Introduction to Assessments at Texas A&M
Apr 09, 2024 | Sports Science
Our last article described how monitoring allows us to have a better understanding of our student athlete’s training process. Here we explore the role that assessments play as we provide service to our student athletes. While assessments are more periodic than monitoring, they provide us an extra layer of insight into the individual’s “story” as they navigate the demands placed upon them. These snapshots can help us “bucket” our student athletes into training groups that will be most beneficial, allows us to create norms/benchmarks, and can be especially helpful during the return to play process.
As is often the way in sports science, there are a growing number of technology and assessment options available for practitioners to utilize. When considering how to incorporate something new, we have found that the best approach is to start by identifying the purpose or objective of the assessment. What are we trying to find out? How do we plan on utilizing this data? How will this data be useful for the sport of interest? Then, we can determine the tools available to answer those questions and start to work out how to make it happen. Collecting data without a clear “why” in mind may lead to data overload or allow for bias to interfere with interpretation.
Once the “why” is established, then the logistics can be more easily formulated. Understanding the time commitments of the student athlete will aid in this process as well as understanding the demands of that time of year on the athlete. Collaborating with other Performance and Wellness group members will aid in answering the logistical questions for planning. Some of those questions include: How often do we plan on assessing, how can we make our assessments as consistent and repeatable as possible, where should this assessment occur, and how long will it take?
Having a clearly defined and consistent collection process makes the interpretation of data easier. The more variables we control for will allow the metrics of interest to be more representative of meaningful progress or change as opposed to differences in techniques, time of day, testing atmosphere, etc. However, there will be times when flexibility from the original plan is needed, so making clear notes in places where data is stored is vital. Just like the assessments selected, the metrics focused on should be chosen with the actions of the sport in mind. Since assessments are more periodic, understanding the coefficient of variation for the metrics is important. We want to be sure the changes we see are due to training adaptation or seasonal phases as opposed to the variability of a measure.
The final step of the assessment process is analyzing and displaying the results. Understanding the audience is key. Is this going to the student athlete, a coach, support staff member, etc.? What information is meaningful to their role? How do we show the progress in a concise but clear way, and how can this contribute to their overall understanding of this type of data?
As alluded to earlier, many different types of assessments can be conducted. Some that we use most often include jump, isometric, and dynamometer tests.
- Jumps performed on force plates: Countermovement jump (most often with hands-on-hips), static jump, drop jumps, and single leg jumps
- Isometric: Mid-thigh pull and belt squat are most common, with single-leg rack and isometric squats more occasional
- Dynamometer: Grip strength and modified Athletics Shoulder (ASH) test
When answering the “why”, comparing metrics is helpful. For example, utilizing a hands-on-hips countermovement jump with an isometric mid-thigh pull allows us to calculate the dynamic strength index. This can give insight to our Strength & Conditioning staff on where individual limitations may lie. Another example is the combination of static jumps with hands-on-hips countermovement jumps which allows for the eccentric utilization ratio (EUR) to be calculated.
Assessments are not limited to the Sports Science unit. Our frequent exposure to testing and data allows us to collaborate with colleagues and/or campus partners (Strength & Conditioning, Athletic Training, Physical Therapy, Huffines Institute, etc.) who may have other assessments of interest. Some examples include; metabolic testing, assessments using the 1080 Sprint, use of timing gate and high-speed camera in other speed or agility movements, etc. Through this interdisciplinary work, as well as helping our colleagues, we gain vital insight into what is most important to them as they serve our student athletes.
In summary, assessments should begin with a clear plan and purpose. Limiting confounding variables will help keep the quality of data high. Metric selection should align with meaningful actions of the sport or position within the sport. Lastly, how data is presented is vital; understanding our audience helps us deliver key information in a way that it can be best received.
Lastly, we will be following up this introduction with a number of technology and/or sport specific assessment graphics on our social media platforms. Please visit us at @AggieSportsSci on Instagram and X/Twitter or view them in the slideshow below once the series is complete.
