TRACK THE STATS - San Antonio Spurs Play-Offs ROUND 2 – Spurs vs. Thunder.
On the record/track sheets, students record the statistics for each game. This may be done individually, in pairs, or in groups. I sometimes assign one pair of students one statistic (Total Points, Rebounds, Assists…) and give them the corresponding tracking sheet.
There is a "Track the Stats" sheet for each of the following statistics:
• Min = Minutes played
• FGM = Field Goals Made
• 3PM = Three Pointers Made
• FTM = Free Throws Made
• OREB = Offensive Rebounds
• DREB = Defensive Rebounds
• REB = All Rebounds
• AST = Assists
• TOV = Turnovers
• STL = Steals
• BLK = Blocks
• PF = Personal Fouls
• PTS = ALL (total) Points
After each game, I have them look up and record “their” statistic for all of the players. I have students record the stats the day after each game, but it can be done at the end of each series. This can be done in class or at home if students have internet access at home. You can print the Game Log and pass it out to students, or you can have them look up the information for themselves. Directions are included for students to look up the information for themselves. Games end late, so if they do it for homework, be sure to allow at least one extra day for students to log information.
For stats that track Made, Attempted, and %, be sure to look at MADE for this activity if you are going to follow up with the graphing. If you are tracking Free Throws, look at FTM. If you are tracking Three Pointers, look at 3PM. (If you want to have them track made and attempted just to give more options, you will need to make those sheets.) I have made sheets for 13 statistics that students can track, but I typically don’t have them track all of these stats.
FULL UNIT COMING SOON (I HOPE!)
San Antonio Spurs Opinion Poll: Who is the best offensive & defensive player?
San Antonio Spurs Opinion Poll GRAPH
Spurs: Graph the Stats! 2016 Playoff Spurs vs Grizzlies
GRAPHING I have them track stats so that they can graph them. For this reason, I usually focus in on 5-7 stats rather than having them track all of these. Then students make graphs for all of the stats we tracked. We talk about what kind of graph makes the most sense. Then we talk about how to figure out what the graph should go up by. If we are tracking Points, we have to count by something other than 1s. If we are tracking steals, we can’t count by 10s. Depending on the age/ability of the students, sometimes we decide together what to go up by and sometimes part of the assignment is to decide for each statistic what to go up by. Sometimes, usually depending primarily on time, I assign the different stats to different students and they only make one graph. As a class we end up with every stat graphed but each student does not have to do each stat.
ANALYSIS - At the end, I have students write an analysis of the data. Depending on time, age, and ability, sometimes I have them do one paragraph for one statistic. Sometimes, I have them look at multiple stats. Higher students can write a full paper analyzing stats and comparing players. They end up with a full report (graphs and analysis). Time permitting, I have them make at least one graph on the computer. Lower students can do one paragraph on one statistic.
Analysis option 2 - pick one player. Record that players total statistics and write an analysis of that player. Higher students – full paper. Lower students – paragraph.
PRESENTATIONS – Especially, if they do one player each, they can create a presentation to present on that player.