Study of basketball field goal shooting deviations for selected male

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
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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.
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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
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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
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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
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o
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o
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o
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o
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b
o
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4é
o
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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.
P ren ti c e -H a ll, I n c • , 1959•
Englewood C l i f f s , N .J .i
C larke, H. H arrison. A p p lica tio n o f Measurement to H ealth and P h y sic a l
E ducation. Englewood C l i f f s , N. J . : P r e n tic e -H a ll, I n c ., 196I .
McCreary, Jay. Winning High School B a sk etb a ll.
P r e n tic e -H a ll, I n c ., 195^*
Rupp, Adolph F. Rupp*s Championship B a sk e tb a ll.
P r e n tic e -H a ll, I n c ., 1956.
Englewood C l i f f s , N .J .;
Englewood C l i f f s , N. J . :
W eiss and P h illip s . A dm inistration o f T ests in P h y sica l E ducation.
S t. Louis: C. V. Mosby Company, 1954.
B. PERIODICALS
A lle y , Louis B. 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,
1961), 34- 71.
Edgren, H. D. "An Experiment i n th e T estin g o f A b ilit y and P rogress in
B a sk etb a ll," Research Q uarterlv. I l l : I (March, 1932),159-171 «
Friermood, H. T. "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