In working towards goals, there are countless multi-variate factors that contribute towards a winning mindset and subsequently a winning percentage. And there are few competitive, performance-based environments that are more quantifiable and repeatable than in athletics. How does a high school quarterback maintain a well-informed work schedule and performance evaluation relative to the NCAA top quarterbacks he aspires to? Is there a way to boost scholastic attraction from Division 1,2, or 3 schools with relatively accurate quantifiable data. A player's stats are their identity in the world of sports and can also provide the kind of statistics that lead to knowledge: information motivated action. The goal is to know and understand what makes quarterbacks of NCAA scholastic capability. Here are some ways to pursue, and communicate that and to give players and parents a better picture of where they match up. The following are various presentations that could benefit this pursuit.
A key concept in this study is the idea of relative standing.
"In reality you are not competing against 254,000 other kids, you are competing against a few thousand kids who possess the size, skill, and speed to play at that level"
Here I though through how relative lines of performance achievement in NCAA quarterbacks could be compared to personal stats. To make sure you are shooting for the divisional level, separate the performance of Division 1 QB's from Divisions 2 and 3.
I created visuals 2007 data set of the FBS Top Ranking Quarterbacks. Two notable stats for Sam Bradford, the top ranking QB, were his bell-curve weight vs. ranking position:
and his TD Completion percentage being the stat where he surpassed competitors:
Exposure and statistical performance are the primary factors influencing scholarship material. Here is a potential roadmap for the high school QB:
I created a concept for multi-variate, relative analysis giving the big picture + standing. These are most of the main factors considered in statistical performance. The power of this visual strategy is a creating a single view that approximately judges the value of a HS. quarterback. Think of it as a well-informed gut check. Blue visuals indicate H.S. QB standing relative to NCAA standings broken down by minimum (inner) and maximum (outer) performance values as indicated by the dotted purple rings.
A refined version extracts a specific game-day standing within a 4 yr performance span. In game 3 of his sophomore year, performance was evaluated with quantitative precision within each dimension, relative to NCAA performance, and relative to each other. Blue min and max rings aid in comparing relative strengths and weaknesses.
The goal is to give players a well-organized, non-overwhelming picture and understanding of the mark they need to hit to become a sought after NCAA QB. While this doesn't guarantee a scholarship, it does organize in a meaningful way many factors coaches are weighing in selecting HS quarterbacks worth investing in. In summary, this was an interesting subject to begin exploring strategies in quantifying performance potential within a competitive arenas. The study also begins to illustrate how giving a a clear picture of their standing relative to the competition can create motivation to improve in needed areas through seeable, achievable goals.