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Don Vinson, Kelvin Beeching, Michelle Morgan and Gareth Jones

Sports coaches’ commonly have a limited appreciation of pedagogy (Light & Evans, 2013). Furthermore, investigations concerning coaches’ use of performance analysis for athlete learning are rare (Groom, Cushion, & Nelson, 2011). Complex Learning Theory (CLT) advocates nonlinear and sociocultural educative approaches (Light, 2013). Considering this digital age, the aim of this investigation was to examine coaches’ use of Coach Logic—an online video-based coaching platform. Seven Head Coaches (five rugby union and two field hockey) were interviewed individually whilst their coaching staff and players contributed to group interviews. Results confirmed a priori themes of active, social and interpretive as derived from CLT. Analysis of these findings established that online coaching platforms have the capacity to facilitate the active involvement of athletes in the process of performance analysis. From a social perspective, online coaching platforms have helped to develop a positive team environment and also interpersonal working. Good practice was evident relating to interpretive approaches; however, the potential for coaches to embrace more radical conceptualisations of knowledge acquisition is stark. Online coaching platforms have a place in contemporary team sport environments and can contribute to athlete learning and other important aspects of team culture and cohesion.

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Victor Silveira Coswig, Bianca Miarka, Daniel Alvarez Pires, Levy Mendes da Silva, Charles Bartel and Fabrício Boscolo Del Vecchio

:10.1519/JSC.0b013e31828a1e91 10.1519/JSC.0b013e31828a1e91 Kirk , C. , Hurst , H.T. , & Atkins , S. ( 2015 ). Measuring the workload of mixed martial arts using accelerometry, time motion analysis and lactate . International Journal of Performance Analysis in Sport, 15 ( 1 ), 359 – 370

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Nicola Taylor, David Giles, Micha Panáčková, James Mitchell, Joel Chidley and Nick Draper

practice in mainstream sport, 6 where performance-analysis techniques are used as an information source for the coaching process. 7 Equally, the systematic observations of the application of skill and technique during a climber’s ascent are an important element of the climbing coaching process. 8 In

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Jorge Arede, António Paulo Ferreira, Oliver Gonzalo-Skok and Nuno Leite

clarification of this aspect of selection may reveal some weaknesses (eg, unintended biased in the evaluation of players), which may be confusing the process of performance analysis and national team recruitment. Thus, considering the long-term development of a basketball player, 11 it is advisable to include

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Luciana De Martin Silva and John W. Francis

culture and cohesion. In this context, performance analysis (PA) was utilized as an available learning tool to encourage collaborative learning. Performance Analysis and Collaborative Blended Learning Performance analysis has become an integral component within the coaching process, providing coaches

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Sadjad Soltanzadeh and Mitchell Mooney

). Introduction to theoretical astrophysics . CreateSpace Independent Publishing Platform . McLean , S. , Salmon , P.M. , Gorman , A.D. , Read , G.J.M. , & Solomon , C. ( 2017 ) What’s in a game? A systems approach to enhancing performance analysis in football . PLoS ONE, 12 ( 2 ), 0172565

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Sadjad Soltanzadeh and Mitchell Mooney

Systems thinking has been developed and used in many fields such as management, economics, and engineering in the past few decades. Although implicit elements of systems thinking may be found in some coaching biographies and autobiographies, a critical and explicit work on systems thinking that examines its principles and its relevance to sport sciences and coaching is yet to be developed. The aim of this Insight paper is to explore systems thinking and its potential for modelling and analysing team performance by (a) explaining how systems thinking is used in other fields, (b) highlighting the importance of conceptual analysis and critical thinking next to data collecting practices, and (c) contrasting systems thinking with the common approaches to modelling and analysing team performance.

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Philip Davis, Peter R. Benson, Robert Waldock and Andrew J. Connorton

Female boxing debuted at the 2012 London Olympic Games. To better understand the performance aspects of the sport, video footage of eighteen 4 × 2-min bouts were analyzed. The boxers involved in the competition were of an elite level (mean ± SD), age 26.4 ± 4.6 y, height 169.3 ± 6.2 cm, and weight 60.3 ± 10.0 kg. Analysis revealed an activity rate of ~1.6 actions/s, including ~16 punches, ~3.3 defensive movements, and ~63 vertical hip movements, all per minute, over the 4 × ~132-s rounds (R). A 2 × 4 (outcome × round) ANOVA with repeated measures over the rounds was used to analyze the data. Winners maintained a higher activity rate in round 1 (R1) and R2; a higher movement rate in R2, R3, and R4; and an increased punch accuracy including the ratio of total punches to punches landed in R3 and air punches as a percentage of punches missed in R1 and R3. Specific techniques that discriminate between successful and unsuccessful female amateur boxers include the straight rear-hand and body punches, higher for winners in R1, as well as uppercut punches and defensive foot movements, higher for winners in R4. Findings highlight the current demands of elite amateur female boxing. These data will be useful for those designing training programs and may also be useful for guiding sport-specific fitness testing.

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Paolo Menaspà, Chris R. Abbiss and David T. Martin

This investigation describes the sprint performances of the highest internationally ranked professional male road sprint cyclist during the 2008–2011 Grand Tours. Sprint stages were classified as won, lost, or dropped from the front bunch before the sprint. Thirty-one stages were video-analyzed for average speed of the last km, sprint duration, position in the bunch, and number of teammates at 60, 30, and 15 s remaining. Race distance, total elevation gain (TEG), and average speed of 45 stages were determined. Head-to-head performances against the 2nd–5th most successful professional sprint cyclists were also reviewed. In the 52 Grand Tour sprint stages the subject started, he won 30 (58%), lost 15 (29%), was dropped in 6 (12%), and had 1 crash. Position in the bunch was closer to the front and the number of team members was significantly higher in won than in lost at 60, 30, and 15 s remaining (P < .05). The sprint duration was not different between won and lost (11.3 ± 1.7 and 10.4 ± 3.2 s). TEG was significantly higher in dropped (1089 ± 465 m) than in won and lost (574 ± 394 and 601 ± 423 m, P < .05). The ability to finish the race with the front bunch was lower (77%) than that of other successful sprinters (89%). However, the subject was highly successful, winning over 60% of contested stages, while his competitors won less than 15%. This investigation explores methodology that can be used to describe important aspects of road sprint cycling and supports the concept that tactical aspects of sprinting can relate to performance outcomes.