e summary and co n clu sio n s o f the sh ootin g accuracy t e s t . This i s follow ed by the summary and c o n c lu sio n s o f th e shootin g d ev ia tio n t e s t . The summary and th e recommendations fo r the e n tir e study are presented in th e l a s t two s e c tio n s . I . SHOOTING ACCURACY TEST In trod u ction The sh ootin g accuracy was measured by two separate methods, th e sh ot p o in ts system and the sh o ts made system . The shot p o in ts system scored th ree p o in ts fo r each s u c c e s s fu l sh ot th a t did not touch th e rim , two p o in ts fo r each s u c c e s s fu l shot th a t h i t th e rim, and one p o in t fo r each sh ot th a t h i t the rim bu t did n ot score a g o a l. A ll sh o ts which h i t th e backboard or m issed the basket com pletely were not counted due to th e d i f f i c u l t y o f accu rate measurement o f d e v ia tio n and the t e s t e e was perm itted an a d d itio n a l sh o t. This shot p o in ts system o f sco rin g was used o n ly in th e in t e r e s t o f b a sic resea rch . The sh o ts made system i s th e most n a tu ra l and most commonly used method o f sco rin g any type o f b a sk e tb a ll shootin g t e s t . This sh o ts made system , which sco res one p o in t fo r each s u c c e s sfu l sh o t, was used in a l l c o r r e la tio n s fo r determ ining the r e la tio n s h ip s between a l l d e v ia t io n . -41- = 42- C orrelation Comparison o f Shot P o in ts and Shots Made The sh ot p o in ts system o f scorin g accuracy was b e tte r than the sh o ts made system o f scorin g as an in d ic a to r o f th e degree o f t o t a l d e v ia tio n . Although th e se two system s had a high degree o f c o r r e la tio n (•85)» th e c o e f f ic ie n t o f c o r r e la tio n between the sh o t p o in ts and t o t a l d e v ia tio n (.4 8 ) was .09 high er than the c o r r e la tio n between sh o ts made and t o t a l d e v ia tio n (.3 9 )» II. SHOOTING DEVIATION TEST In trod u ction The b a s ic cause o f inaccuracy in f i e l d g o a l shooting i s the d e v ia tio n o f the b a ll from th e cen ter o f the b a sk et. The amount o f d e v ia tio n th a t causes the sh o t to be missed v a r ie s w ith the speed and an gle a t which th e b a ll approaches th e b a sk et. 1 The o u tsid e circum ference o f a b a sk e tb a ll on a p e r fe c t f i e l d go a l attem pt would tr a v e l fou r and o n e -h a lf in c h e s from a l l p a rts o f th e rim as i t passed through the b a sk et. This p e r fe c t shot would have to tr a v e l a t a r ig h t angle to th e h o r iz o n ta l. Only sh o ts very c lo s e to the b ask et have any chance o f approaching th e b ask et from t h i s n in e ty 2 degree a n g le. Because o f the curvature o f the b a l l and the m etal rod which forms th e b asket rim, a sh ot approaching from a n in ety degree angle to th e h o r iz o n ta l could d e v ia te s l i g h t l y in e x ce ss o f th e four 1john W. Bunn, S c i e n t i f i c P r in c ip le s o f Coaching (Englewood C l i f f s , N. J ,: P r e n tic e -H a ll, I n c ., 1959)» pp. 222-224. Z ib id . = > ^ 3 “ and o n e -h a lf in ch es from th e cen ter o f the b a sk et in any d ir e c tio n and s t i l l be su c ce ssfu l» Shots from a d ista n c e o f f i f t e e n f e e t from the basket never approach t h is n in ety degree angle as they descend to the plane o f the basket» The d e v ia tio n long and sh o r t, th e r e fo r e , would norm ally have to be l e s s than t h is approximate four and o n e -h a lf in ch l im it i f the shot i s to be su c ce ssfu l» The four typ es o f d e v ia tio n s used in t h is study were r ig h t , l e f t , long and sh ort o f the cen ter o f th e basket» These d e v ia tio n s were recorded in r e la t io n to a li n e from a p o in t in th e cen ter o f th e b asket to a p o in t in th e cen ter o f the b a sk e tb a ll as i t was r e le a se d from the sh o o te r 's hand» Any d e v ia tio n oth er than d ir e c t ly r ig h t , l e f t , long or sh ort would a c tu a lly be a combination o f two o f th ese d ev ia tio n s» On such a sh o t o f combined d e v ia tio n s , the im print made by the b a sk e tb a ll on the ta r g e t marking board was used to in d ic a te the two d ev ia tio n s» Thus, th e t o t a l d e v ia tio n o f a shot r e f e r s to the sum o f the two d ev ia t io n s , one l a t e r a l and one lo n g itu d in a l and d iv id ed by two, and n o t to the d e v ia tio n o f the shot as measured by a s tr a ig h t l i n e from the cen ter o f the b ask et to the im print made by the b a sk e tb a ll h it t in g the ta r g e t board. Comparison o f L a tera l D eviation and L ongitu din al D eviation The lo n g itu d in a l d e v ia tio n mean was g rea ter than the la t e r a l d e v ia tio n mean. This g rea ter lo n g itu d in a l d e v ia tio n mean was th e r e s u lt o f g rea ter d e v ia tio n sh ort rath er than by th e d e v ia tio n long» The lo n g itu d in a l short d e v ia tio n mean was th ree and four-T enths tim es the lo n g itu d in a l lon g d e v ia tio n mean, two and f iv e - t e n t h s tim es the l a t e r a l d e v ia tio n l e f t mean and two and tw o -ten th s tim es the la t e r a l d e v ia tio n -44=. r ig h t mean. This data b a s ic a lly a g rees w ith a study by Bunn in which he s ta te d , ”A ta b u la tio n o f sh o ts in d ic a te s th a t more sh ots f a l l sh o r t than lo n g . This i s probably caused by th e f a c t th a t most p la y e r s are 3 tau gh t to use th e n e a r est p o in t on th e rim as a ta r g e t." Edgren a ls o agreed w ith th e se r e s u l t s . He sta te d th a t g rea ter error in accuracy both in fr e e throw and f i e l d goal shooting i s due to d is ta n c e or lo n g itu d in a l e r r o r s. He a ls o s ta te d th a t the a b i l i t y to prop el th e b a ll w ith an even amount o f power g iv in g good d ir e c t io n i s learn ed sooner than the d is ta n c e p ercep tio n and muscle f e e l fo r d is ta n c e .^ L a tera l D eviation L a te ra l d e v ia tio n was a ffe c te d by the an gle o f the sh o ts to the b a sk e t. There was an average o f f i v e in c h e s more la t e r a l d e v ia tio n to th e r ig h t than to the l e f t when stu d en ts sh o t from the r ig h t s id e o f the b a sk e t. When shootin g from the l e f t s id e o f the b a sk et, l a t e r a l d e v ia tio n to th e l e f t averaged th ree in c h e s g r e a te r . Shots taken d ir e c t l y in fr o n t o f th e b ask et showed th a t th e d e v ia tio n to the r ig h t was g r ea ter than th e d e v ia tio n to th e l e f t by an average o f one and sev e n -ten th s in c h e s . The above r e s u lt s in d ic a te th a t when shootin g a t an an gle to the b a sk e t, sh ots tend to d e v ia te l a t e r a l l y to a g rea ter degree to th e sid e o f the rim th a t i s nearer to th e backboard than th ey do to the fr o n t o f th e rim. There i s , however, a tendency to d e v ia te s l i g h t l y to the r ig h t on a l l s h o ts , which s l i g h t l y counterbalan ces t h i s tendency when sh ootin g 3l b i d . . pp. 225- 226. D. Edgren, "An Experiment in th e T estin g o f A b ility and Progress in B a sk etb a ll," Research Q u arterlv. I l l : I , March, 1932, p. 171. from th e l e f t . A tendency to d e v ia te s l i g h t l y more to the r ig h t on a l l sh o ts i s emphasized by the f a c t th a t th ere was an average o f one and sevente n th s in c h e s more d e v ia tio n to th e r ig h t -when th e su b je c ts sh o t from d ir e c t ly in fr o n t o f the b a sk e t. This f a c t i s fu rth er confirmed by r e s u lt s showing th a t the g rea ter mean d e v ia tio n to th e r ig h t when shoots in g from th e r ig h t averaged two in c h e s more than the g rea ter mean d ev ia tio n to the l e f t when shootin g from th e l e f t sid e o f the b a sk et. This n a tu r a l d e v ia tio n to the r ig h t may p a r t ia lly be due to the f a c t th a t a l l but one o f the s ix ty -th r e e su b je c ts were right-handed sh o o te r s. L ongitu din al D eviation Shooting from the r ig h t s id e o f th e basket a ffe c te d th e lo n g itu d in a l d e v ia tio n o f sh ots to a g r ea ter degree than shootin g from in fr o n t or from the l e f t sid e o f the b a sk et. and The lo n g itu d in a l mean, fo u rtee n fo u r -te n th s in c h e s, fo r sh o ts from the r ig h t sid e o f th e b a sk et wass ig n if i c a n t ly greater than th e mean fo r sh o ts s id e o f th e b a sk e t. from the fr o n t and l e f t These means were tw elve and sev en -ten th s in ch es and tw elve and n in e -te n th s in c h e s r e s p e c tiv e ly . Shooting from the r ig h t and l e f t s id e s o f the b ask et a ffe c te d the d e v ia tio n lon g but did not a f f e c t th e d e v ia tio n sh o rt. D ev ia tio n s sh o rt o f sh o ts from th e r ig h t and l e f t showed an average mean in c r e a se o f one and th r e e -te n th s in ch es over the d e v ia tio n sh ort mean fo r sh o ts from th e f r o n t . The average lon g d e v ia tio n mean fo r sh ots from the r ig h t and l e f t s id e s showed an average mean in c r e a se o f one and tw o-ten th s in c h e s over th e d e v ia tio n lon g mean fo r sh o ts from in fr o n t o f th e bas k e t. - 46- Comparisons o f Various Tvnes o f D ev ia tio n s and Shots Made In comparing sh o ts made to the d if f e r e n t ty p es o f d e v ia tio n , the l e a s t amount o f d e v ia tio n was considered th e h ig h e s t score and the g r e a te s t amount o f d e v ia tio n was considered the lo w e st score* A high degree o f p o s it iv e c o r r e la tio n would in d ic a te th a t a su b jec t w ith a low score on the d e v ia tio n t e s t would have a high score on the number o f f i e l d goals made. C orrelation s o f sh o ts made and d e v ia tio n s were not s ig n if i c a n t a t th e .05 l e v e l o f confidence* A review o f th e fin d in g s , however, in d ic a te d th a t the d e v ia tio n s when c o rr e la te d to sh o ts made could be c l a s s i f i e d in to th ree gen eral groups based upon the s ig n ific a n c e o f the c o r r e la tio n s . C o e ffic ie n t o f C o rrela tio n o f Group One Shots made and t o t a l l a t e r a l d e v ia tio n * * * . +.41 Shots made and t o t a l d e v ia tio n * * * . * * * * +*39 Shots made and l a t e r a l l e f t d e v ia tio n * * . * +*38 The h ig h e st degree o f c o r r e la tio n e x is te d between v a r ia b le s as in d ic a te d in Group One* A ll th ree o f th ese c o r r e la tio n s f e l l between a .39 and a .4 1 . C o e ffic ie n t o f C o rrela tio n o f Group Two Shots made and t o t a l lo n g itu d in a l d e v ia tio n . + .19 Shots made and lo n g itu d in a l long d e v ia tio n +.19 * The degree o f c o r r e la tio n o f Group Two was about o n e -h a lf th a t o f Group One. - 47= C o e ffic ie n t o f C orrelatio n o f Group Three Shots made and lo n g itu d in a l sh o rt d e v ia tio n « « « . . . Shots made and la t e r a l r ig h t d e v ia tio n 0 0 « + ,0 8 » »» »» + 0O9 T otal l a t e r a l d e v ia tio n and t o t a l lo n g itu d in a l d e v ia tio n - ,0 5 The l e a s t amount o f c o r r e la tio n e x is te d between v a r ia b le s in Group Three, ,1 0 , The ”r ” fo r a l l the v a r ia b le s in t h is group was l e s s than The c o r r e la tio n s in Group One were about tw ice th ose o f Group Two, L iek w ise, th e c o r r e la tio n s in Group Two were about tw ice th o se o f Group Three, For a l l p r a c tic a l purposes i t can be sta te d th a t the item s in Group Three have no c o r r e la tio n . The f a c t th a t th ere i s no s ig n if ic a n t c o r r e la tio n between t o t a l l a t e r a l and t o t a l lo n g itu d in a l d e v ia tio n in d ic a te s th a t there are th ree groups o f s h o o te r s. One group th a t b a s ic a lly m isses b a sk ets because o f l a t e r a l d e v ia tio n , one group th a t b a s ic a lly m isses b a sk ets because o f lo n g itu d in a l d e v ia tio n and a th ird group th a t b a s ic a lly m isses sh o ts because o f erro rs both in d ista n c e and la t e r a l d ir e c t io n . T otal l a t e r a l d e v ia tio n co rr e la te d higher w ith sh ots made than did t o t a l lo n g itu d in a l d e v ia tio n . o f lo n g itu d in a l sh ort d e v ia tio n . This was due to the g rea ter amount L ikew ise th e c o r r e la tio n o f sh o ts made w ith d e v ia tio n s l e f t was higher than the c o r r e la tio n w ith d e v ia tio n s r ig h t and the c o r r e la tio n o f sh o ts made w ith lo n g itu d in a l long d e v ia tio n s was h igh er than the c o r r e la tio n w ith lo n g itu d in a l sh o rt d e v ia tio n s . This probably was the r e s u lt o f the g r ea ter amount o f d e v ia tio n s to th e r ig h t and sh o rt. III. 1o SUMMARY The number o f sh o ts made i s the mostcommonly used method o f sco rin g b a sk e tb a ll shootin g t e s t s . 2. A sh ot p o in ts system o f sco rin g bask et shooting sim ila r to the system used in t h is study produces a r e s u lt more in d ic a tiv e o f the d e v ia tio n o f the b a l l in r e la t io n to th e basket sh o ts made. than does the Although th e se two system s had a high degree numbero f o f c o r r e la tio n ( . 8 5 )» th e c o e f f ic ie n t o f c o r r e la tio n between the sh ot p o in ts and t o t a l d e v ia tio n (.4 8 ) was .09 h igh er than th e c o r r e la tio n between sh o ts made and t o t a l d e v ia tio n ( . 3 9 ) ‘> 3. The lo n g itu d in a l d e v ia tio n mean was g rea ter than th e l a t e r a l d e v ia tio n mean. o f grea ter 4. This g r ea ter lo n g itu d in a l d e v ia tio n mean was the r e s u lt d e v ia tio n s sh ort rath er than by the d e v ia tio n s lo n g . When shooting a t an an gle to the b a sk et, sh ots tend to d e v ia te l a t e r a l l y to a g rea ter degree to the sid e o f the rim th a t i s nearer to th e backboard than th ey do to th e fr o n t o f the rim. 5. B a sk etb a ll sh o ts tend to d e v ia te s l i g h t l y more to th e r ig h t than to the l e f t as shown by an average mean d iffe r e n c e o f one and twote n th s in c h e s . 6. Shooting from the r ig h t sid e o f the basket a f f e c t s th e lo n g i tu d in a l d e v ia tio n o f sh o ts to a g rea ter degree than shooting from in fr o n t or from the l e f t s id e o f the b a sk et. 7. Shooting from the r ig h t and l e f t s id e s o f the b a sk et a ffe c te d both th e d e v ia tio n long and the d e v ia tio n shore. 8. L ateral d e v ia tio n c o rr e la te d higher w ith sh ots made than did -49- lo n g itu d in a l d eviation * This was due to the g r ea ter amount o f lo n g i tu d in a l sh ort d e v ia tio n . L ikew ise th e c o r r e la tio n o f sh o ts made w ith d e v ia tio n s l e f t was h igh er than the c o r r e la tio n w ith d e v ia tio n s r ig h t and th e c o r r e la tio n o f sh o ts made w ith lo n g itu d in a l long d e v ia tio n s was higher than th e c o r r e la tio n w ith lo n g itu d in a l short d e v ia tio n s . This was th e r e s u lt o f th e g rea ter amount o f d e v ia tio n to the r ig h t and sh o r t. 9. C orrelation s o f sh o ts made and d e v ia tio n s were n o t s i g n i f i cant a t the . 05 l e v e l o f co n fid en ce. IV. RECOMMENDATIONS 1. A p o in t system o f sco rin g f i e l d g o a ls should be used in b a s k e tb a ll s k i l l sh ootin g t e s t s . The very poor b a sk et» sh o o ters who might make on ly one or no b a sk ets would s t i l l be a b le to score p o in ts by coming c lo s e to a ls o e lim in a te , to the cen ter o f the basket w ith th e ir s h o ts . This might a d eg ree, the g rea t amount o f p ressu re th a t b u ild s up as a stu d en t m isses th re e or four sh o ts in a row and thus g iv e a more c le a r ly d efin ed p ic tu r e o f each student* s sh ootin g a b i l i t y . This p o in ts system would a ls o p la c e b efo re the b e tte r stu d en ts the ch a llen g e o f making 2. "net" or "clean" sh o ts which do not touch th e rim o f the b a sk et, Each b a sk e tb a ll p la y er should be given a shootin g t e s t to determ ine whether d e v ia tio n r ig h t , l e f t , long o r sh o rt causes the g r e a te s t number o f h is sh o ts to be m issed. These r e s u lt s w i l l in d ic a te to the p layer and coach p o s s ib le methods o f elim in a tin g erro rs and thereby improve the p la y er* s shootin g accuracy. -50 “ 3. Research s tu d ie s sim ila r to t h i s study should be conducted to determ ine fu rth e r f a c t s about b a sk e tb a ll f i e l d g o a l sh o o tin g . One such study could be used to determ ine whether th er e are d if f e r e n t types o f sh ooters in r e la t io n to shootin g d e v ia tio n s , and which o f th ese ty p e s, i f th ey e x i s t , i s th e most common. In t h i s study th e f a c t th ere i s no c o r r e la tio n between t o t a l la t e r a l and t o t a l lo n g itu d in a l d e v ia tio n in d ic a te s th a t th ere are th ree groups o f sh o o ters. One group th a t b a s ic a l l y m isses b a sk ets because o f l a t e r a l d e v ia tio n , one group th a t b a s ic a lly m isses b ask ets because o f lo n g itu d in a l d e v ia tio n and a th ird group th a t b a s ic a lly m isses sh o ts because o f erro rs both in d ista n c e and la t e r a l d ir e c t io n . The author searched d i l i g e n t l y during the p a st s ix y ea rs o f coaching by reading books, ta lk in g to coaches and a tten d in g coaching c l i n i c s but found no d e ta ile d inform ation regarding variou s methods by which sh ootin g s k i l l could be an alyzed . This la c k o f inform ation was fu rth er confirmed by the survey o f r e la te d lit e r a t u r e fo r t h is study. Most o f th e l i t e r a tu re in b a sk e tb a ll sh ootin g was published in th e e a r ly n in eteen t h i r t i e s . In th e p a st t h ir t y y ea rs th ere have been rev o lu tio n a ry changes in popular sh ootin g s t y l e s , accompanied by marked in c r e a se in accuracy, which has a ls o made much o f t h is e a r ly lit e r a t u r e ou t o f d a te . makes continued research im p era tiv e. Continued progress '51' BIBLIOGRAPHY BIBLIOGRAPHÏ A. BOOKS Bunn, John W. S c ie n t i f ic P r in c ip le s o f Coaching. 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"B asketball Progress T ests Adaptable to C lass Use," The Journal o f H ealth and P h v sic a l E ducation. V: I (January, i 9 ÿ * r n ^ 5^ ‘ G lassow, Ruth B ., V alarie C alvin and M arguerite M. Schwarz. "Studies in Measuring B ask etb all P laying A b ilit y o f C o lleg e Women," Research Q uarterlv. IX: IV (December, 1938), 6O-68. L ehsten, N. "A Measure o f B a sk etb a ll S k i l l s in High School Boys," The P h v sica l Educator. VI: V (December, 1948), IO3-IO9 . Money, C. V. "Tests fo r E valuating the A b ili t ie s o f B a sk etb a ll P la y ers," A th le tic Jou rn al. XIV: I I I (November, 1933)» 32-34. Mortimer, E liza b eth M. " B ask etball Shooting," Research Q uarterlv. XXII: I I (May, 1951), 234- 243. —52— P eterson , H. D. ”A S c i e n t i f i c Approach to Shooting in B a s k e tb a ll,” A th le tic Journal. XL: XXXII (O ctober, 1959), 32=62. Stroup, F ran cis. "Game R e su lts as a C r ite rio n fo r V a lid a tin g B a sk etb a ll S k i l l T ests," Research Q u arterlv. XXVI: I H (October, 1955), 353= 357. Young, Genevieve and Helen Moser. "A Short B attery o f T ests to Measure Playing A b ilit y in Women*s B a sk etb a ll," Research Q uarterlv. V: I I (May, 1934). 3-23« '5^ APPENDIX A • 55 = SURVEY O F BASKETBALL SHOOTING T E ST S T est T est Item D istance P iv o t and Shoot fr e e throw li n e S tr a ig h t own speed D ribble and Shoot lay-u p about 45° score based on time Accuracy Shooting fr e e throw li n e s tr a ig h t ten seconds fo r each fr e throw shot O pposition Shooting la y -u p - s t a r t o u tsid e o f fo u l li n e w i l l vary own speed Lehsten B a sk etb a ll T est Baskets per Minute any p o in t on f lo o r - s t a r t a t fr e e throw li n e w i l l vary one minute W isconsin B a sk etb a ll T est Bounce and Shoot S ta r t a t eig h teen f e e t and take one bounce toward basket 45^ from both s id e s one o f the sco r e s based on tim e Young-Moser B a sk etb all T est (women) Bounce and Shoot sta r t a t f i f teen f e e t and take one bounce toward b ask et 45^ from both s id e s bounce and shoot im m ediately M odified Johnson B a sk etb a ll T est (women) F ie ld -g o a l Speed T est la y -u p any angle t h ir t y sec onds Friermood B a sk etb a ll Progress T est Adaptable to C lass Use Free throws fr e e throw li n e s tr a ig h t own speed D r ib b le -in shot from the s id e s lay-u p about 45° own speed Edgren B a sk etb a ll T est >56 = SURVEY OF BASKETBALL SHOOTING T E S T S T est Time T est Item Shooting fo r Accuracy v a r ie s from fou r f e e t to twenty f e e t ° n in e d if f e r e n t sh o ts v a r ie s fiv e d if f e r e n t P iv o t and Shoot fifte e n fe e t from end li n e t /3 s t r a ig i t own speed 2 /3 a t 45* a n g le D ribble and Shoot lay-u p v a r ie s the score i s based on tim e “ d iv id e seconds in to 400 fo r score Com petitive Shooting v a r ie s - s ta r t from twenty f e e t out v a r ie s own speed Game R e su lts as a C r ite rio n fo r V a lid a tin g B a sk etb a ll S k i l l T ests (Stroup) Goal Shooting T est lay-u p w i l l vary one minute Knox B asket b a l l T est D ribble and Shoot v a r ie s probably la y ups w i l l vary score based on th e tim e Achievement L evel in B a sk etb a ll fo r Women ( L e ilic h ) Bounce and Shoot sta r t a t eig h teen f e e t and tak e one bounce toward the b ask et 45® angle from both s id e s one o f th e sco r e s i s based on time - recorded to n e a r e s t ten th o f a second H alf-m inute Shooting lay-u p w i l l vary t h ir t y seconds - two tr ia ls T ests fo r E valuating th e A b i l i t i e s o f B a sk etb a ll P layers (Money) own speed 6 1^ SURVEY O F BASKETBALL SHOOTING T E ST S T est Edgren B a sk etb a ll T est Item Prelim inary Phase to Shooting D ribble S ta tio n a ry P iv o t backward p iv o t and shoot im m ediately P iv o t and Shoot d r ib b le and r e t r ie v e b a l l fo r f i v e tim es D ribble and Shoot Accuracy Shooting le a v e th e c i r c l e a ft e r each shot turn and dribb! .e in fo r sh o rt shot O pposition Shooting i f you shoot from the p o in t where th e b a ll i s r e tr ie v e d I f you move c lo s e r to th e b ask et from the p o in t b a l l i s r e tr ie v e d L ehsten B a sk etb a ll T est Baskets per Minute W isconsin B a sk etb a ll T est Bounce and Shoot one d r ib b le shoot and go g e t b a l l from c h a ir on oth er sid e o f flo o r Young“Moser B a sk etb a ll T est (women) Bounce and Shoot one d r ib b le shoot and r e t r ie v e b a ll M odified Johnson B a sk etb a ll T est (women) Fie ld “ go a l Speed t e s t sta tio n a r y Friermood B a sk etb a ll Progress Test Adaptable to C lass Use Free Throws sta tio n a r y i . 58^ SURVEY OF BASKETBALL SHOOTING T E ST S T est T ests fo r E valuating th e A b ili t ie s o f B ask etb all P layers (Money) Test Item S ta tio n a ry D ribble=In Shot from the Sid es Shooting fo r Accuracy 1 P ivot D ribble shoot w ith l e f t hand from l e f t sid e and w ith r ig h t hand from r ig h t s id e S ta tio n a ry d r ib b le , p iv ?t- and shoot P ivot and Shoot D ribble and Shoot d r ib b le around two c h a ir s sh oot s tr a ig h t drib' b le and shoot Com petitive Shoo tin g a p p lic a n t must f r 36 h im self fri )m the d e fe n siv e man to ;'e c e iv e pass ;^rom th e in s tr u c to r and th< m attem pt to score Game R esu lts as a c r it e r io n fo r V a li d a tin g Basket b a ll S k ill T ests (Stroup) Goal Shooting sta tio n a r y Knox Basket b a l l Test D ribble and Shoot Achievement L evel in B a sk etb a ll fo r Women (L e ilic h ) Bounce and Shoot H alf-m inute Shooting d r ib b le around th ree c h a ir s and shoot one d rib b le and shoot s ta tio n a r y ' 59' SURVEY OF BASKETBALL SHOOTING T E ST S P iv o t and Shoot f i v e attem pts one p o in t fo r each sh o t made D ribble and Shoot f i v e attem pts timed to when f i f t h sh o t i s r e tr ie v e d Accuracy Shooting te n attem pts one p o in t fo r each sh ot made O pposition Shooting f i v e attem pts one p o in t fo r each sh o t made L ehsten B a sk etb a ll T est B askets per minute score i s based on number o f sh o ts made one p o in t fo r each sh o t made W isconsin B asketb a ll T est (women) Bounce and Shoot ten sh o ts - ^ from each sid e oth er score based number o f sh o ts made one score fo r sh o ts made o th er score fo r tim e used Young-Moser B a sk etb a ll T est (women) Bounce and Shoot ten sh o ts - f from each sid e one p o in t fo r each sh ot made M odified Johnson B a sk etb a ll A b ilit y T est F ie ld -g o a l Speed Test- sco re was based on number o f sh o ts made one p o in t fo r each sh o t made Friermood Basket b a l l Progress T est Adaptable to C lass Use Free throws one to f i v e attem pts - a m issed shot sto p s the t e s t one p o in t fo r each consecu t i v e sh ot made D rib b le-In shot from th e S id es S ix attem p ts th ree from each s id e one p o in t fo r each sh ot made Shooting fo r Accuracy must make a l l nine sh o ts sco re i s based on attem pted sh o ts Edgren B ask etb all T est T ests fo r E valuat in g th e A b i l i t i e s o f B a sk etb all P layers (Money) .60SURVEY OF BASKETBALL SHOOTING T E ST S T est T ests fo r E valuating the A b i l i t i e s o f B a sk etb a ll P layers (Money) T est Item Shots Score P iv o t and Shoot- n in e attem pts ™ th ree from th ree d if f e r e n t sp ots one p o in t fo r each sh ot made D ribble and Shoot must make two sh o ts p o in ts equal seconds d i v i ded in t o 400 C om petitive Shooting f i v e attem pts two p o in ts fo r a s u c c e s s fu l b a sk et (add one p o in t fo r d e fe n siv e f o u l and sub t r a c t one p o in t fo r o ff e n s iv e f o u l Game R esu lts as a C r ite rio n fo r Val id a tin g B a sk etb a ll S k i l l T ests (Stroup) Goal Shooting score based on number o f sh ots made one p o in t fo r each shotmade Knox B ask etb all T est D ribble and Shoot must make one sh ot score i s the number o f seconds Achievement Level in B a k setb a ll S k i l l fo r Women (L e ilic h ) Bounce and Shoot ten attem pts Y from each sid e accuracv two p o in ts fo r each sh o t made one p o in t fo r h it t i n g the rim tim e = score equal seconds add one second fo r each fo u l Half-M inute Shooting score i s based on number o f sh o ts made one p o in t fo r each sh o t made (two t r i a l s ) APPENDIX B 62 . INFORMATION TO BE GIVEN TO THE ENTIRE CLASS BEFORE THE TESTING STARTS.: 1« This t e s t -w ill measure b a sk e tb a ll sh ootin g s k i l l in two d if f e r e n t wayso Ao Accuracy in sh ootin g basketso Bo Amount o f l a t e r a l and lo n g itu d in a l d e v ia tio n using a ta r g e t ink board on a h o r iz o n ta l planeo 2. The r e s u lt s o f t h is t e s t w i l l be used in a t h e s is th a t I , Bob B a llin g e r , am working on fo r my mastery's degree in p h y sic a l education 3o My h y p o th esis (what I exp ect to fin d ) i s th a t th e d e v ia tio n to the r ig h t and l e f t causes more b a sk e tb a ll sh o ts to be missed than does th e d e v ia tio n lon g and sh o r t. 4* I t i s very im portant th a t you tr y to g e t every sh o t as c lo s e to the cen ter o f th e rim as p o ssib le » 5» When sh ootin g a t th e ta r g e t board, th e edge o f th e board may bother you; but i f you w i l l con cen trate on th e orange rim in both th e p r a c tic e t e s t and the a c tu a l t e s t , the r e s u lt s w i l l be v a lid enough fo r t h is stud y. 6. The r e s u lt s o f t h is t e s t w i l l be a v a ila b le to you when a l l th e sco r e s have been ta b u la te d . c-63'^’ ST A T IO N N O . I lo II. - PRA CTIC E SHOOTING Read th e fo llo w in g in s tr u c tio n s to each stud en t tak ing t h is t e s t s 1« You must u se o n ly one type o f shot fo r a l l fo u r t e s t s o want to change your sh o t, do i t now31 ! 2o Shoot from d ir e c t ly behind th e w hite p ie c e s o f ta p e. must be behind the tap e when sh o o tin g . 3. Do n ot hurry! ! i Take your tim e and concen trate on making th e sh ot w ith out touching th e rim (a n et s h o t). 4. This i s th e p r a c tic e s t a t io n . At the n ext s ta tio n you w i l l be scored in th e fo llo w in g ways Ao Three p o in ts fo r a f i e l d go a l when th e b a l l does n ot touch the rim* B. Two -points fo r a f i e l d go a l a f t e r h it t in g the rim . C. One •point i f th e b a l l h i t s the rim even though th e f i e l d goal i s m issed. D. No p o in ts i f th e b a l l m isses th e rim com p letely. This sh ot must a ls o be rep eated so th a t th ere w i l l be ; 5 s c o r e s . 5« You w i l l take 15 s h o ts , 5 from berind each o f the 3 p ie c e s o f tape s ta r tin g a t th e tape to your r ig h t and fin is h in g a t th e tape to your l e f t . 6. Any shot th a t h i t s th e backboard b efore dropping to th e l e v e l o f the rim w i l l n o t be counted as a sh ot and w i l l be rep eated . ?o When you have fin is h e d tak in g the and r e s t th ere u n t il the n ex t t e s t . te sts it This I f you Both f e e t in the c h a ir provided Check each stud en t tak in g t h is t e s t on th e fo llo w in g p o in ts : 1. That the type o f shot used i s the same as the type o f sh o t marked on the s tu d e n t's sh e e t. I f they are th e same, w r ite the l e t t e r s "0 K" j u s t above th e check mark. 2. That th e student i s sh ootin g from d ir e c t ly behind th e p ie c e s o f ta p e. 3= That th e stud en t does not change th e type o f shot he i s shooting duri.ng th e t e s t . ho That th e stud en t sh oo ts no more than 15 sh o ts and th a t the stu d en t s i t s in the ch a ir provided when the t e s t i s f in is h e d . That the order o f sh ootin g (each o f th e 5 s h o ts ) s t a r t s on the r ig h t s id e and f in is h e s on th e l e f t s id e (in r e la t io n to the sh o o te r ). "IF YOU HAVE ANY QUESTIONS. STOP THE TEST AND ASK MES 12( 2 1 ! III ST A T IO N N O . I« ° SHOOTING T EST Read th e fo llo w in g in s tr u c tio n s to each stud en t taking t h is t e s t s 1o You must use th e same type o f sh ot th a t you used in your p r a c tic e shootingo 2. Shoot from d ir e c t ly behind the w hite p ie c e s o f tap e. must be behind th e tape when shootingo 3o Do n ot hurry*! ! Take your' tin e and concen trate on making the sh ot w ithout touching the rim (a n e t shot)» 4* You w i l l be scored in th e fo llo w in g ways A. Three p o in ts fo r a f i e l d goal when th e b a ll does not touch the rim» Bo Two p o in ts fo r a f i e l d g o a l a ft e r h it t in g the rim» C. One p o in t i f th e b a l l h i t s th e rim even though the f i e l d go a l i s missed» D. No p o in ts i f the b a ll m isses the rim completely» This shot must a ls o be repeated so th a t th ere w i l l be 15 s c o r e s » 5» II. II Both f e e t You w i l l take 15 s h o ts , 5 from behind each o f the 3 p ie c e s o f ■tape s ta r tin g a t th e tape to your r ig h t and fin is h in g a t the tape to your le f t » 6, Any sh o t th a t h i t s th e backboard b efore dropping to the l e v e l o f the rim w i l l n o t be counted as a sh ot and w i l l be repeated» 7» The r e s u lt s o f t h is t e s t w i l l be a v a ila b le to you a t a la t e r d ate when a l l the sco res have been tabulated» 8» When you have fim .sh ed tak ing the t e s t s i t in the c h a ir pro vided and r e s t th ere u n t il the next te s t» This i s im p ortant!I ! Check each stu d en t tak in g thi.s t e s t on the fo llo w in g p o in ts : 1» That th e type o f sh ot used in t h is t e s t i s the same as th e type marked on th e stu d e n t's sheet» 2» That the stud en t i s shootin g from d ir e c t ly behind the p ie c e s o f ta p e. 3» That th e stud en t does n et change the type o f shot he i s sh ootin g during the t e s t . - 66 - 4. That th e stud en t shoots no more than 15 sh o ts and th a t th e stu d en t s i t s in th e ch air provided when th e t e s t i s f in is h e d . 5* That the order o f shootin g (each o f th e 5 sh o ts) s t a r t s on the r ig h t sid e and f in is h e s on the l e f t sid e (in r e la t io n to th e shooter ). "IF YOU HAVE ANY QUESTIONS. STOP THE TEST AND ASK ME!IS* 1 1 ! ! ! I" ^ 67 = STATION NO. I l l - PRACTICE SHOOTING AT THE TARGET BOARD I. Read th e fo llo w in g in s tr u c tio n s t o each stu d en t tak in g t h i s t e s t s 1« Use th e same type o f sh ot and shoot from d ir e c t ly behind th e p ie c e s o f ta p e. 2. Do n ot hurryI Take your tim e and concen trate on making the b a n land d ir e c t lv i n th e cen ter o f th e ta r g e t board. 3, On the f i r s t few sh o ts th e edge o f the ta r g e t board may tend to bother your sh o o tin g . To overcome t h is you w i l l have to con c en tr a te verv hard on th e rim fo r c in g y o u r s e lf to ig n o re th e ta r g e t board. Take your time and g e t r id o f a l l your bad sh o ts on t h i s p r a c tic e board. II. 5. This i s a p r a c tic e s t a t io n . At th e n ex t s ta tio n each sh ot w i l l be scored in th e number o f in c h e s th a t th e cen ter o f th e b a l l lands from the cen ter o f the board which i s a ls o th e cen ter o f the rim. 6. The number and order o f sh o ts w i l l be th e same as i t was on the two p revious t e s t s . 7. Any shot th a t h i.ts th e backboard before dropping to the l e v e l o f the ta r g e t board w i,ll not be counted as a sh ot and w i l l be rep eated . 8. When you have fin is h e d tak ing the t e s t s i t in the ch a ir pro vided and r e s t th ere u n t i l th e next t e s t . This i s im p ortant! Î S 9. Any sh ot th a t m isses the ta r g e t board._ com pletely must be rep eated . Check each stu d en t tak in g t h is t e s t on th e fo llo w in g p o in ts : 1o That the type o f sh ot used in t h is t e s t i s the same as the type marked on the student* s sh e e t. 2. That the stu d en t i s -shooting from d ir e c t ly behind th e p ie c e s o f tap e. 3. That th e stud en t does n o t change the type o f sh o t he i s sh ootin g during th e t e s t . . 68. 4-0 That th e stu d en t sh oots no more than 15 sh o ts and th a t the student s i t s in th e ch a ir prcvlded when the t e s t i s fin ish ed o 5. That the order o f sh ootin g (each o f the 5 s h o ts ) s t a r t s on the r ig h t s id e and f in is h e s on the l e f t s id e (in r e la t io n to the shoo t e r ) « 6. Remind the stu d en t se v e r a l tim es during the t e s t th a t he must concen trate on the orange rim» 7o Let the stu d en t know when the b a ll lan d s near the cen ter o f the ta r g e t board» "IF YOU HAVE ANY QUESTIONS» STOP THE TEST MD ASK ME! H H ! t !! i . 69" STATION NO. IV » SHOOTING TEST AT THE TARGET BOARD lo Read the fo llo w in g in s tr u c tio n s to each stud en t taking t h is t e s t s 1« Use th e same type o f shot and shoot from d ir e c t ly behind the p ie c e s o f ta p e, 2o Do not hurry! Take your tim e and con cen trate on making th e b a ll land d ir e c t ly in th e cen ter o f the ta r g e t board» 3 . "Make sure you are look in g a t the rim b efo re you take each sh o t. " 4» Each sh o t w i l l be scored in th e number o f in c h e s the cen ter o f b a l l lan d s from th e cen ter o f the ta r g e t board« 5* Make sure each shot has enough arch or h e ig h t to drop on th e top s id e o f the ta r g e t boardo Shots th a t h i t the edge o f th e ta r g e t board w i l l not make an ink mark on th e ta r g e t paper, 6« Any sh ot th a t does n ot mark th e paper must be rep ea ted ! 7 . The number and order of sh o ts w i l l be th e same as i t was on th e th ree p reviou s t e s t s , 8. Any sh ot th a t h i t s th e backboard b efo re dropping to the l e v e l o f the ta r g e t board w i l l not be counted as a sh ot and w i l l be rep ea ted • 9 . When th e t e s t i s fin is h e d r ep o rt back to Mr, Johnson, II, Check each stu d en t taking t h is t e s t on th e fo llo w in g p o in ts : 1, That the type o f sh o t used in t h is t e s t i s the same as th e type marked on the stud en t*s sh e e t, 2, That th e stu d en t i s shooting from d ir e c t ly behind th e p ie c e s o f ta p e. 3, That the stud en t does not change th e type o f shot he i s shootin g during the t e s t , 4, That the order o f sh ootin g (each o f the 5 s h o ts ) s ta r ts on th e r ig h t s id e and f in is h e s on the l e f t s id e (in r e la t io n to the sh o o te r ). 5» Remind the stu d en t se v e r a l tim es during the t e s t th a t he must co n cen trate on th e =jy 0“ 60 Let th e stud en t know when the b a l l lands near th e cen ter o f the ta r g e t boardo 7. That th ere must be 5 in k marks on each o f the th ree s h e e ts o f ta r g e t paper fo r each studento 8 « I f a shot happens to bounce tw ice on th e th a t the second mark i s marked w ith an th e sh o t th a t h i t the backboard and then ta r g e t paper, be sure Do t h is a ls o fo r marked the ta r g e t paper, 9» That th e li n e marked on the ta r g e t paper i s always p o in tin g d ir e c t ly a t th e shoo te r o Do t h is by lin in g up t h is l i n e w ith the l i n e on th e board th a t corresponds w ith th e shootin g a n g le . 1 Oo That every ta r g e t sh e e t i s marked w ith the name o f the sh ooter and th e angle from which he was sh o o tin g 0 11. That th e ta r g e t sh e e t i s cen tered on th e ta r g e t board a t a l l tim es during the t e s t . "IF YOU HAVE ANY QUESTIONS,, STOP THE TEST AND ASK MES 11 I! 11 IS S" 71- APPENDIX C Name Age_ Qe&le go ad d ress C lass Ph<me No, When n o t u sin g th e banltboard, ny p o in t o f aim o r th e p a r t o f th e rim I c o n c e n tra te o n , when s h o o tin g , i s : (check one o f th e fo llo w in g ) ( ( ( ( ) 1. Thef r o n t edge o f th e rim ) 2» Theh o le fwnaed by th e rim ) 3. Theback edge o f th e rim ) Combination o f numbers 1 and 3 ) Combination o f numbers 1 and 2 ) Combination o f numbers 2 and 3 ) Combination o f numbers 1 , 2 , & 3 ) O ther___________________________ ( ( ( ( Number o f seaso n s o r y e a rs I have played b a s k e tb a ll f o r : ( ( ( ( ( ( ) ) ) ) ) ) Independent team C ollege team C ollege in tra m u ra l team C ollege Phy« Ed. c la s s High sch o o l team High sch o o l in tra m u ra l team The ty p e o f sh o t used on t h i s t e s t : ( ) One handed s e t ( ) Two handed s e t ( ) O ther_________ ( ( ( ( ( ( ) ) ) ) ) ) High sch o o l Phy. Ed* c la s s J u n io r h ig h team J u n io r high fh y . Ed. c la s s Grade sch o o l team Grade sch o o l c la s s O ther______________________ (th e s tu d e n t must use o n ly one ty p e o f s h o t) ( ) One handed jump ( ) Two handed jump ( ) One handed moving ( ) Two handed moving Key f o r g iv in g p o in ts on accuracy shooting t e s t : 0 = m issed rim com pletely 1 = h i t rim b u t m issed b ask e t 2 = h i t rim and made b a sk e t 3 " made b a sk e t w ith out to u ch in g rim Shots Shot P o in ts S ^ots Made Lat* D. R« bat# D# Ls Lat« R. & 1* Di Lon» Do R. lio n o D j L* Lon. Ho & 1# D* la to & Lon. D. t o R. & L« ïâTTr Lgfb A . '73- APPENDIX D 7^ DEVIATION SîTOCTING TEST jp 9
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