Table 2
Results of the inter-evaluator qualitative analysis for each of the components analysed
Example remark | ||
Passing (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. | |
Receiving (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. | |
Support (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. | |
Defense (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. |