A
Critique of Journal Article from The International Journal of Performance
Analysis in Sport
Bampouras T, Cronin C, Miller P (2012) “Performance analytic processes in elite
sport practice: An exploratory investigation of the perspectives of a sport
scientist, coach and athlete”, from The International Journal of
Performance Analysis in Sport. Vol 12 468-483.
This Journal article provided an interesting
perspective as to the field use and implementation of performance analysis. The
five identified uses of performance analysis were;
a)
To provide immediate feedback
b)
For data base development
c)
To identify areas for
improvement
d)
To evaluate specifics of
performance
e)
And as a selection tool to
assist coaches and athletes.
The first four I have considered in my
coaching, however the final one – as a selection mechanism is not currently
relevant to my coaching role.
Bampourus et al (2012, p.469), quotes Bartlett
(2001, p125), who states that performance analysis needs to “…provide coaches with information that adds
to what they can not see for themselves.” Although a common sense statement, it
does highlight the importance of evaluating each technology and ensuring that
the process does add value to the feedback provided.
In terms of my own context, there is value
in video analysis as the slow motion provides immediate feedback that can help
to identify flaws in technique and be used to enhance the understanding of the
athlete. Specific technical information that is often missed can be easily
highlighted. In Equestrian sports, unless
the rider or coach organizes it, it would be rare that competitions or training
sessions are recorded (as with other professional team sports) so visual
feedback is not often used.
I can also see benefit in creating a database
to show the progression of both the horse and rider. I have attempted to keep a
video log of training progress in the past, however the footage became difficult
to access as technology was becoming outdated so rapidly. With new coaching technology now offering
online storage, this is something I will revisit. I am always exciting at how
much improvement I see when reviewing old footage and found it provides
motivation at times when I feel little progress is being made.
One way that I have not use performance
analysis in the past that may be useful is to video the warm-up of my students.
Usually due to resource restrictions, only the test is videoed. This is
definitely something I will consider in the future as a feedback tool for
athletes.
Effective Use of
Performance Analysis
Performance analysis application which has
been shown to influence coaching practice and athlete development include:
- time motion analysis
- investigation of play and scoring patters
- physiological responses and demands
- behavioral studies, (Bampourus, 2012)
Many of the studies referred to in this
article were related to the gathering of information via statistics. While I
see benefit in this with team sports, currently such data is not used in my
sport. Perhaps a catalogue/data base of each component of the dressage test
could be created to observe the judge’s perspective and feedback. This could then be used as an education tool for the athlete who
could develop their understanding by critique others.
The Consensus Model
Bampourous et al., (2012) cites Hughes (2004)
who stated the importance of collaboration collaboration between the coach and athletes in order to achieve success.
The authors represented their findings as a
“Consensus Model” of performance analysis. In this process the coach and sports
scientist work together to select which information is filtered through to the
athlete. This highlighted that the athlete’s often had limited input into what
data was collected on them and which feedback they received. Athlete’s raised
concerns that they were “never given option to say (whether) you want to do it
or not, (or) how do you think it is going? Is it beneficial towards us or not?
We were never given that kind of control,” Bampourus et al (2012, p478).
The author then raises the question whether
or not this is an effective strategy? Concern is raised that excluding the
athlete from this process misses important opportunities for development. The
coach justifies this process by taking the stance that he is protecting the self-esteem
of the athlete. “If you were getting all this information and all this negative
information, I think it has to be in stages” describing the coach as a “gate
keeping” role, Bamporous et al (2012, p474).
The author highlights the dilemma - if the athlete
is excluded from the process then they are loosing the opportunity to acquire
pertinent skills to engage in the process and excluding further development. He
argues, “the assumption of incapacity rarely expiates multifaceted skill
development,” Bampourus (2012).
I agree with Bampourus (2012, p478) who suggests
that “empowerment of athletes through their inclusion in decision – making
activities can have a positive performance – function outcome”, and that “self
actualization is seldom achieved by those who have little choice but to rely on
external regulation”.
I have observed that when I show my athletes
footage of their performance, they often identify and place priority on
technical flaws, and that their priorities often differ to my own. Although I
must question whether their knowledge is sufficient to prioritize such corrections,
I also realize that they will have higher motivation to tend to those
corrections and a learning opportunity arises if success is not obtained. This
further engages and develops the athlete as a learner. Such a process
approaches the athlete in terms of long term development opposed to what Bampourous
(2012) identifies as “short-term thinking leading to short-term action”.
Other Issues Raised
The study raised several issues in the use
of performance analysis. Firstly, that coaches felt it was difficult to access the
current research/literature if you are not at University. Subscribing to
journals, attending conferences and seminars and making use of the internet
coupled with a lifelong approach to learning should enable me to maintain
current knowledge and continually strive to implement best practice.
The other was that may sports do not have
access to a sports scientist and that it is very difficult for the coach to
maintain their coaching role and supervise the sports scientist or data collection
during a competition. Such a problem is
relevant to my sport, however luckily performances only last for 5 to 8
minutes, so organizing a friend to video should be possible. With the computer
programs available, it should also be possible to code each movement for later
use.
This article highlighted for me the myriad
of opportunities available to integrate performance analysis into my coaching
and I look forward to developing and implementing these in the future. However,
the highlight for me was the opportunity it offers to empower the athlete to
take responsibility for their learning and decide which feedback they desire and
feel is of most use to them. As a coach
looking to develop my skills in creating an athlete-centered approach , this will
be particularly useful.
Reference
Bampouras T, Cronin C, Miller P (2012)
Performance analytic processes in elite sport practice: An exploratory
investigation of the perspectives of a sport scientist, coach and athlete. Vol
12 468-483.
