To interpret a data table, read the headings and units first, find the change for each row, calculate one summary number such as the mean, and then write a conclusion that stays inside what the table shows.
This lesson belongs to SPM subjects and learning resources. Once you finish it, test the skill with the original Sports Science practice set.
What do I check before I calculate anything?
Check three things: what is measured, in what unit, and whether a higher or lower value is better. A sprint time in seconds is better when it goes down. A jump distance in metres is better when it goes up.
Missing this step is the easiest way to write a confident sentence that says the opposite of the truth.
Worked example: an original sprint table
Five students ran 100 m before and after four weeks of sprint drills. These numbers are invented for practice.
| Student | Before (s) | After (s) | Change (s) |
|---|---|---|---|
| A | 15.2 | 14.8 | −0.4 |
| B | 16.0 | 15.5 | −0.5 |
| C | 14.6 | 14.7 | +0.1 |
| D | 15.8 | 15.1 | −0.7 |
| E | 16.4 | 16.0 | −0.4 |
Step 1, changes. After minus before for each row, as in the last column. A negative change means a faster time.
Step 2, pattern. Four of the five students became faster. Student C was 0.1 s slower.
Step 3, calculate the mean. Before total: 15.2 + 16.0 + 14.6 + 15.8 + 16.4 = 78.0, so the mean is 78.0 ÷ 5 = 15.6 s. After total: 14.8 + 15.5 + 14.7 + 15.1 + 16.0 = 76.1, so the mean is 76.1 ÷ 5 = 15.22 s. The mean change is 15.22 − 15.6 = −0.38 s.
Step 4, conclude. “The mean time fell by 0.38 s and four of five students improved. Student C did not, so the table does not show the drills helped everyone.”
The common mistake
Students often write “all students improved because the mean went down”. The mean can go down even when one row moves the other way, as with Student C.
The fix is to look at each row before trusting the summary. A conclusion should name both the group pattern and the exception.
Check yourself
Four students held a plank for as long as they could, before and after two weeks of core exercises. The times in seconds were: P 40 then 55, Q 62 then 60, R 35 then 50, S 48 then 58. Find the change for each student, the mean change, and write a two-sentence conclusion. Remember that a longer hold is better here.
Answer
Changes: P +15, Q −2, R +15, S +10. The total change is 15 − 2 + 15 + 10 = 38, and 38 ÷ 4 = 9.5 s.
Check with means: before total 185, mean 46.25 s; after total 223, mean 55.75 s; difference 9.5 s.
Conclusion: “The mean plank time rose by 9.5 s and three of the four students held longer. Q held 2 s less, so the table shows a general increase but not for everyone.”
What to study next
The next skill is deciding which statements a table can support, covered in distinguishing observations from unsupported claims. You can also check your written conclusions with the structured-answer self-review tool.
For a teacher to work through new tables with you and respond to your own wording, see online one-to-one Sports Science tuition. Practical fitness testing itself is done at school.