Critique of Article from The International Journal of Performance Analysis

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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a video log of training progress in the past, however the footage became difficult to access as technology was becoming outdated so rapidly.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.