Player-Driven Video Analysis to Enhance Reflective Soccer Practice in Talent Development

Abstract

In the present article, we investigate the introduction of a cloud-based video analysis platform called Player Universe (PU). Video analysis is not a new performance-enhancing element in sports, but PU is innovative in how it facilitates reflective learning. Video analysis is executed in the PU platform by involving the players in the analysis process, in the sense that they are encouraged to tag game actions in video-documented soccer matches. Following this, players can get virtual feedback from their coach. Findings show that PU can improve youth soccer players' reflection skills through consistent video analyses and tagging; coaches are important as role models and providers of feedback; and that the use of the platform primarily stimulated deliberate practice activities. PU can be seen as a source of inspiration for soccer players and clubs as to how analytical platforms can motivate and enhance reflective learning for better in-game performance.

Visual exploratory activity and practice design: Perceptions of experienced coaches in professional football academies

“…There has been significant development of technologies within football over recent years and the advances in performance analysis have led to clubs employing professional analysts across all age groups. 45 As a result, coaches are increasingly using video to provide feedback to players, 46,47 as was the case for several coaches within this study with respect to VEA:I like to use more video clips …. They need to be able to recognise themselves.…”

“…It is widely accepted that coaches need to include performers as co-learners within sessions to create an effective learning environment. 24,46 To achieve this, coaches have been recommended to move away from using high levels of instructional behaviours and towards the use of questioning. 51 This view in the literature aligned with the perspectives of some of the coaches, who saw the benefits of questioning as crucial to developing player knowledge and understanding of VEA:Mosston and Ashworth's stuff [teaching styles] around Q and A [Question and Answer], convergent discovery, divergent discovery, I’m much more that end of things anyway so you will be pulling it out through Q and A anyway.…”

“…47 Consequently, recent research has explored greater player involvement within video analysis. 46,50 For example, an online video sharing and tagging programme to facilitate player engagement in video analysis, reflection and learning. 46 While the coaches in the current study understood the potential impact of video footage, as illustrated in the above quotations, their practice may be improved by transitioning from coach-led to the player-led analysis of the footage.…”