An analysis of elite coaches’ engagement with performance analysis services (match, notational analysis and technique analysis)

Wright, Craig; Atkins, Stephen; Jones, Bryan A.

doi:10.1080/24748668.2012.11868609

Cited by 56 publications

(102 citation statements)

References 2 publications

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“…Barriers to Use of PA Consistent with the findings of similar surveys, time (Mooney et al, 2015); cost of software, hardware and personnel and availability of equipment (Wright et al, 2012) were the key barriers identified by coaches to expanding their use of PA. A novel aspect of this study is the comparison between coaches using and not using PA. Knowledge was highlighted as an obstacle to progress by a quarter of coaches (27%) not using PA, but it was significantly less of a barrier to PA users (10%).…”

Section: Value Of and Demand For Pasupporting

confidence: 62%

“…The vast majority of coaches using PA (89%) valued it as important -essential to their practice, consistent with the positive ratings and assessments of PA by coaches in similar investigations in other sports (Blaze et al, 2004;Butterworth et al, 2012;Groom & Cushion, 2004;Wright et al, 2012). Coaches using PA indicated overwhelmingly (94%) that they would like to use more.…”

Section: Value Of and Demand For Pasupporting

confidence: 51%

“…Categories of questioning included (i) coaching profile, experience, qualifications, roles, (ii) elements and tools of PA used and its integration into the coaching process, (iii) perceived value of PA to coaches, (iv) barriers to the use of PA. The majority of questions were closed and pre-coded, similar to the validated tool used by Wright et al, (2012). Some questions were answered by only coaches using PA allowing the investigation to target explicit users.…”

Section: Methodsmentioning

confidence: 99%

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The use, integration and value of performance analysis to GAA coaches

Martin

Swanton

McGrath

et al. 2017

jhse

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Performance analysis (PA) has become integral to the multi-million euro preparation of intercounty GAA teams (GAA, 2013). With little research on the coaching practice of GAA coaches, this paper explores their engagement with PA. Its aims were to examine the use, integration and value of PA to coaches. A sample of 12,500 (minimum level 1 Coaching Ireland qualified) coaches were selected to complete an online-survey with 538 respondents across 37 sports. As the highest responding cohort (n=144), data for the GAA coaches was isolated for further analysis. PA was used by 49% of GAA coaches. These coaches were more likely to have 10+ years coaching experience (Xi2 = 20.7 p = 0); be qualified beyond GAA Award 1 (Xi2 = 14.0 p = 0) and coach at intercounty level (Xi2 = 12.3 p = 0). Coaches using PA had access primarily to match statistics (81%); only 49% had access to match video. The most popular tools for data collection were hand notation (65%), Dartfish (38%) and Apps (38%). Coaches cited resources and knowledge as key barriers to progressing their use of PA. Reliability of information was not identified as an issue. 88% of coaches using PA felt it was important / essential to their practice. The findings indicate that GAA coaches have substantially more access to quantitative information compared to video feedback. This lack of video to contextualise and validate data has potential to hamper the interpretation of information by a coach thus impacting their subsequent interventions. In GAA coach education, more emphasis could be placed on the importance of contextualising statistics with video and the potential of video feedback to players. Coaches should be encouraged to question the reliability of match statistics and equipped with appropriate strategies to minimise errors in data collection.

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Section: Value Of and Demand For Pasupporting

confidence: 62%

Section: Value Of and Demand For Pasupporting

confidence: 51%

Section: Methodsmentioning

confidence: 99%

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The use, integration and value of performance analysis to GAA coaches

Martin

Swanton

McGrath

et al. 2017

jhse

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“…These questions were then refined during two further meetings between the lead author and the lead analysts from the 3 clubs. Once a set of final questions were established, they were provided to the 3 lead analysts within the clubs to conduct the questionnaire with their players at the most appropriate time for maximum response rate.The reliability and validity of the questionnaire content and structure was also established from feedback via preceding research by the current authors (Wright et al, 2012;Wright et al, 2013). Once the players had completed the questionnaire, responses were immediately available at www.surveymonkey.com and were subsequently exported for analysis in Microsoft Excel and SPSS version 20.…”

mentioning

confidence: 99%

Elite football player engagement with performance analysis

Wright

Carling

Lawlor

et al. 2016

International Journal of Performance Analysis in Sport

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Abstract:Despite the wide spread employment of Performance Analysis (PA) within the football coaching process to enhance augmented feedback, until recently little consideration has been given to the context in which PA delivery takes place at elite levels and subsequently impacts on players receiving such information. The aim of this investigation was to explore players' preferred engagement with the PA approach. Comparisons were also drawn between Senior and Academy players. Method: A two phase methodology was employed. 48 male footballers from three English Championship football clubs completed an online questionnaire. Following this 22 players were selected using an opportunistic sample to complete a semi-structured interview. Results/ Discussion: In total, the hierarchical content analysis identified 26 higher order themes and 103 lower order themes. Three key themes emerged and were explored within the discussion: (1) the level of debate and player interaction differed greatly during video feedback sessions, (2) the use of video analysis is central to player self-reflection but the level of engagement with self-reflection varied across players, (3) the majority of players preferred some delay (between 24 and 48 hours) before receiving video feedback. Chi-square statistical analysis identified no meaningful differences in the responses between Senior and Academy players and as a result only descriptive findings were reported. These factors have provided further insight into the practical contexts in which PA is used and perceived by elite players. The most eminent findings have potential implications for coach and analyst education. Further contemplation should be given to the level of interaction during PA feedback as a result of the willingness and ability of a coach to engage a player in discussion regarding their performance and PA use within the player self-reflection process. Keywords:Match analysis, Video feedback, Player perceptions, Qualitative approaches, Hierarchical content analysis. Introduction:Augmented feedback is a broad concept and its many forms have been extensively reviewed (cf Hodges and Franks 2008). Augmented feedback has also been identified as an integral part of the delivery of the performance analysis (PA thereafter) process and approaches (O'Donoghue, 2010). Despite this there seems to be a gap between the research surrounding motor learning, feedback approaches (Hodges and Franks, 2008) and how this might translate to the delivery of PA information. Therefore one would suggest that the application of PA, within the feedback process specifically, hinges upon the ability of the coach to deliver information correctly and efficiently whilst taking into account a number of contexts, interpersonal and social factors Groom et al., 2012;Booroff et al., 2015).An important question that is key to the present study is the extent to which coaches are engaging players during video sessions and the impact these sessions have on a player's learning and subsequent performance. Traditionally spo...

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“…Specifically, research guides the reader through the data collection aspects of performance analysis, yet fails to offer insight into how the information is utilised or how feedback sessions are structured within practice. Aside from Wright et al (2012;2013;2014) and Groom (2012) there is a dearth of information outside of football investigating the delivery of information within applied environments. Before we can begin to enhance feedback, we must outline the landscape and identify what is delivered, when is information fed back, how it is delivered and, why is practice implemented like it is.…”

Section: Introductionmentioning

confidence: 99%

Book of Abstracts: 11th World Congress of Performance Analysis of Sport, 16-18 November 2016. International Society of Performance Analysis of Sport. Alicante, Spain

Alicante¹,

Spain²

2017

11th World Congress of Performance Analysis of Sport

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IntroductionWith the performance differences between competing top athletes becoming smaller and smaller, sometimes even within the error margins of the measuring systems, comparing performances and deciding on winners is becoming a perilous affair. Yet, it is of utmost importance: wrong decisions of the (referee) system may have disproportionate consequences. On the other hand, exceptional performances become rarer and rarer, and more and more labeled as a result of 'doping'. What aspects are responsible for these two interrelated phenomena in elite sports?

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An analysis of elite coaches’ engagement with performance analysis services (match, notational analysis and technique analysis)

Cited by 56 publications

References 2 publications

The use, integration and value of performance analysis to GAA coaches

The use, integration and value of performance analysis to GAA coaches

Elite football player engagement with performance analysis

Book of Abstracts: 11th World Congress of Performance Analysis of Sport, 16-18 November 2016. International Society of Performance Analysis of Sport. Alicante, Spain

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