On the Use and Misuse of Video Analysis

Abstract

The popularity of video analysis in sports in general, and golf in particular, has recently risen. However, research in the area of video analysis has lagged well behind these trends in current coaching practice. The current study was designed to assess changes in performance as a result of using video feedback as part of an instructional session. Forty-eight golfers (24 novices; 24 skilled players) performed a pre-test in which twelve swings were recorded using an indoor launch monitor system. The participants were then randomly assigned to a lesson in one of three groups: 1) Verbal coaching (V), 2) Verbal +Video coaching (V+V), and 3) Self-Guided (SG) practice. All groups were then retested to determine the extent to which the various training conditions impacted overall swing characteristics. The results indicated that the positive effects of video feedback were: A) limited in scope, and b) observed to a greater extent in more skilled performers. The results suggest that while more skilled players were able to glean useful timing information from video feedback, these same conditions may in fact impede the learning process in novice performers.

Evaluating video modeling and video modeling with video feedback to enhance the performance of competitive dancers

“…Numerous studies have assessed VF alone to enhance performance in a variety of sports such as American‐rules football (Stokes, Luiselli, Reed, & Fleming, ), golf (Guadagnoli, Holcomb, & Davis, ), horseback riding (Kelley & Miltenberger, ), martial arts (Benitez Santiago & Miltenberger, ), soccer (Partington, Cushion, Cope, & Harvey, ), swimming (Dowrick & Dove, ), tennis (Emmen, Wesseling, Bootsma, Whiting, & Van Wieringen, ; Rikli & Smith, ; Van Wieringen, Emmen, Bootsma, Hoogesteger, & Whiting, ), golf (Bertram, Marteniuk, & Guadagnoli, ), and yoga (Downs, Miltenberger, Biedronski, & Witherspoon, ). Also, the combination of VM and VF to enhance performance has been assessed in gymnastics (Baudry et al, ; Boyer et al, ).…”

Emotions, identity, and power in video-based feedback sessions: tales from women’s professional football

“…This work has tended to adopt a (post) positivist orientation, focussing on objective accounts of 'what works' (e.g. Bertram, Marteniuk, & Guadagnoli, 2007;Guadagnoli, Holcomb, & Davis, 2002;Moreno, Moreno, García-González, Ureña, Hernández, & Del Villar, 2016). While such inquiry has contributed to the advancements of evidence based 'good practice' guidelines, a call for more critical inquiry into the lived experiences of those subject to them has also arisen (Groom & Nelson, 2013a, 2013b.…”

Coach–Athlete Perceived Congruence Between Actual and Desired Emotions in Karate Competition and Training

“…Another applied recommendation from the present study is that video recording offers a practical way of accessing emotional states experienced during competition and training (cf: Bertram et al, 2007;Ives et al 2002;Martinent et al, 2015). Previous research to identify optimal emotional states for performance has tended to rely on past recollections of emotional events whereby athletes identify their feelings at a specific point in time (e.g., Robazza et al, 2004), including their best or worst performances (Hanin, 2010) without the use of visual prompts.…”

“…Many researchers have argued that video recording is an effective practical tool for assessing emotional states experienced during competition (Bertram, Marteniuk, & Guadagnoli, 2007;Ives, Straub, & Shelley, 2002;Martinent et al, 2015). Previous research examining optimal emotional states for performance has tended to rely on past recollections of emotional events whereby athletes identify their feelings at a specific point in time (e.g., Dewar & Kavussanu, 2011;Nicholls, Polman, & Levy, 2011).…”