| Abstract | Performance analysis research to date has generally focused on understanding the best at the expense of how this information can be implemented within applied practice to benefit future performance (Mackenzie & Cushion, 2013). As such, the what, when, how, and why regarding the use and implementation of feedback and performance analysis within applied practice by the coach, performance analyst, athlete, or in combination, remains largely unexplored.
Therefore, this PhD aimed to address the academic and applied need for empirically based understanding regarding the delivery of performance analysis and feedback within applied elite sport settings. Interview and questionnaire-based approaches were utilised to capture the views and opinions of elite coaches and performance analysts, i.e. those working with athletes who compete internationally at the Olympic/Paralympic Games and World Championships, regarding their current and desired delivery. Within Study 1, face-to-face interviews were used to explore the what, when, how, and why of the delivery of performance analysis practice. Data were collected from 23 performance analysts across various Olympic and Paralympic sports. The experience of the coach and the constraint of time had the most significant impact upon practice, with video, profiling and reports being highlighted as the stand out deliverables. Video feedback was usually coach led, whilst data delivery was more evenly distributed between coach and analyst.
As the analysts tended to highlight the coach as the overriding feedback provider, Study 2 examined, 1) what coaches’ value within performance analysis, 2) how coaches utilise performance analysis and feedback within applied practice, and 3) the difference, if any, between experienced and inexperienced performance analysis users. Data were collected via an online questionnaire, which identified training goals, discussion and philosophy as the most prominent features influencing analysis direction. Additionally, coaches with greater experience chose to deliver significantly more feedback sessions within 1-hour of performance. Feedback sessions were primarily < 20-minutes in duration, delivered consistently according to a preferred schedule, face-to-face, within an individual format, and delivered using a balanced (experienced) or mostly positive (inexperienced) approach.
Study 3 utilised a comparative approach to identify incongruency, if any existed, between coach and analyst, whilst offering areas of potential focus to facilitate greater alignment moving forward. Agreement on the provision, importance and need for full video was confirmed. The majority of analysts provided profiling often, or all of the time, however, despite its prevalence as a taught component of post-graduate performance analysis courses, only one third of coaches felt this was the required amount. Communication, or lack of in places, was identified as a key aspect potentially requiring additional focus.
The empirical findings of this thesis have identified some of the key processes and practices delivered and desired by elite coaches or analysts operating within the applied Olympic and Paralympic environment. The various complexities within performance analysis as well as the numerous intertwining factors that impact upon practice have also been presented. The findings identified, as well as the questionnaires used within data collection should be utilised by analysts and coaches moving forward to, 1) facilitate information sharing between sports whilst offering the ability to ‘check and challenge’ processes, 2) offer an easily implemented and transferable method to facilitate intermittent review of practice, and 3) identify areas within practice potentially requiring development, thus ensuring continued applied impact. |
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