Malmö University
Faculty for Education and Society Sport Sciences
Two-Year Master´s Thesis,
IV610G, Spring 2021
30 credits
Talent Development System in
Finnish Basketball
Markus Vallila
Master Exam 120 credits
Sport Sciences
Date for the Final Seminar 2021-06-01
Examiner: Stephen Garland
Abstract
Background: This thesis is a longitudinal study and has been done for and in co-operation with the Finnish Basketball Association. The Finnish Basketball
Association provided testing data that was collected from Finnish youth national camps. Over the years 906 basketball youth players were tested and their test results have been used in this research. The talent identification and their development were the main focus in this study.
Aim: The purpose of this research was to investigate the Finnish talent
identification and development system that is partly faced on physical, tactical, or technical proficiency at different age levels, and understand this relationship to the future success of Finnish basketball players.
Method: There were two different research, a longitudinal study and interviews. Tests were analyzed by comparing age groups longitudinally and comparing different age groups over time. After that data analysis, three interviews were done to get deeper understanding about the talent identification and the selection process in Finnish basketball.
Results: The research showed that talents are picked based on outstanding test results, physical abilities, predictable potential, and on-court actions.
Anthropometry alongside with quickness and vertical jumps were the most tested attributes, which correlates to the attributes and specific tendencies where the coaches pay attention the most.
Conclusion: There is a chance for the late bloomers to qualify themselves to the national team, and an international or national league career. However, great performers have been found pretty well for national team and for international career. Test sequence is needed to be updated in order to help identifying talents.
Key Words
Table of Contents
Abstract ... 1 Table of Contents ... 2 Table of Figures ... 4 -1 Introduction ... 5 -2 Previous Research ... 8 -2.1 Talent Identification ... 8 -2.2 Successful Testing ... 9 -2.3 Testing ... 10 -2.4 Abilities ... 11 -3 Initiation ... 12 -3.1 Background ... 12-3.2 Purpose & Research Questions ... 13
-3.3 Impact Goals ... 13 -3.4 Project Goals ... 14 -3.5 Project Delimitations ... 14 -4 Research Methodology ... 15 -4.1 Research Strategy ... 15 -4.2 Data ... 16 -4.3 Data Collection ... 16 -4.4 Testing ... 18 -4.4.1 Anthropometry ... - 19 - 4.4.2 Mobility ... - 20 - 4.4.3 Quickness ... - 21 - 4.4.4 Basketball Skills ... - 22 - 4.4.5 Core Fitness ... - 22 - 4.4.6 Endurance ... - 23 - 4.4.7 Vertical Jumps ... - 23 - 4.4.8 Brawns ... - 23 - 4.5 Data Analysis ... 24 -4.6 Scientific Considerations ... 24 -4.7 Social Considerations ... 25 -4.8 Ethical Considerations ... 26 -5 Theoretical Framework ... 27
-6 Results & Analysis ... 28
-6.1 Talent Identification ... 28
-6.2 The Path of the Wolves ... 32
-6.3.2 Mobility ... - 44 - 6.3.3 Quickness ... - 45 - 6.3.4 Basketball Skills ... - 46 - 6.3.5 Core Fitness ... - 46 - 6.3.6 Endurance ... - 47 - 6.3.7 Vertical Jumps ... - 49 - 6.3.8 Brawns ... - 50 - 6.3.9 Ranking ... - 52 -
6.4 Relevance of the Tests ... 59
-7 Discussion, Conclusion & Suggested Solutions ... 62
-7.1 Discussion ... 62 -7.2 Conclusions ... 64 -7.3 Suggested Solutions ... 65 -8 References ... 67 -8.1 Literature ... 67 -8.2 Personal Communications ... 73 -9 Appendices ... 74 -9.1 Project Charter ... 74 -9.2 Interview Guide ... 75 -9.3 Project Breakdown ... 76 -9.3.1 Project Organization ... - 76 -
9.3.2 Work Breakdown Structure ... - 76 -
9.3.3 Logical Network ... - 77 -
9.3.4 Resource Planning ... - 78 -
9.3.5 Schedule and Time Plan ... - 79 -
9.3.6 Communication Strategy ... - 80 -
9.3.7 Risk Analysis ... - 80 -
Table of Figures
Figure 1. Cyclical testing process (Coulson and Archer, 2011, p. ix). ... 6
Figure 2. The movability of shoulders (Finnish Basketball Association 2021a). ... 20
Figure 3. The flexibility of hamstring and back (Finnish Basketball Association 2021a). ... 20
Figure 4. The overhead squat (Finnish Basketball Association 2021a). ... 20
Figure 5. Layupcourse a (Finnish Basketball Association, 2021a). ... 22
Figure 6. Layupcourse b (Finnish Basketball Association, 2021a). ... 22
Figure 7. Level of performances by adult’s national team appearances. ... 33
Figure 8. Level of performances by international level 2021. ... 33
Figure 9. Level of performances by national league 2015. ... 33
Figure 10. Level of performances by national league 2021. ... 33
Figure 11. Girls’ interaction between age and success in height. ... 35
Figure 12. Girls’ interaction between age and success in weight. ... 35
Figure 13. Girls’ interaction between age and success in 20 m sprint. ... 35
Figure 14. Girls’ interaction between age and success in agility course. ... 35
Figure 15. Girls’ interaction between age and success in momentum jump. ... 35
Figure 16. Girls’ interaction between age and success in endurance. ... 35
Figure 17. Girls’ 95%CI in height. ... 37
Figure 18. Girls’ 95%CI in weight. ... 37
Figure 19. Girls’ 95%CI in 20 m sprint. ... 37
Figure 20. Girls’ 95%CI in agility course. ... 37
Figure 21. Girls’ 95%CI in momentum jump. ... 37
Figure 22. Girls’ 95%CI in endurance. ... 37
Figure 23. Boys’ interaction between age and success in height. ... 38
Figure 24. Boys’ interaction between age and success in weight. ... 38
Figure 25. Boys’ interaction between age and success in 20 m sprint. ... 38
Figure 26. Boys’ interaction between age and success in agility course. ... 38
Figure 27. Boys’ interaction between age and success in momentum jump. ... 38
Figure 28. Boys’ interaction between age and success in endurance. ... 38
Figure 29. Boys’ 95%CI in height. ... 40
Figure 30. Boys’ 95%CI in weight. ... 40
Figure 31. Boys’ 95%CI in 20 m sprint. ... 40
Figure 32. Boys’ 95%CI in agility course. ... 40
Figure 33. Boys’ 95%CI in momentum jump. ... 40
Figure 34. Boys’ 95%CI in endurance. ... 40
Figure 35. Gender distribution. ... 41
Figure 36. Tested athlete distribution. ... 42
Figure 37. Boys’ anthropometry. ... 43
Figure 38. Girls’ anthropometry. ... 44
Figure 39. Girls’ mobility. ... 45
Figure 40. Quickness averages. ... 46
Figure 41. Core fitness averages. ... 47
Figure 42. The multistage fitness test averages by minutes. ... 48
Figure 43. The multistage fitness test averages by repetitions. ... 48
Figure 44. Vertical jumps averages. ... 49
Figure 45. Squat averages. ... 50
Figure 46. Bench press averages. ... 51
Figure 47. Clean averages. ... 52
Figure 48. Project Organization. ... 76
Figure 49. Work Breakdown Structure (WBS) for this project (Tonnquist, 2009, 41). ... 77
Figure 50. The simple figure of Work Packages (Tonnquist, 2009, 117119). ... 77
Figure 51. Logical Network by Milestones (MS) for this project (Tonnquist, 2009, 114). ... 78
Figure 52. Schedule and time plan. ... 79
Figure 53. Communication plan with the Finnish Basketball Association (Tonnquist, 2009, 162). ... 80
Figure 54. Communication plan with the supervisor of the master’s thesis (Tonnquist, 2009, 162). ... 80
-1 Introduction
Player development and talent identification is starting at an early age. The Finnish national team program is called “The path of the Wolf” (Sudenpolku). This program starts with the Wolf All-Star Camp (SUSI All-Star) for the youth at the ages of 13 to 14, and that Camp works as an early phase for the youth to further national teams. For player to qualify to Wolf All-Star Camp there must have been accomplished advance tests that are organized in the club circumstances. There was a need to create tests that are measuring basketball fundamentals, that’s why layup-course, shooting drill, and ball-handling course were selected for these advance tests (A. Tammivaara, personal communication, May 11, 2021). Coaches of the individual clubs are then signing players up to this camp. To be signed up by a coach certain levels have had to be reached. The camp itself is supposed to give the players the first experience and procedure to be part of the national team and to show what it takes to compete in the highest level of their age group. This is the start of the Finnish national team program. (Finnish Basketball Association, 2021a.) After the Wolf All-Star camp, the next chapters work with selections based on both physical and tactical tests. Coaches of the national teams are inviting players to join the youth national teams. (Finnish Basketball Association, 2021d.)
This thesis is a longitudinal study and has been done for and in co-operation with the Finnish Basketball Association. The Finnish Basketball Association is the head organization in basketball, in Finland. The organization represents its members and Finland in the head organization of basketball, the International Basketball Federation which is the world governing body for basketball. (Finnish Basketball Association, 2021b.) The Finnish Basketball Association and the Fans have created a brand over the national teams, that goes by the name of Wolfpack. Not only the name but also the logo and image symbolize wolves. The name Wolfpack comes from the historical World Cup 2014 participation, when Finland got its first spot to play in the World Cup, in Bilbao 2014. Finland and the Wolfpack wanted to show the world that they have the best fans among the national teams. (Finnish Basketball Association, 2013.)
been collected data from the testings from three age groups, youth under 15 (U15), under 16 (U16), and under 18 (U18) years old. However, there will be six different age groups when counting both boys and girls together: women under 15 (WU15), men under 15 (MU15), women under 16 (WU16), men under 16 (MU16), women under 18 (WU18), and men under 18 (MU18) years old. These six age groups during the years have used the same test sequence, for both boys and girls. Most of the tests have stayed the same since 2002.
Coulson and Archer (2011, p. ix) have described that fitness testing has many aims, but mostly the main idea is to collect information about progress. The progress can relate to both physical and tactical either to one individual or being part of the exercise program. Testings indicate what direction one’s training is going, and what adjustments could be made. Coulson and Archer (2011, p. ix) have created a cyclical testing process as shown in figure 1. The figure 1 shows how the testing can be thought of as a cyclical process. When one part has been fulfilled the next one is coming ahead. After all the parts, the process starts all over again and so does the cyclical wheel. Also, “The path of the Wolf” and the Finnish Basketball Association is using the cyclical testing process (see figure 1).
The cyclical testing process is continuing also in the club circumstances. The test results are possible to get within the player to the coach of the team. With this information the responsibility is handed over to the coach, to develop or support the growth of the individual. Sometimes players get feedback already at the national camps on how to improve themselves. The information is carried and handled then within the player as he or she is most comfortable with. While improving and focusing on individually
suggested attributes, the coach of the national team keeps the cyclical testing process (see figure 1) going all year long, until the next national camp takes place.
2 Previous Research
Once deciding the research topic, the literature review will be next accomplished. There are several purposes and forms for the literature review. In this, the main idea is to build up a dialogue between the ongoing research and the used literature. The section builds bridges with the research and previous research by its purpose to be the framework for the project. (Creswell, 2014, p. 60.)
2.1 Talent Identification
Kannekens, Elferink-Gemser, and Visscher (2011) describe that talent identification means recognizing the potential youth to become elite athletes in the future. Instead of fitness testing, the major factor to be measured were tactical skill drills. Kannekens et al. (2011) were studying 105 elite youth soccer players at their age of 18. The
performance levels of the participants were measured by the Tactical Skills Inventory for Sport (TACSIS). The TACSIS measured declarative and procedural knowledge of what comes to attacking and defending situations. Half of the players reached the professional level, the other half became amateurs. The biggest finding was that almost seven times more likely those who scored the highest ratings in the category of
“positioning and deciding” reached the professional level. Also, the same category, in a six-grade scale (from “very poor” to “excellent”) showed that players had to score at least the average level (third place as “good” or fourth as “fair”) to reach the
professional level. (Kannekens et al., 2011.)
According to the American Heritage Electronic Dictionary (1992, in Simonton, 1999), the definition for talent is “a marked innate ability”. That definition means that talent is hereditary. By the same token, talent is described by the capacity for exceptional high performance that requires special skills and training. Simonton (1999) has created a 2-part emergenic-epigenetic model, where the first 2-part explains the individual differences whereas the second part explains the development of the individual differences during the formative years. The purpose of the model is to understand that, though the talent seems to be genetic, there are always parts that come in emergenic and epigenetic ways. Emergenic is enhanced by the individual’s growth overall in physical, cognitive,
that supports over time the development of those criteria. The idea is to find emerging ability, train that talent, while not to forget other attributes to become the top elite performer.
Antti Koskelainen (personal communication, May 17, 2021) bases the description of talent on Gagné’s (1995) model. In that model, natural tendencies of giftedness are appearing. The process is an outcome of tendencies, attributes and potential, and environmental impact and opportunities including coaches, family, and friends. The process can bring outcomes we call talent. When talent is related to 16 years old’s, the giftedness, and the process is not finished. Maybe, those shouldn’t then be called talents, because their development is still ongoing. After a long process, those can be formulated to become talents.
2.2 Successful Testing
According to Barker and Armstrong (2011, p. 106), there are several reasons to monitor and test young athletes. The different rationales for testing are evaluating strengths and weaknesses; informing and evaluating the training program; providing motivation and measurable goals; aiding the evaluation process; assisting in talent identification and the prediction of future performance; and developing knowledge and understanding of the sport (Barker and Armstrong, 2011, p. 106).
but if the tests are not fulfilling the standards of specificity, validity, and reliability, is there even any point analyzing the results? Although, we can almost be a hundred percent sure that this is not a consideration to come true.
2.3 Testing
Krolo, Gilic, Foretic, Pojskic, Hammami, Spasic, and Sekulic (2020, p. 13) have studied agility in youth football and found mixed results. While tests were reliable, the
comparison between the two target groups caused trouble. For the younger group U13 the physical and maturity-related were found out to be more important, while for the older group U15 skill-related variables had more importance. During the maturity process, it is hard to compare different age groups. For the older youth there could be focus on sprint and jumping, while for younger youth the focus could be on techniques and quality for beneficial improvements. The final statement (Krolo et al., 2020 p. 13) was that reactive agility and change of direction speed should be considered in youth football with older groups. The orientation of achieving an accurate and effective moving technique is more essential for the younger footballers.
Memmert (2010) researched the youth from 12 to 13 years old’s, testing tactical performance in youth elite soccer. The test itself was about tactical performance, and Memmert’s (2010) study supports the research result of Krolo et al. (2020). The results are worthy of mention. Memmert (2010) found out that despite the test's validity and reliability being on point and results showing improvements across all areas, the comparison between results and performance was challenging. He states that “very different change processes were observed”. The study showed that youth in this certain age group are in different phases of maturation and puberty. That statement should be kept in mind to be used with the analysis.
youth are improved, and to which attribute it needs to pay more attention in different age groups. Without getting deeper into the results, all of those four tests vary from each other, but also standardized patterns varied from each other. This study proves the importance of the testing which gives a background for this master’s thesis.
2.4 Abilities
Krolo et al. (2020) have described agility as “a rapid change of speed and direction of movement”. They announced that agility has been tested in several team sports. Those previous research were mostly focusing on the ability to quickly change direction. In their study, there were several points of view related to agility. Krolo et al. (2020, p. 2) have mentioned and described football concerning agility by its “high-intensity
movements such as sprinting, jumping, shooting, accelerating, and decelerating”. However, Breakthrough Basketball (n.d.) defines agility in basketball as complex. Several factors build up agility such as strength, speed, balance, and coordination. Brown and Ferrigno (2014, p. 265) state that basketball requires a combination of skill, speed, agility, and quickness. That combination of attributes is covered in the testing.
Interviewees described their opinion for the optimal abilities for the young basketball player. Ari Tammivaara (personal communication, May 11, 2021) described the
shooting, basketball skills, speed, and agility as most important. Jari Nykänen (personal communication, May 17, 2021) thought that versatility is the most required factor, which includes strength, speed, endurance, mobility, and basketball skills, and intelligence. Although, alongside versatility, speed and agility are particularly key attributes. Strength and combination of skills build up the speed attribute. However, in some cases, the “it” factor can be found from anthropometry. When thinking outside of the box, attitude, toughness, and ability to learn, also from mistakes stand out.
3 Initiation
The selected research topic is related to testing and analyzing the test results that were gathered during the past 20 years, concerning talent identification and their
development. Those tests that the Finnish Basketball Association had organized were done for the youths of the Finnish national basketball teams. The thesis will be a longitudinal study, analysis of the data that has been collected during the years, spiced up with interviews that are giving deeper information for the talent identification and the selection process.
3.1 Background
According to Creswell (2014, p. 57), the perfect topic would be one there is a demand for it. That is the goal to aim by delimitations of the scope and focusing on areas that are needed to investigate. The topic was sold to the researcher to be something there is a need for. That is how the author got to work with this topic. In the same sentence, it was said that probably the thesis with outcomes will be useful in the future of testing. With that information, it can be said that the ideology of Creswell will be fulfilled in this research topic. Hopefully, the thesis itself will meet the expectations. There is wide material collected during the past 20 years that has stayed almost untouched. It was said that there is a need to gather the collection and analyze the data. There are no earlier studies related to this material. Hence, the study that will be done is one of a kind.
3.2 Purpose & Research Questions
The research purpose needs to be a statement - "clear, specific, and informative" (Creswell, 2014, p. 167). Locke, Spirduso, and Silverman (2013, in Creswell, 2014, p. 168) state that the interest of the researcher behind the study should be seen from that statement. The purpose of this research is to investigate the Finnish talent identification and development system that is partly faced on physical, tactical, or technical
proficiency at different age levels, and understand this relationship to the future success of Finnish basketball players. From the results, it should be possible to highlight trends and successful tests. If there was a chance to come across a relation between successes in competitions and test results that would be a huge finding, especially with the knowledge of successes (Finnish Basketball Association, 2015 & 2020).
There should be a correlation and a relationship between research purpose and research questions (Smith and Sparkes, 2016). Therefore, the research questions are made up of the purpose of the research. There are set four research questions for this thesis:
1. How the talent identification can be seen from the criteria of the selection process to get involved in youth national teams?
2. Where are the youth that have gone through “The path of the Wolf” located now on the national and international level?
3. What are the trends in youth basketball, by comparing age groups longitudinally and comparing different age groups over time?
4. Which tests were the most successful ones, and overall, what was the relevance of the tests?
3.3 Impact Goals
and thus the talent identification. The impact of this master’s thesis will be seen later in the future.
3.4 Project Goals
Though there are four research questions and purpose, the project has some individual goals to be fulfilled. The foremost is to stick with the time plan and finish the project within its limitations. Secondly, this thesis with an important topic needs to be
informative but also can be seen as a learning process. Thirdly, although the researcher got quite a carte blanche, the communication will stay open and honest to both sides during this project. Lastly, the new findings around the talent identification and
development system, as mentioned in the purpose, will be the highlight of this master’s thesis.
3.5 Project Delimitations
4 Research Methodology
4.1 Research Strategy
There are two study designs for this master thesis, the main study and an additional one. The main selected research design is a longitudinal study. The longitudinal study was chosen by its purpose to conduct observations from the same measurements lasting many years (Institute for Work and Health, 2015). From the repeated measurements that are observed it is easy to create developments and targets for what to study. In this master’s thesis, the measurements are the fitness tests that have stayed quite the same during the years. Also, the data has been collected during the past 20 years, which supports the purpose of a longitudinal study because of the collection during a long period. The longitudinal study creates the opportunity to work at both the individual age group levels and the entity group levels.
According to Caruana, Roman, Hernández-Sánchez, and Solli (2015), longitudinal studies can be seen in different forms. A few of those forms are repeated cross-sectional study, prospective study, and retrospective study. In this thesis, the repeated cross-sectional study is used in a form of a longitudinal study (Institute for Work and Health, 2015), because the group that is observed is changing largely or entirely between the different measure times over a prolonged period. However, the top group stayed the same, some individuals were changing. The testing data that was collected has a maximum of three measure times, U15, U16, and U18 from one individual. However, mostly those three measure times are made from different age groups. For example, person A has been tested in a national team camp at the age of U15, U16, and U18. Hence, the research group is changing over time. The repeated cross-sectional study works well in this case.
mentioned aspects, and survey research with a structured interview. (Creswell, 2014, p. 41-42 & 44.)
4.2 Data
According to Bradford (2017) in research, the empirical data and results either supports or disproves the selected theory. That knowledge is gathered, for example using
observations or experiments. The empirical data is then the data that is gathered from the research through these methods. There are two ways to analyze empirical data either qualitative or quantitative research. The quantitative data will be covered with data from the testing, and the qualitative data with interviews. Bradford (2017) also adds that the method is needed to design carefully for the accuracy, quality, and integrity of the data.
The empirical data is based on experiences. In this thesis, there are two different time slots to experience the data. The first part has been done during the past 20 years when collecting the test results. The second time was happening with the interviews. Hence, the purposes and chances to affect the studies are different. Creswell (2014, p. 200) describes: “objective data result from empirical observations and measures”. Both of the mentioned methods will be fulfilled.
4.3 Data Collection
the past years, the actual collection of the data. The second part of the collection has been by the researcher, to collect the data from all over to one place.
There can be different data collecting techniques in youth testing. The tests were measuring fitness, physical condition, flexibility, speed, vertical jump, weightlifting scores, and skills with basketball such as shooting, dribbling, and a layup-course. There have been used different instruments and technologies to gather overall data from the fitness of the basketball youth. Chronographs are used to test speed and stamina, and electronic devices to measure vertical jumps. On the other hand, some tests are measured by observation or counting, when the validity and reliability get a different meaning. Those can be seen from different aspects than measurements by technological devices. That gives the challenge to get to know not only the results but also the
methods of how the individual tests have been organized.
In some cases, the tests or the way to mark the results have been changed over the years. For example, the results from the multi-stage fitness test have been marked since 2015 by the number of shuttles in WU15, in WU16, and in WU18, while before that the results were marked by the time. It is a challenge that comes to the validity of the tests, and also those differences are making it harder to point out the relations between the tests. To add, the comparison between the results during the years becomes. One option is to exclude the results that don’t have any comparison or identifications, and speaking of, not to take those tests into account. The solution for this is to create a ranking among the age groups based on the test results.
For the researcher the data collection has been a workload, firstly to gather all the data to one place, and then modifying the data matching each other. The data was given in the form of excel sheets, but during the years there wasn’t only one style but multiple ways to express the data collected. The process started by modifying the data results to one excel sheet by the individual age groups in all three youth national teams (U15, U16, and U18) both boys and girls.
interviewer takes a neutral role, and instead of asking several questions using
handpicked ones. The interviewer is also not leading the answers or the content, other than asking the questions to get valid data. In this case, the collected data will be used to gather knowledge behind the already collected tests. Foddy (1993, p. 13, in Roulston, 2010) has noted that this specific interview setting is suitable when participants have information related to a defined topic and they can share the knowledge. He also adds that the data is more valid when the participants are answering the questions without knowing the purpose behind the questions. Somehow the questions are needed to design that the answers are not forced nor suggested.
There were a couple of ideas for whom to interview. Participants have to be the ones who were responsible for the implementation of the test procedures, which leads to the decision to purposive sampling. Purposive sampling is a technique where the researcher relies on and trusts their judgment when choosing possible informants (Business
Research Methodology). The first one to interview was Mr. Ari Tammivaara, the chief executive officer of the Finnish Basketball Association. He has been a youth national team coach since the 1990s and a head coach in 2007 – 2010. He has also been creating the test protocol together with Jussi Hirvonen. Before taking the position as the CEO he was the director of coaching in 2014 – 2016, as well as in the early 2000s. The
interview took place on May 11th, 2021. The second one selected to be interviewed was Mr. Antti Koskelainen, a long-term Olympic trainee since 2009. From the year 2004 he has been part of the staff of the youth national teams’, and as a head coach as well. He also has experience from the girls’ side. This interview took place on May 17th, 2021. The third one was Mr. Jari Nykänen, a long-term All-Star Camp and MU15 head coach, and also part of the MU16 and MU18 coaching staff. This interview took place as well on May 17th, 2021. Those interviewees cover pretty much the whole field of Finnish youth basketball. Interviews were transcribed in Finnish and not translated verbatum to English.
4.4 Testing
the later age groups. Also, there are tests where the documentation has been changed during the years. For example, the results from the multi-stage fitness test have been marked since 2015 by the number of shuttles while before that the results were marked by the time. According to Ari Tammivaara (personal communication, May 11, 2021), the idea behind the testing was to encourage youth to practice and train these attributes alongside fundamentals. The testing can be divided into eight parts: anthropometry, mobility, quickness, basketball skills, core fitness, endurance, vertical jumps, and brawn.
Ari Tammivaara (personal communication, May 11, 2021) states that the test situation is always seen as a practice situation as well. The same test was done multiple times, to get the effect of a training. There were no times that the tests have been organized just focusing testing. It was always kept in mind that the test must have a training impact.
4.4.1
Anthropometry
Anthropometry is the science of measuring or observing the human body (Montagu and Brožek, 1960). The anthropometry in the test sequence is one of the most measured over time from the Finnish basketball youth. According to Ulijaszek and Mascie-Taylor (1994), anthropometry has been used for adults as the assessment of undernutrition and the assessment of nutritional status for children. Henry (in Ulijaszek and Mascie-Taylor, 1994), suggests not to use body mass index (BMI) as an assessment for nutritional use. Also, BMI has been seen more value for adults than for youth as to assess body
composition. During the youth Finnish basketball national camps, they were measured from anthropometry attributes such as height, weight, BMI, arm span, and the
difference between the height and the arm span. All these attributes are either measured or calculated.
For example, the average height of the players in the National Basketball Association (NBA) is slightly over 2 meters, whereas in the Women’s National Basketball
anthropometry that is efficient, they have had something else, spectacular vertical jump, perhaps. For example, former NBA player Nate Robinson with a height of 1,72 meters had the 1,85 meters arm span. The average ratio of arm span to height in NBA is 1,063. (Epstein, 2013, p. 15-16.)
4.4.2
Mobility
Mobility was covered with four different tests that were held by observations. The highest score in these tests was 2 (++) and the lowest 0 (-). The first one was testing the movability of shoulders (see figure 2). In this test, the tested players were on their knees, sitting on top of their ankles, straightening their arms toward the sky over the head, and leaning to the floor that the forehead touches the floor. In that position the idea is to lift the arms while keeping them as straight as possible, the higher and straighter, the higher the score. The second one tested was the flexibility of the
hamstring and back while sitting on the floor, legs straight and open at 90° (see figure 3). Bending the upper body and elbows to the floor. The further the elbows were able to be set the higher the score one got. The third part of this mobility was tested by bending the body to the bridge position. However, this was the least used among the four tests. The last one was overhead squat (see figure 4), where the tested player had a stick overhead with straight arms. The scores were given depending on how well the position was able to be kept while doing a squat.
Figure 2. The movability of shoulders (Finnish Basketball Association 2021a).
As mentioned, the scores were given by observations, the validity and reliability need to be taken into considerations. How well was the coach or the test organizer briefed before the test? Did the same coach or coaches observe and give scores in multiple test times? How reliable are the tests that come to comparison?
4.4.3
Quickness
“Speed, agility, and quickness training is intended to increase the ability to exert maximal force during high-speed movements” (Brown and Ferrigno, 2014, p. 2). Sprinting and the ability to quickly change direction requires rapid development of force from the players during performances (Bangsbo, 1996, in Sporiš, Milanović, Trajković, and Joksimović, 2011, p. 36). These fast movements both with arms and legs can be trained and improved. Quickness, as well as anthropometry, has been one of the most measured attributes over time in the Finnish youth national basketball camps.
Players’ quickness was measured with two tests: 20 meters sprint and an agility course. Both tests were measured with infrared photocells. The 20 meters sprint was carried with a standing start position, within a range of 70 centimeters of the starting line. Tested players were allowed to start on their own while censors of the photocells
measured the time. The agility course was carried with sitting start position, hands at the floor, facing the other direction than the course. There were light signals in front of the start position, one on the left and the other on the right side, to show which way to turn around. When giving the light signal the tested players had to turn around and finish the course. The course itself was a three meters sprint, agility part, and again three meters sprint. The agility part was built up with two cones, and the task was to run a figure eight.
4.4.4
Basketball Skills
Basketball skills were measured with three different tests, layup-course, shooting drill, and ball-handling course. The layup-course started under the basket with ten made Mikan Hooks alternately with left and right hand (see figure 5). The Mikan Hook is one variation of a hook shot. A hook shot has been kept one of the greatest shots because there is no such a defense for that (McGill and Brach, 2013, p. 133). After Mikan Hooks, there are four cones to go around (see figure 6), the inside ones from outside to inside, and the perimeter ones from inside to outside. Before moving to the next cone there were supposed to be two made baskets done. From the inside cones the idea is to make a layup, and from the perimeter cones to make a layback. The time starts from the first Mikan Hook and ends after the 18. made basket. (Finnish Basketball Association, 2021a.) Different variations of layups belong to the fundamentals in basketball (McGill and Brach, 2013, p. 20). This layup course is a good test for fundamentals, but also a great way to see how to handle exhaustion and pressure. The other two tests were simpler than the layup-course and more specific. The shooting drill included shots from different distances with two different turns, the first is turned frontside and the second backside. The ball-handling course measured specifically the ball-handling ability, ending to accurate passing.
Figure 5. Layup-course a (Finnish Basketball Association, 2021a). Figure 6. Layup-course b (Finnish Basketball Association, 2021a).
4.4.5
Core Fitness
multi-stage abs test. The multi-stage abs test is performing a sit-up when given a signal, which is testing the endurance of the abs. As mentioned above, core fitness tested abs and back, later opened brawns with weightlifting exercises covers the rest of the strength measurements.
4.4.6
Endurance
The used test for endurance was the multistage fitness test. “The 20m multistage fitness test is a commonly used maximal running aerobic fitness test” (Wood, 2008).
According to Bagchi, Nimkar, and Yeravdekar (2019, p. 1487), this test is measuring cardiovascular endurance with high reliability and validity. The multistage fitness test was measured at almost every youth national camp. The results and collected data varied between the minutes ran and the shuttles ran. Based on the data the change from marking down the minutes to marking down the shuttles happened around the year 2013. Still, after 2013, there can be seen both ways.
4.4.7
Vertical Jumps
Vertical jumps have been investigated in multiple studies because it is said to be a convenient model to study neuromuscular function (Taylor, Chapman, Cronin, Newton and Gill, 2012, p. 16). The youth of the Finnish national basketball team was testing the maximal vertical jump in two different ways. Force plates were used to measure both of these maximal vertical jumps. The first one started with a static position of hands at the hips when the second one was informal with momentum. Both jumps were ended to calf jumps with bent knees, to ensure that no harm was done. There was also a calculation of the difference in percentage between those above-mentioned movements. With that calculation, it was possible to see the difference between the standing jump and the momentum jump, which should most of the time be the dominant one in results.
4.4.8
Brawns
Weightlifting itself has many meanings, to mention a few, for some, it is a way to compete in bodybuilding, to support other competitive sports, or a form to exercise. Usually, weight training is used to exercise or to enhance sports performance.
control the weight training can be started safely. In the Finnish youth national basketball camps, brawns were tested by three weightlifting exercises including the squat, bench press, and clean. From all of the three exercises were measured the score was marked by one to five lifts (with an average of three), the maximum score by one lift, and then calculated the maximum lift to one’s weight.
4.5 Data Analysis
Creswell (2014, p. 209) divides data analysis into six steps. Firstly, the sample needs to be shown with those who participated, and those who didn’t. A table with numbers and percentages is a useful tool. Secondly, the response bias needs to be discussed. What could have been the result if those who didn’t answer the survey had answered? Thirdly, formulating a descriptive analysis of data of the dependent and independent variables of the study. Fourthly, to accomplish the used instrument with scales the statistical
procedure needs to be identified. Fifthly, including the statistical program to identify major hypotheses with rationales of the choice. It is also controlling different variables, such as groups. Lastly, presenting the results with tables and figures based on the tests. The results are presented with a conclusion related to the research questions. (Creswell, 2014, p. 209.)
The most important part is to cross-sectionally compare the results by the age classes and the gender over time, and by the age groups longitudinally. There are both small and huge differences between different age classes, and reasons for those are needed to be discussed. As having various numerous tests, to understand numbers also gets the mathematical aspect. Players were also tracked longitudinally based on their name, to understand the logic of identified successful players. The supervisor gave a huge advantage to this master’s thesis by his knowledge related to numbers.
4.6 Scientific Considerations
A researcher might face some scientific considerations. Scientific issues are related mostly to the process of the research, for example, financial problems, poor or
into two parts. Also, the considerations are needed to be monitored in two aspects. Scientific considerations related to the testing part are needed to observe beforehand and therefore handled during the analysis. The results of the testing can have a poor outcome, it is impossible to say yet. Additionally, accessibility has a role in this, depending on if all the test results are possible to even gather together. Lastly, the lack of adequate or accurate science communication can be contrasted to the accessibility. However, there won’t be financial problems nor manipulated outcomes. During the testing, it wouldn’t have made any sense to manipulate test results. In that situation, it wouldn’t have been anyone’s advantage.
Interviews will be the other part of the research. In those interviews, the idea was to talk to the ones responsible for the implementing of testing and the ones responsible for selections. Finding the right persons and the discussion with them can create a better chance to make changes for the future, which creates novelty. The biggest scientific consideration is related to the accessibility of interviewees and the lack of adequate and accurate scientific communication. Considerations won’t be related to financial
problems.
4.7 Social Considerations
Social issues can include considerations between gender, race, ethnicities, economic backgrounds, power, or status (Faden, Federman, and Mastroianni, 1994). To this list, Taranpreet (2015) adds trends, situations, and conflicts in society. The testing is the first part to examine that comes to social considerations as in the earlier considerations. Many of those aspects listed above can be included in the testing part. However, from the results, it is only possible to point out the gender, but genders will be investigated on their own. Participants must have had Finnish nationalities to be able to take part in the national camps. The delimitation in that part was already done. There was no matter of the background or other aspects of the individuals.
In the second part, there are more social considerations. Those won’t have anything to do with gender or race, but more or less that comes to power and status. Future
implementing the testing or the selection process. Their status and power are for sure leading their thoughts. That’s why the interviews need to be planned carefully. The selected neo-positivist conception of the interview (Roulston, 2010) could be in that sense a great option. Having a neutral role while interviewing, the answers are not guided or forced. When analyzing the interviews, it must be seen if the status or power is overdriving the thoughts. With social considerations, the researcher cannot be too credulous.
4.8 Ethical Considerations
Silverman (2013), and Smith and Sparkes (2016) have described how ethics matters in research when people are involved. What comes to ethical considerations, Silverman (2013) has mentioned that the participants, for example, for the survey have to be informed, unharmed, and proved to stay anonymous. As in the scientific considerations, the ethical considerations need to be observed from two aspects. Firstly, the most vulnerable is to keep the participants of the testing anonymous, because the test results are shown by the names of participants. Hence, handling the results without the names is truly important. Privacy needs to be a guarantee. It is sure that during the testing there were no worries about harming the participants.
The other part, the interviews are next to be discussed. With purposive sampling, it is hard to create anonymity. The atmosphere needs to be created that everything the interviewees did back then, were the best possible option in that situation. Even though the decisions wouldn’t share the same opinions existing nowadays. Being honest and respectful creates the trust that it is possible to learn from earlier mistakes. The decision of anonymity is also possible to be done after the interviews if some feel that the
5 Theoretical Framework
According to Silverman (2013), theories can be seen as different kinds of lenses to look at phenomena in particular ways. To put it in a nutshell, a scientific theory is “a set of concepts used to define and/or explain some phenomenon” (Silverman, 2013). There are several possible ways to implement a scientific theory for research like this. One of the selected scientific theories will be related to talent identification and talent
development. It is about how to create a theory to find talents. Depending on the collected data the implemented existing theories may vary from probability theory to maximum likelihood estimation and large sample theory. Probability theory is all about mathematics, or the result is predicted based on probability (Gentle, 2000-2020, p. 19). In the maximum likelihood estimation, it is easy to point out the normal distribution (Olive, 2012, p. 148), whereas large sample theory will be useful to find the trends, and for approximating the results (Simon Fraser University, n.d., p. 1). Theories are used to explore set research questions (Creswell, 2014, p. 83).
6 Results & Analysis
6.1 Talent Identification
Players make themselves better basketball players, hence, coaches are not the ones that make players. Their mission is to highlight the attributes and situations that are the restrictive factors for the youth to become a professional player, and to show in which attribute there is a need for improvements. Coaches won’t make better players; their task is to highlight the way how to get to the next level. Players by themselves decide if taking the steps to the set or expressed goal. High expectations need to be experienced and penciled to a certain level. The motto goes: “The best athletes with the best coaches in the best circumstances”. The best players are needed to train in the best
circumstances and facilities. (A. Tammivaara, personal communication, May 11, 2021.)
A coach has to concretize everything, whether the restrictive factor is an on-court situation or a tested attribute. One popular expedient is to use video feedback. When the coach creates the view to the future and tells how to get there, it is all up to the players by themselves. Two aspects need to meet with each other, if a player is deciding on a sports career. There is no such a choice as a sports career but training only once a day. For example, a player regarded as being talented or not needs to decide if targeting to become an international basketball player when going to high school. A high school needs to be a place where there is a chance to practice twice a day for those who are aiming to the top. There are no easy ways or even no more back doors to check in to the elite after high school. There is a huge competition all around the world to get among the top players, as basketball is such a highly competitive sport. If the player cannot decide to practice twice a day, that is a way too much advantage to others. Simply, that is a choice that the player needs to make. (A. Tammivaara, personal communication, May 11, 2021.)
Academy (HBA) is one of those places to do so, though, not the only one. No one will make the decision for him or her, but the opportunities and possibilities must be shown. Antti Koskelainen (personal communication, May 17, 2021) adds that those who are recognized should be guided toward better practice facilities, for example, to HBA and Jyväskylä Basketball Academy (JBA).
The talents need to be picked. The guideline from Henrik Dettmann, the head coach of the Finnish men's national team, was to select the six best and the six most talented players to the youth national team. There was a need to be able to compete and play with the six bests, but also selecting the six most talented players, is a look to the future. There was no strict system on how to pick the talents, therefore, the line was imprecise and indeterminate. It is a gift also to point out them among the youth. No matter what, success wasn’t ever the key point per se. The youth national teams weren’t built up with the 12 best players, hence, coaches have to keep the future in mind. (A. Tammivaara, personal communication, May 11, 2021.)
Different tendencies and attributes can be measured, but the wisdom of coaching is to see the results with correct dimensions. In basketball, the crucial years of investments start at the age of 15 lasting until the age of 25 to 27. With that perspective testing for U15 is not that important. Though, it is done and in the best scenario, there is a motivational impact. The correct dimension is a key factor, to see it through the right lenses. For example, specific tendencies in testing are needed to be able to be
The selection to the youth national teams according to Ari Tammivaara (personal communication, May 11, 2021), starts already at an early age. The first All-Star Camp, for the players at their age of 12 to 14 starts the process. At U15 the youth start
practicing the national team basics, and also the testing begins. Usually, the first camp of the year composes a wide range of players, and during the year the group is expected to be tighten. When coaches of the national team have been spectating and living the journey with the youth from the beginning, they do have quite a clear view of the whole age group. Therefore, the selection is not based on fortuitous, rather starts already at the All-Star Camps. Coaches can monitor the right types of players. Brown and Ferrigno (2014, p. 265) state that basketball requires a combination of skill, speed, agility, and quickness. Coaches pay attention to outstanding results on testing in the above-mentioned attributes, perhaps, arm span and vertical jump could be added too.
Also, both Jari Nykänen and Antti Koskelainen (personal communications, May 17, 2021) share the opinion with Tammivaara, that the coaches are in a pivotal position in the selection process. They both add that the head coach is part of the process and the journey of the Path of the Wolf, which starts already at the All-Stars Camps. Observing the players with lots of different conversations with the player, and with other coaches and stakeholders are part of the process (J. Nykänen, personal communication, May 17, 2021). Antti Koskelainen (personal communication, May 17, 2021) describes the process to be diverse with multiple dimensions. There can be seen the opinion of the head coach flavored with the opinion of Henrik Dettmann, in a selection process. As the head coach of the men’s national team, he has been part of the selections, too. He is usually strongly attended and helps the young head coaches to make the decisions. On the other hand, he has stood on the side of those whom he has been spotting and recognizing to have something to be called giftedness. There can be different thoughts about it but also that has created very beneficial and positive side conversations.
are more settled. Of course, some players have different roles in the team, and all of the decisions are thought in their entirety. Some situations end up thinking about the cohesion of the team, who is more constructive and who is more disruptive. That is the cycle of a one-year process which is included in the wholeness and other factors.
There were organized so-called Talent Camps for the 15 to 16 years old’s, and therefore, those participants were being stigmatized as talents. The question is if that was the correct message to be told and announced? That is giving youths a certain position and a name that is still even hard to be described. Maybe, there wasn’t enough knowledge to describe “talent”. What is the right way to become a talented player? On the other hand, is giftedness something that is needed to be dragged with? Are those players in a different position and therefore in need to be pampered and petted? Have we understood correctly the path of how to create talents? (A. Koskelainen, personal communication, May 17, 2021.)
Jari Nykänen (personal communication, May 17, 2021) said that coaching identified talented players is not significantly different from coaching any other athlete. It is all about the whole picture. Great coaching, enough competition, support, and good
facilities are securing the high-class weekday. To this list, adding enough sleep and rest, and correct nutrition. When these above-mentioned are secured, the balance between sports and life is creating wholeness. The talent, and what kind of talent it is needs to be recognized by the coach. The coach focuses on what attributes and aspects, are needed to be improved. Different kinds of goals belong to the journey. Goals need to be set for the whole career, but also short- and long-term goals set. Though, it requires a lot of work and passion.
Antti Koskelainen (personal communication, May 17, 2021) summed up, that talents as the word is describing are not really in need of special coaching. Those who have the potential have become aware of the ideology that the only obstacle between the
weekday routines, and the district need to be rather constructive than disruptive. Without the opportunity that, for example, HBA and JBA are giving to the basketball youths there wouldn’t be that many international or even national league players. The investments done during that age are the momentum to become a professional
basketball player. The whole process is built up so that those youth players that have the readiness to take the next step whether it is college in the USA, a professional career in Europe, or a national league career. The practices need to be basketball specific. One individual practice needs to be ruled to be intensive basketball practice, including specific situations as a team and as individuals, added with significant hours of personal training. The basis is to become a better shooter. On top of that, it is needed to reach a level in physical training that is not affecting the basketball-specific training but still carry on the improvement of physical condition. If there are any secrets to be revealed, this would be repeated day after day. (A. Koskelainen, May 17, 2021.)
6.2 The Path of the Wolves
474 girls were selected once, twice or three times to WU15, WU16, or WU18. An additional 94 girls (16,5%) were not selected but have represented either the national team, played internationally, and/or in the national league. Samplings being part of the national team was made during the years 2015-2021, played at International level in 2021 and played in the national league either at the years 2015-2016 or 2020-2021. The levels of performances are shown in figures 7.-10.
42 44 46 48 50 52 54 56
Figure 7. Level of performances by adult’s national team appearances. Figure 8. Level of performances by international level 2021.
Figure 9. Level of performances by national league 2015. Figure 10. Level of performances by national league 2021.
Some key points are required to point out from the figures 7.-10. 13 out of the 57 that represented the women’s national team were not part of the early selections to youth national teams. 4 out of the 11 that play at the international level were not selected to the youth national teams. These numbers are a bit lying because either there was lack of data or there are players that didn’t have a chance to play for Finland in youth. Thus, the real number is 4 out of those 13 in women’s national team and 1 out of those 4 in
international level that were not selected. When excluding the double appearance out of those who played in the national league 2015 and 2021, there were 201 individuals. 92 (45,8%) of them were not selected earlier to the youth national teams. A tremendous number of great performers are not included in the WU15, WU16, or WU18. However, only 7% have made up to the women’s national team, and 9% to international and 46% to national league players.
432 boys were selected once, twice or three times to MU15, MU16, or MU18. An additional 98 boys (18,4%) were not selected but have represented either the national team, played internationally, and/or in the national league. The levels of performances were shown in figures 7.-10. 15 out of the 47 that represented the men’s national team were not part of the early selections to youth national teams. 6 out of the 17 that play at the international level were not selected to the youth national teams. Hence the reasons in women’s side the true number in men’s are 4 out of those 15 in men’s national team,
and 3 out of those 6 that at the international level that were not part of the selections. When excluding the double appearance out of those who played in the national league in 2015 and 2021, there were 164 individuals. 91 (55,4%) of them were not selected earlier to the youth national teams. As well as girls’ results, a vast number of great performers are not included in the MU15, MU16, or MU18. However, 8% have made up to the men’s national team, and 17% to international and 55% to national league players.
Similar figures can be found on the international level, a little higher for men on national leagues, and national teams. However, in the national league, the number of players is almost 40 players more for women. Could this be explained by lower international competition among women internationally? But also, that there are more players among the girls to be able to reach the national league level. Is the competition and level of the men’s national league too high? Also, it is notable that there are a bunch of players at universities and colleges in the USA that are about to start their
international careers in the future. It is tough to say how many of them were noted to these in figures 7.-10.
Those players that were playing in the national team, international or/and national league are called successful players in the next chapters. The other group from youth national teams are called the unsuccessful players. Those who were selected and appeared to be successful players can be sorted out and see how they performed
compared to the average of unsuccessful ones. However, all of the players and therefore both of these groups were part of the youth national teams. There were six
Averages of successful players. Averages of unsuccessful players. Figure 11. Girls’ interaction between age and success in height. Figure 12. Girls’ interaction between age and success in weight. Figure 13. Girls’ interaction between age and success in 20 m sprint. Figure 14. Girls’ interaction between age and success in agility course. Figure 15. Girls’ interaction between age and success in momentum jump. Figure 16. Girls’ interaction between age and success in endurance.
Starting from the results of the girls and deciding statistics from anthropometry, successful players were taller by only a tiny bit at the age of 16, but the difference was even flattened over time. At the age of 18, the average is the same between these two
groups. It seems like successful players were taller at an earlier age. There are no big differences in weight. Successful players had slightly more mass at the age of 16 and tended to gain 0,5 kg more in the average difference at the age of 18.
The 20 meters sprint brings the first dispersion. When successful players are highly faster at the age of 16, the trend took a reversal at the age of 18. Successful players were improving their time by only 0,01 seconds, whereas unsuccessful ones 0,07, being 0,04 seconds faster than successful players at the age of 18. Could the improvement and change of trend be related to, that successful players had a focus on some other skills being already highly fast at the age of 16? The agility course that correlated different quickness tells it all. While successful players weren’t remarkably improving their time in the 20 meters sprint, they still managed to improve it at the agility course. Successful players performed from 5,12 to 4,97 seconds, whereas unsuccessful players got slower results over time. The difference increased from 0,07 to 0,34 seconds between these two control groups.
Momentum jump difference for successful players decreased from 2,47 to 1,68
centimeters. Both control groups were increasing their results almost over 3cm, but the difference flattened over time. The scores in endurance are similar to momentum jump. The difference stays the same between these two while successful players keeping the higher capacity over time.
Figure 17. Girls’ 95%CI in height.
Figure 18. Girls’ 95%CI in weight. Figure 19. Girls’ 95%CI in 20 m sprint. Figure 20. Girls’ 95%CI in agility course. Figure 21. Girls’ 95%CI in momentum jump. Figure 22. Girls’ 95%CI in endurance.
Boys’ scores (see figures 23.-28.) show mixed results compared to the girls'. Height is the only attribute with a similar trend to girls’ attributes. Successful players were taller at the age of 16, but the difference flattened and almost evened at the age of 18. The paragraph in weight is similar between these two age groups, both gained around 8 kg during the two years. Other results reflect that no matter which one of the control
150 170 190 210
95%CI - Average 95%CI +
He ig ht ( cm )
Height
Successful 16 Unsuccessful 16 Successful 18 Unsuccessful 18 0 50 10095%CI - Average 95%CI +
Ma ss ( kg )
Weight
Successful 16 Unsuccessful 16 Successful 18 Unsuccessful 18 2,5 3,5 4,595%CI - Average 95%CI +
Ti m e (s )
20 m sprint
Successful 16 Unsuccessful 16 Successful 18 Unsuccessful 18 2 4 6 895%CI - Average 95%CI +
Ti m e (s )
Agility course
Successful 16 Unsuccessful 16 Successful 18 Unsuccessful 18 0 50 10095%CI - Average 95%CI +
He ig ht ( cm )
Momentum jump
Successful 16 Unsuccessful 16 Successful 18 Unsuccessful 18 0 50 10095%CI - Average 95%CI +
groups had the better score at the age of 16, the group of unsuccessful ones scored better at the age of 18.
Averages of successful players. Averages of unsuccessful players. Figure 23. Boys’ interaction between age and success in height. Figure 24. Boys’ interaction between age and success in weight. Figure 25. Boys’ interaction between age and success in 20 m sprint. Figure 26. Boys’ interaction between age and success in agility course. Figure 27. Boys’ interaction between age and success in momentum jump. Figure 28. Boys’ interaction between age and success in endurance.
The time in the 20 meters sprint was only 0,01 seconds faster among the unsuccessful players and increased to 0,04 seconds at the age of 18. Though, the difference for the unsuccessful players is relatively tiny. Still, successful players were slower during the measured times. The paragraph in the agility course is similar to the paragraph in the 20 meters sprint for girls (see figure 13). Although successful players are faster at the age of 16, their improvement is relatively small. Whereas successful players keep the same pace, unsuccessful players improve their score from 5,11 to 4,9 seconds. Nevertheless, the reversal is a surprise. The results that girls got correlated that though being faster in the 20 meters sprint the agility course would separate the wheat from the chaff.
Lastly, also momentum jump, and endurance gave mixed results. Unsuccessful players scored better jumping higher at the age of 16 and even increased the gap almost to 3 cm to successful players. Endurance and VO2max turned also at the end to unsuccessful players. Successful players decreased from 55,99 to 54,72 ml/kg. Unsuccessful players at the age of 18 didn’t reach the starting level of successful players at the age of 16 but still improved their VO2max score from 54,89 to 55,83 ml/kg. There are no hypotheses to these outcomes, with these mixed results among the boys’ attributes. Maybe
basketball-related skills were more valuable on the boys’ side.
Also, from the boys’ results, the CI was counted using the 95% as a confidence level. The same formula of 𝐴𝑣𝑒𝑟𝑎𝑔𝑒 ± (1,96 ∗ 𝑆𝐷) was used to find the 95%CI+ and 95%CI- with standard deviation of the averages. There were used the test results from MU16 and MU18 divided to successful and unsuccessful ones of those age groups. It reveals if there are bigger difference between the successful and unsuccessful players than what only the average can express. As the results from girls’ 95%CI the boys results are overlapping as well. However, it is possible to see a gap, for example in height (see figure 29) in 95%CI+. Unsuccessful boys U16 are almost eight centimeters shorter than the rest of the target groups. Other results of the boys 95%CI are
Figure 29. Boys’ 95%CI in height. Figure 30. Boys’ 95%CI in weight. Figure 31. Boys’ 95%CI in 20 m sprint. Figure 32. Boys’ 95%CI in agility course. Figure 33. Boys’ 95%CI in momentum jump. Figure 34. Boys’ 95%CI in endurance.
Although, the figures 11.-17. and 23.-28. show differences between the average scores the 95%CI from both boys’ and girls’ results reveals something else. While the CI, which estimates of a meaningful parameter (Poole, 1987, p. 195), the results are not differing between successful and unsuccessful players that much. There are individuals
160 180 200 220
95%CI - Average 95%CI +
He ig ht ( cm )
Height
Successful 16 Unsuccessful 16 Successful 18 Unsuccessful 18 0 50 100 15095%CI - Average 95%CI +
Ma ss ( kg )
Weight
Successful 16 Unsuccessful 16 Successful 18 Unsuccessful 18 2,5 3 3,5 495%CI - Average 95%CI +
Ti m e (s )
20 m sprint
Successful 16 Unsuccessful 16 Successful 18 Unsuccessful 18 3 4 5 695%CI - Average 95%CI +
Ti m e (s )
Agility course
Successful 16 Unsuccessful 16 Successful 18 Unsuccessful 18 0 50 10095%CI - Average 95%CI +
He ig ht ( cm )
Momentum jump
Successful 16 Unsuccessful 16 Successful 18 Unsuccessful 18 0 50 10095%CI - Average 95%CI +
that perform well and also those who perform poorly, way over or under the averages. However, the main cohort are highly homogeneous.
6.3 Testing
Over the past 20 years, there have been 906 basketball youth tested in Finnish youth basketball camps. There is a high chance for the number to be much higher because of a shortage of material. The fact is that some test results of certain age groups weren’t available for this research. However, the available material was divided between three youth national teams U15, U16, and U18, both boys and girls. The gender distribution is shown in figure 35, and the majority is with 52% to the girls. The total number of all the tests is way bigger than the individual number of tested youths because there are youth tested only once to up to in all of the three national teams. This distribution is shown in figure 36.
Figure 35. Gender distribution.
48 % 52 %
Gender distribution
Figure 36. Tested athlete distribution.
6.3.1
Anthropometry
There were 432 boys tested over the years. What comes to anthropometry of the youth, there can be seen stable growth in height, arm span, and weight. Though, the difference at MU18 between height and arm span was flattened. The averages in anthropometry can be seen in figure 37. MU15 was measured over the years with the averages in height 185,7 centimeters when the range was from 152 to 203 cm, an arm span of 189,5 cm when the range was from 152 to 210 cm and in body mass 71,3 kilograms when the range was from 36 to 106 kg. MU16 was measured with the averages in height 189,8 cm when the range was from 170 to 207 cm, an arm span of 194,9 cm when the range was from 171 to 213 cm, and in body mass 76,7 kg when the range was from 56,5 to 108 kg. MU18 was measured during the camps in height 193,8 cm when the range was from 176 to 213 cm, an arm span of 196,5 cm when the range was from 182 to 214 cm and in body mass 84,4 kg when the range was from 56,6 to 116,8 kg.
0 50 100 150 200 250 300 350 400 450 500
Individuals from all of the
age groups U15 U16 U18
