Application of Video-Based Methods for Competitive Swimming Analysis: A Systematic Review

Abstract

This paper explores the application of video-based methods for the analysis of competitive swimming performance. A systematic search of the existing literature was conducted using the following keywords: swim*, performance, analysis, quantitative, qualitative, camera, video on studies published in the last five years, in the electronic databases ISI Web of Knowledge, PubMed, Science Direct, Scopus and SPORT discus. Of the 384 number of records initially identified, 30 articles were fully reviewed and their outcome measures were analysed and categorised according to (i) the processes involved, (ii) the application of video for technical analysis of swimming performance and (iii) emerging advances in video technology. Results showed that video is one of the most common methods used to gather data for analysing performance in swimming. The process of using video in aquatic settings is complex, with little consensus amongst coaches regarding a best-practice approach, potentially hindering usage and effectiveness. Different methodologies were assessed and recommendations for coaches, sport scientists and clinicians are provided. Video is an extremely versatile tool. In addition to providing a visual record, it can be used for qualitative and quantitative analysis and is used in both training and competition settings. Cameras can be positioned to gather images both above and below the water. Ongoing advances in automation of video processing techniques and the integration of video with other analysis tools suggest that video analysis will continue to remain central to the preparation of elite swimmers.

Key Factors Related to Short Course 100 m Breaststroke Performance

“…Most race analysis is either tracked in specialized software or computed from digitizing video footage from multiple cameras with a manual intervention combined with official split and race times from an electronic timing system [ 3 , 5 , 10 , 18 , 20 , 21 ]. Such approaches allow coaches and researchers to investigate the contribution of race segments to the total race performance with either fixed-distance-based (start segment, 0–15 m; turn segment, 15 m around the wall; finish segment, last 5 m of the race; clean swimming segment, the rest of the race) or individual-distance-based (start segment, start to the breakout point; turn segment, from the beginning of the turn motion until the following breakout; clean swimming segment, the rest of the race) segment definitions [ 22 , 23 ].…”

Gender effect on underwater undulatory swimming technique of young competitive swimmers

“…Researchers invariably use video methods for registration and subsequent kinematic analysis of a swimmer's movement [13]. Although this method is one of the oldest regarding studies in the field of biomechanics of swimming, preparation of the video material is still time-consuming.…”

“…However, researchers do not resign from this method because it enables them to achieve extremely reliable results [5]. The reason for undertaking such research is the possibility for observing the course of the movement without interfering with it [13]. Currently, thanks to the ______________________________ popularisation of the most modern waterproof sports cameras, the area of scientific penetration in the field of swimming technique assessment has grown significantly [5].…”

Multi Visual Intelligence vs Direct Instruction Which Approach Method Heightens Tactical Performance in Youth Soccer Players

“…Reason in this study toward the benefits of the detailed training plan and prepared by the coach using video analysis, the most common methodology used in developing countries via the elite sports individual or collective feedback (Phillips, Farrow, Ball, and Helmer, 2013). Approves in several available sports videos analyse studies by its advantages of including the technical recommendations, coaching commentaries; analysis of human movement advances (Mooney, Corley, Godfrey, Osborough, Quinlan, and ÓLaighin, 2015). This finding suggests that challenges for the ball are probably more common in Direct Instruction (DI), where this inference, prevents the player from the individual initiative, the opposite of MI, which increases his ability to exchange roles from defender to striker.…”