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Sports Analysis (cricket)
Will Hawkins
Analysis Of Sport
In the world of Cricket, there are a number of factors that influence a player ranging from Psychological aspects to Bio-Mechanical aspects. I will be focusing on one side of Cricket which will be Bowling as the factors that influence a Batsman are different to a bowler. I am also a Bowler for the Oxfordshire County so therefore, I will be able to provide more information and knowledge to explain aspects to an adequate level.
Physical Aspect (Speed):
Speed is the quickness of movement of a limb, whether this is the legs of a Bowler or the arm of the Batsman. Speed is an integral part of Cricket and can be expressed as any one of, or a combination of, the following: maximum speed, elastic strength (power) and speed endurance. Energy is supplied by the anaerobic pathway. The anaerobic (without oxygen) energy system is best challenged as an athlete approaches top speed between 30 and 60 metres while running at 95% to 100% of maximum speed. This speed component of anaerobic metabolism lasts for approximately eight seconds and should be trained when no muscle fatigue is present.
A fast bowler needs to take a longer run-up toward the wicket than a spin bowler, due to the need to generate the momentum and rhythm required to bowl a fast delivery. Fast bowlers will measure their preferred run up in strides and mark the distance from the wicket before he or she starts the over. It is important for the bowler to know exactly how long his or her run-up is because it needs to terminate at the popping crease. If the bowler steps over this, he or she will have bowled a no ball.
Fast Bowlers rely on speed to get a batsman out. This type of bowler can be further classified according to the speed at which they bowl the ball on average. Most pace bowlers are medium-fast to fast in top level cricket. In general, Fast Bowlers are described as right arm or left arm ‘fast’, or right arm or left arm ‘Medium’. ‘Though Jeff Thomson of Australia was long regarded as the fastest bowler in the world (with a fastest ball clocked at 99.7 mph and rumoured to have broken the 100mph barrier. The fastest delivery that has ever been officially recorded clocked in at 161.3 km/h (100.2 mph) and was bowled by Shoaib Akhtar of Pakistan during a match against England in the 2003 Cricket World Cup.’ ( )
The reason I choose Speed as a physical aspect is because it is a critical component do get a top level batsman out. This gives them less time to react to play a shot and therefore, the batsman will make an error such as an edge to a slip or wickey, an LBW appeal due to lack of foot movement to make a shot, or hitting the stumps. It also relates to psychological advantages such as make a batsman afraid as you bowl an aggressive ball such as a bouncer. An example of an athlete that uses this tactic would be Bret Lee as he is a fast bowler for Australia and uses his pace to bowl batsmen out.
Bio-Mechanical Aspect (Bowling Techniques):
Swing bowlers are pace bowlers who, apart from being fast, also use the seam of the ball to make it travel in a curved path through the air. This is further encouraged by thoroughly polishing one side of the ball while allowing the other side to become roughened and worn. The difference in airflow around the two sides will cause the ball to swing in the air, towards the roughened side. By changing the rotation of the ball in his or her hand, a bowler may therefore cause the ball to swing into or away from the batsman (providing that he or she has an adequate technique). In addition to a well-polished ball, other conditions help the ball to swing, notably damp or humid weather conditions.
Though pace bowlers tend to rely on speed, as bowlers develop this more sophisticated art of swing bowling. Swing bowlers are more effective than sheer pace bowlers as the swing can confuse a batsman. ‘Wasim Akram and Waqar Younis of Pakistan were masters of this skill, and were capable of causing an older, misshapen ball to swing the opposite way from normal, i.e. toward the shiny side. This is known as reverse swing and has become an increasingly important skill in the last 10 to 15 years.’ ( )
This is a preview of the whole essay
In cricket today, the line usually aimed for by fast bowlers is the ‘corridor of uncertainty’, the area just outside the batsman's off stump. It is difficult for the batsman to tell whether or not the ball is likely to strike their wicket and therefore, they do not know whether to attack, defend or leave the ball. James Anderson for England also has a very good technique as he can control his swing and length of the bowl.
Psychological Aspect (Visualization):
An excellent cricket tip I picked up is the power of visualization. It is a skill which is often ignored by cricketers. For batsmen, bowlers and fielders at any level of the game it is an important skill that should be mastered. Visualization is a very powerful technique that can help increase both your efficiency and effectiveness in achieving your cricket goals, whether it would be scoring one hundred runs, playing a perfect cover drive or taking that important wicket or catch.
“You must see your goals clearly and specifically before you can set out for them. Hold them in your mind until they become second nature.” Ricky Ponting. (A book called Visualization: The Key To Success? By Ian Canaway.) I believe this was the phrase that allowed me to set myself a positive and competitive attitude towards Cricket.
When you begin to use the visualization techniques, you want to mentally create a vivid scene in your mind of what you want to achieve. You want this scene to be as detailed and clear as possible, you need to be able to see and feel your success. An example of this would be picturing yourself taking that critical wicket or scoring that winning run.
Being able to visualize your success allows other mental advantages to come in such as a build-up of confidence and self esteem. Confidence will allow the bowler to be more consistent and be able to vary up his or her bowling styles and tactics as they will believe that they can do these types of bowls and therefore, make more of an impact on the result of the game. Confidence may also introduce a form of positive aggression which may possibly make a bowler bowl faster if he or she is a pace bowler, or this could inflict on others in the team, which would create a positive atmosphere. However, an overload of confidence may lead to a form of inconsistency and the negative approach to improve your technique and turn into a somewhat ‘Cocky’ behaviour.
Physical Aspect (Flexibility):
Flexibility is the ability to move the joints or any group of joints through an entire, normal range of motion.
Improved Cricket performance and injury prevention is incomplete without incorporating a dedicated approach to flexibility. Failing to appreciate the importance of this quality can undo all of the benefits achieved with other types of training and increase the chance of injury while reducing movement efficiency and effectiveness. Flexibility is critical in Cricket because of the joint stress associated with dynamic movements like batting and bowling. Lack of range of movement can lead to injury and a reduction in speed, agility, strength and endurance potential. It can also limit your individual cricket skills. Flexibility also allows a bowler to be able to achieve more speed on the ball as the flexibility of your upper body combines with the speed from the run up that you have created.
It has also been established that strength and power gains can occur more effectively through resistance work that is accompanied by muscle lengthening or flexibility exercises. This is partly the reason why stretching is crucial before and after training. So if you balance your strength training by stretching your muscles before and after each session, your progression should be increased.
It is also important to set time aside to simply stretch. Stretching only during warm-ups and warm-downs isn’t enough if you are playing cricket on a regular basis. It is crucial that players organise their time to regularly stretch either with a partner or participate in a stretch class or yoga class as this allows a more specific focus on flexibility exercises.
During the trajectory from your run up, this is when the body is at its optimum flexibility and the body is arched ready to release the bowl at its maximum height and velocity. Paul Collingwood is a good example of flexibility, he gets very arched when he bowls and is great in the field as he can use his flexibility to achieve hard tasks like catching the ball.
Physical Aspect (Muscular Strength):
‘The common definition of Strength is the ability to exert a force against a resistance . The strength needed for a sprinter to explode from the blocks is different to the strength needed by a weight lifter to lift a 200kg barbell. This therefore implies that there are different types of strength.
The classifications of strength are:
- Maximum strength - the greatest force that is possible in a single maximum contraction
- Elastic strength - the ability to overcome a resistance with a fast contraction
- Strength endurance - the ability to express force many times over’
A lot of muscular strength in Cricket relies solely on training when you are at elite standard and not so much on the muscle development during age development. While there are many methods to improving your strength for cricket, the basic principles remain the same. I consider strength training to be any kind of training that requires you to move your body against a resistance with the aim of increasing strength, power or speed. This resistance could be anything from Free weights to medicine balls, resistance bands, kettlebells or a partner during a training exercise. Cricketers get the best benefits from strength training about 2-4 times a week. Total training time can vary a little more but 1-3 hours split between those sessions are recommended by ‘UK Sport’. The fitter you are the more you can do.
‘The best strength training is the type that gives greatest crossover to the pitch in both performance (speed, power) and injury prevention. This is generally referred to as functional training. While this is an area of great debate in the strength coach world, there are some generally agreed areas.
- Multi Joint . Exercises that involve the whole body have a greater crossover (more functional) because they more closely emulate what you do on the pitch. They are also more time efficient as you are training several muscles at once. Variations of squats, deadlifts, bench pressing and rowing are all examples.
- Explosive movements . Cricket requires you to move fast so generally your training should be fast. That may mean less weight moved more explosively but it will give you a better result on the pitch.’ ( )
I chose strength as one of my five components as it allows the bowler (especially a pace bowler) to have more variety of bowls to select from during an over, as strength creates speed, and speed creates variety such as swing, bouncers etc. It also allows less time for the batsman to choose a shot to play and therefore may end up getting himself or herself out.
Document Details
- Word Count 2010
- Page Count 7
- Level AS and A Level
- Subject Physical Education (Sport & Coaching)
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In an interview with England U19 cricketer and A-level PE student Sophia Dunkley, Adam Morton outlines the main requirements of coursework Task 2.4
- Volume 10, 2014/ 2015
- Exam skills and revision
As a cricketer playing for Middlesex Women’s and England U19, Sophia Dunkley’s experience is invaluable in context of the requirements for Task 2.4.
You are required to identify and examine four core skills in your chosen sport. Examples might include types of pass in hockey or a range of different skills such as spin bowling, over-arm throwing, the long barrier and the cover drive in cricket. Each skill should be broken down into three phases, with annotated pictures (Figure 1) used to highlight key technical information such as coaching points. A comprehensive movement analysis should be completed and include the naming of joints, prime movers, types of movement and muscle contraction.
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![AQA A Level PE [A2 - 7582] - NEA Coursework](https://d1e4pidl3fu268.cloudfront.net/e9e3fb25-4fd1-487d-ae79-85e59357b973/2.crop_548x411_223,0.preview.png "a level pe coursework cricket")
AQA A Level PE [A2 - 7582] - NEA Coursework
Subject: Physical education
Age range: 16+
Resource type: Other
Last updated
17 August 2019
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AQA A Level PE [A2 - 7582] NEA Coursework
Powerpoint provides step by step information on how to complete each section of the coursework, providing examples. Also includes helpful advice for pupils on how to evidence their practical. Task included - commentary timeline to be submitted with practical video evidence.
Resources have been updated to match specification updates September 2018 version 1.2.
Further resources are available on my page. See my other available resources. Please email me if you have any issues: [email protected]
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- Centre Services
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GCSE Physical Education
- Specification
- Planning resources
- Teaching resources
- Assessment resources
- Introduction
- Specification at a glance
- 3.1 The human body and movement in physical activity and sport
- 3.2 Socio-cultural influences and wellbeing in physical activity and sport
- Scheme of assessment
- Non-exam assessment administration
- General administration
- Batting (defensive) – front and back foot.
- Batting (attacking) – front and back foot (drive, pull, hook, cut, sweep).
- Bowling – medium pace or fast pace or spin (line, length, variation).
- Catching in the field (from close, from distance) or catching as wicket keeper (standing up, standing back).
- Throwing and ground fielding in the field (from close, from distance) or stumping and recovery work as a wicket keeper.
Part 1 – Skills (10 marks)
Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills. This must not be in a full (11 versus 11) cricket match.
Students can choose to be a fielder or wicket keeper for skills 4 and 5 to suit their preferred position.
| Level | Mark | Description |
|---|---|---|
| 5 | 9–10 | The quality of technique is maintained for all skills and throughout all practices. When faced with opposition, decision making is consistently effective in both predetermined and spontaneous situations. There are very few errors and the student is adaptive when faced with progressively challenging situations. They almost always produce the intended results/accuracy. |
| 4 | 7–8 | The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with opposition, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations. They regularly produce the intended results/accuracy. |
| 3 | 5–6 | The quality of technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with opposition, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy. |
| 2 | 3–4 | The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with opposition, decision making is only occasionally effective in both predetermined and spontaneous situations. There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations. They occasionally produce the intended results/accuracy. |
| 1 | 1–2 | The quality of technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with opposition, decision making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations. They may not produce the intended results/accuracy. |
| 0 | 0 | Nothing worthy of credit. |
Part 2 – Full context (15 marks)
Students should perform in a fully competitive cricket match (11 versus 11), demonstrating the skills appropriate to their chosen positions. Performers must choose two of the following roles for the purposes of assessment:
- field/wicket keep.
The standard of the game should be appropriately challenging for the performer.
| Level | Mark | Description |
|---|---|---|
| 5 | 13–15 | The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the role being performed. The student’s contribution is highly effective, significant and sustained for almost all of the game and all of their roles. The student maintains a high level of technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is fully appropriate to their role. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in outwitting opponents, while hardly ever being outwitted themselves. |
| 4 | 10–12 | The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the role being performed, with only minor lapses. The student’s contribution is usually effective and significant and is sustained for the majority of the game and all of their roles. The student maintains technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is usually appropriate to their role, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often outwitting opponents but only occasionally being outwitted themselves. |
| 3 | 7–9 | The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the role being performed. The student’s contribution is sometimes effective and significant but it is not entirely sustained throughout the game, with the student being uninvolved during some periods. The student maintains technique and accuracy in the performance of most skills in set plays and in open play but it is not always consistent. The application of skill is not consistently appropriate to their role. The student demonstrates some ability to select and apply appropriate skills, sometimes outwitting opponents, though there may be some obvious areas of weakness and they will sometimes be outwitted themselves. |
| 2 | 4–6 | The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the role being performed. The student’s contribution is evident but infrequent throughout the game and only occasionally effective or significant. The student shows some technique and accuracy in the performance of some skills in set plays and in open play but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to their role. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally outwits opponents and is often outwitted themselves. |
| 1 | 1–3 | The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the role being performed. The student's contribution is limited to rare occasions and is seldom effective or significant. The student shows only limited technique and accuracy in the performance of a few skills in set plays and in open play. The application of skill is rarely appropriate to their role. The student demonstrates only very limited ability to select and apply appropriate skills, rarely outwitting opponents and usually being outwitted themselves. |
| 0 | 0 | Nothing worthy of credit. |
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Summer entry 2021 submission first draft. Includes fielding and bowling from games and practice. Game time footage heavily affected by COVID-19 Pandemic#cric...
This Coursework Guidelines booklet is essential for Centres assessing AS Level Physical Education Coursework (9396/02) and contains important guidance, requirements and criteria to be used for ... Cricket, Rounders, Softball 8 Target Activities Archery, Flat Green Bowling, Golf
Scheme of assessment. Find past papers and mark schemes, and specimen papers for new courses, on our website at aqa.org.uk/pastpapers. This specification is designed to be taken over two years. This is a linear qualification. In order to achieve the award, students must complete all assessments at the end of the course and in the same series.
A Level Pe Coursework Cricket - Free download as PDF File (.pdf), Text File (.txt) or read online for free. Scribd is the world's largest social reading and publishing site.
AQA A Level PE; OCR A Level PE; Membership; Contact; Login; Sport: Cricket. Cricket World Cup (2024) Cricket world cup 2024 starter . Continue . ... Test Cricket Starter Resource . Continue . Cricket World Cup 2021. Cricket World Cup . Continue . Ashes Defeat (2021) Ashes defeat ...
A2 Coursework AS Coursework Revision Games Podcasts Useful websites Website Blog section b examples. athletics_-_100m_and_long_jump.docx: File Size: 3133 kb: File Type: docx: Download File. athletics-_javelin.docx: File Size: 279 kb: File Type: docx: Download File. climbing.doc: File Size: 586 kb: File Type: ...
in your understanding of what you need to do to do well on the EAPI. Use this as a guide and you have a good start point. phase of the analysis of performance you will need to carry out as part of the course. Take notes and practice watching a performer in your own sport. You will need to show teh examiner you understand the technical elements ...
Starter Resource - Cricket World Cup Click the image or download button below to download a PDF of this starter resource. Download. Check out our comprehensive Resource Packages for the following courses: ... A Level PE Resource Packages. GCSE PE Resource Packages. CNATS Resource Packages. BTEC Tech Award Resource Package. NCFE Award in ...
Physical Aspect (Speed): Speed is the quickness of movement of a limb, whether this is the legs of a Bowler or the arm of the Batsman. Speed is an integral part of Cricket and can be expressed as any one of, or a combination of, the following: maximum speed, elastic strength (power) and speed endurance. Energy is supplied by the anaerobic pathway.
Assessment resources. Answers and commentaries. Showing 4 results. Answers and commentary: Paper 2 Factors affecting optimal performance - Sample set 1. Published 23 Feb 2024 | PDF | 10.9 MB. Answers and commentary: Paper 1 Factors affecting participation - Sample set 1. Published 23 Feb 2024 | PDF | 14.1 MB.
In an interview with England U19 cricketer and A-level PE student Sophia Dunkley, Adam Morton outlines the main requirements of coursework Task 2.4. PE Review; Volume 10, 2014/ 2015; Issue 1; Exam skills and revision ... over-arm throwing, the long barrier and the cover drive in cricket. Each skill should be broken down into three phases, with ...
1.1 Why choose AQA for A-level Physical Education 5 1.2 Support and resources to help you teach 5 2 Specification at a glance 7 2.1 Subject content 7 2.2 Assessments 7 ... You can attend a course at venues around the country, in your school or online - whatever suits your needs and availability. Find out more at coursesandevents.aqa.org.uk
Our A Level in Physical Education develops knowledge, understanding and skills relevant to physical education. Students gain understanding of the scientific and socio-cultural factors that underpin physical activity, and demonstrate their ability as either performer or coach. Specification code: H555. Qualification number: 601/8322/6.
docx, 18.79 KB. pptx, 16.77 MB. AQA A Level PE [A2 - 7582] NEA Coursework. Powerpoint provides step by step information on how to complete each section of the coursework, providing examples. Also includes helpful advice for pupils on how to evidence their practical. Task included - commentary timeline to be submitted with practical video evidence.
A-level Physical Education example student response I selected my driver and set up to the ball on the left-hand side of the tee box in order to promote the draw shape by hitting the ball on an in-to-out swing plane. My grip is a little 'weak' and this makes squaring the club at impact difficult, as a result my natural shot is a fade.
3. 2. The specification overview. 2a. OCR's A Level in Physical Education (H555) 2b. Content of A Level in Physical Education (H555) 2c. Content of Physiological factors afecting performance (H555/01) 2c. Content of Psychological factors aecting performance (H555/02) 2c. Content of Socio-cultural issues in physical activity and sport (H555/03 ...
An example of a former GCSE PE students coursework focused on cricket, was graded as 18/20 name candidate number centre number school cricket fitness evaluation. Skip to document. University; High School. Books; ... form of the game as they may be batting for over 5 hours whicjh can cause fatigue to people who do not have a high level of ...
a2 Pe Coursework Cricket - Free download as PDF File (.pdf), Text File (.txt) or read online for free. Writing coursework can be challenging for students due to the requirements for in-depth knowledge on the topic, strong research skills, analytical abilities, and effective time management. While difficult, seeking assistance from professional writing services can help students who struggle ...
Physical Education (8582) Scheme of assessment; Non-exam assessment (NEA): Practical performance in physical activity and sport ... Cricket. Batting (defensive) - front and back foot. Batting (attacking) - front and back foot (drive, pull, hook, cut, sweep). ... The student shows a high level of ability to make successful and effective ...
When answering an extended question it is important to remember the assessment objectives. 1. A01 marks are given for showing knowledge. This may be in the form of simple statements in response to the question, such as. definitions and descriptions. A02 marks are given for application.
o prepare for the A level?This bridging unit has been designed to allow learners to develop an appreciation of physical education i. a wide range of contexts. The work within it is designed to integrate theory and practice with an emphasis on the applicatio. of theoretical knowledge. Potential A level PE students will develop an understanding ...