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Unit 4 Assignment 3. Carrying out fitness testing and fitness profiling for sports performers.
- Institution
- PEARSON (PEARSON)
This assignment was marked and IV'd at a distinction level.
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Unit 4 Assignment 3Profiling for a rugby player
Player profile:
Name: ?
Age: ?
Sport: ?
Club: ?
Position: ?
Height: ?
Weight: ?
Nationality: ?
? is training for the Surrey Alliance League 3 which he is currently taking part in. He has
never had an injury take place during his playing time that has negatively affected his
training. Recently he has come to get fitness tests done to analyse his performance for
specific aspects in the position he plays in. He has come in to see what his strengthens
and weaknesses are so that he can improve on certain aspect of his play and benefit his
performance during his games in the Surrey Alliance League 3. ? has been a part of the
Kingston 2nd XV since 2022 and has 16 caps. As the position of the loosehead lock, is to
win the ball in the lineouts and to lock a stable scrum.
Rugby player’s results:
Name of the Component of Result Range of Normative
test fitness measured normative Data - level
data
1 Illinois agility Agility 16.53 16.2 - 18.1 Average
test seconds seconds.
2 Agility T-test Agility 10.55 10.37 - Below Average
seconds 10.67
seconds.
3 Pull-up test Upper body 13 pull ups 9 - 13 pull- Above
strength, handgrip ups. Average
strength, handgrip
endurance
1
, Unit 4 Assignment 3
4 Press-up test Muscular endurance 40 press- 35 - 46 Above
of the upper body ups press-ups. Average
muscles (anterior
deltoid, pectoralis
major, triceps)
5 Hand grip Strength of the 52.2 kg 51-56 kg. Good/Above
dynamometer flexor muscles of Average
test the hand and the
forearm
6 Sit-up test Abdominal muscular 33 sit-ups 31–34 sit- Below Average
strength, muscular ups.
endurance of the
abdominals and hip-
flexors
1 - Fitness Test. Illinois agility test
(Mackenzie, 2000b)
The Illinois test is used for measuring agility. The layout of the markers is shown in the
diagram above, which the person will run around as quickly as possible. This test
requires a stopwatch, eight markers or cones, a non-slip surface, and an additional
person to stand at the end to provide the most accurate outcome.
Protocol – The athlete warms up for 10 minutes. The assistant sets up the course using
cones and tape measure as detailed in the diagram. The athlete lies face down on the
2
, Unit 4 Assignment 3
floor at the “Start” cone. The assistant gives the command “GO” and starts the stopwatch.
The athlete jumps to their feet and negotiates the course around the cones following the
red line route as shown in the diagram to the finish. The assistant stops the stopwatch
and records the time when the athlete passes the “Finish” cone (Mackenzie, 2000b).
Normative data – The athlete finished the test in 16.53 seconds. According to the
normative data chart, he has average agility. This indicates that while his degree of agility
is adequate, he is not the best at weaving in and out.
(Davis et al. 2000)
Agility is a crucial component to include in a training plan because rugby is an invasion
and evasion game. In rugby union, it has been demonstrated that 72% of effective tackle
breaks result from evasive agility manoeuvres. (Engelbrecht et al., 2016) Although agility
is viewed as a physical notion, responding to a given stimulus requires extensive
cognitive processing. Consequently, agility training needs to take a multifaceted
approach.
He would be able to see progress if he did this agility training of weaving in and out twice
a week. If every training session continued for 80 minutes, which is the length of a rugby
game, it would be comparable to a game. When he took the Illinois test again after doing
this for two months, he would notice a significant improvement and be able to achieve
above average or excellent test result. Weaving cone drills are an example of a particular
training exercise because they emphasise quick direction changes, which are essential
for his games. This amount of time is appropriate because he must be able to change
direction continuously throughout the game to avoid being tackled or losing possession
after receiving a kick-off. When the opposing team is attempting to obtain possession of
the ball and tackle the athlete, he will be able to manoeuvre past them from the agility
training which can involve changing the distance between the cones and where they are
placed in the cone drills. He could then focus on his footwork to keep up with the game's
constant direction changes. Since this training is intended to mimic a game, it will be
intense. This will help him perform better by allowing him to avoid tackle attempts and
maintain possession of the ball.
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, Unit 4 Assignment 3
The Illinois test data from some of the squad members was used for the calculation of the
mean and standard deviation.
Squad Illinois Sum = Results (Results Sum =
members agility test 188.14. subtracted subtracted by 17.654640.
results Mean by the mean the mean)2 Mean (÷ [10-
(÷10) = (-18.814) 1]) =
? 19.96 18.814 1.146 1.313316 1.961626667.
seconds seconds. Standard
? 19.25 0.436 0.190096 Deviation
seconds equals
? 18.77 -0.044 0.001936 square root
seconds of mean, so
? 17.88 -0.934 0.872356 SD =
seconds 1.400580832.
? 19.45 0.636 0.404496 1.40 (2
seconds decimal
? 18.17 -0.644 0.414736 places).
seconds
? 16.53 -2.284 5.216656
seconds
? 21.10 2.286 5.225796
seconds
? 19.90 1.086 1.179396
seconds
? 17.13 -1.684 2.835856
seconds
2 - Fitness Test. T–drill agility test
(Mackenzie, 2000a)
4
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