SportsTurf provides current, practical and technical content on issues relevant to sports turf managers, including facilities managers. Most readers are athletic field managers from the professional level through parks and recreation, universities.
Issue link: https://read.dmtmag.com/i/282941
April 2014 | SportsTurf 45 www.stma.org same lettering adjacent to it, are statistically equal (even if numerically appearing different). Understanding Bar Graphs can appear to be easier than large data tables. They can present data in a cleaner, more simplified format; however, some cautions should be pointed out. First look at the vertical or y-axis and determine what measurement is being labeled and the scale. All scales should start at "0", but sometimes do not. Look at the units on the scale. Unit interval (unit interval of 1 versus a unit interval of 20) may tell you that differences in the bars are not as great as they may appear. Just as data tables should, bar graphs should have some indication of mean separation and significance. Bars labeled with the same letters are equal to one another. Those with different letters (A versus B) are significantly different from each other. Bar graphs should be titled as well and have both axis labeled. Data tables and bar graphs can be used to present supporting data for conclusions being made. Researchers will sometimes present large data tables and cluttered bar graphs that will cause you as a viewer to lose interest simply because you are unable to keep up with what is being said by trying to follow the numbers. When a presenter displays data in a table or chart, there should be a reason to show such data other than just showing the numbers. When a table or chart is used in a PowerPoint, the presenter should explain all of the parameters of the information: what is it showing, define the numbers, explain the X and Y axis on a graph, point out and explain the level of significance and where significance exist. Highlighting areas of interest to make a point, or two at the most, is often best where large tables are used, but often not followed. This becomes difficult for the participant to pick up on the key points and often interest is lost in the presentation. Most often it is best to express large amounts of data as text statements rather than showing the numbers. For it's the results or conclusions that you want to take home at the end of the day. The best advice to give where statistics are involved is to ask questions when things get muddled. Any presenter should be will- ing to explain their research results if they took the time to include those results in their presentation. Do not be shy or intimidated about statistics, because a little understanding can go a long way for everyone in the room. n Chad Follis is a Horticultural Instructor at Mineral Area College in Park Hills, MO. Brad Fresenburg is an Assistant Extension Professor of Turfgrass Sciences at the University of Missouri in Columbia, MO. To see a list of references for this article, see www.sportsturfonline.com