Table 2

Results of the inter-evaluator qualitative analysis for each of the components analysed

Example remark
(11 %)
PreT• The passes are not that good and sometimes they “mess it up”.
PosT• They get better over time, which you see in terms of the quantity and quality of the passes, which translates into a higher number of points.
ReT• They really throw it hard and are usually very successful.
(8.4 %)
PreT• At first, the team in possession of the ball is poor at both catching and implementing moves.
PosT• In this match, the players without the ball constantly ask for it from their teammates and make successful receptions.
ReT• They perform receptions successfully which results in high-quality play; active and effective.
(24 %)
PreT• They don’t look for gaps or ask the player with the ball to pass properly, i.e. they don’t usually say positions (pass over the top, low down, etc.).
PosT• As they get better, they move more off the ball both to lose their marker and score when they attack and to intercept the pass when they are defending.
ReT• In this game, players without the ball move very actively, constantly asking for the ball from their teammates.
(25.6 %)
PreT• At first, the most significant thing is that they crowd around the player who has the ball too much, pushing and constantly committing fouls.
PosT• Signs of defensive actions such as covering team members in possession of the ball are starting to emerge.
ReT• Not only do they move to look for the ball, but sometimes they take up very significant defensive positions.
Game knowledge
(12.5 %)
PreT• At first, they don’t seem to know the rules very well, as they continually walk around holding the ball when that’s not allowed.
PosT• There has been obvious progress from the groups’ first contact with the activity to an understanding of the rules and purpose of the game.
ReT• After some time, you can see that most of the contents worked on have been retained.
Note. In brackets, percentage of comments in relation to the total information.