Elite coaches’ use and engagement with performance analysis within Olympic and Paralympic sport

Nicholls, Scott; James, Nic; Bryant, Elizabeth; Wells, Julia

doi:10.1080/24748668.2018.1517290

Cited by 19 publications

(11 citation statements)

References 27 publications

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“…However, Nelson et al (2014) inferred from John's reaction that young athletes' engagement in PA is not the issue, but more regards to how they use the technology and the environment the coaches have created when using analysis. Therefore, in agreement with Middlemas et al (2017) and Nicholls et al (2018), a significant part of an analyst's role should be regarding educating the end-users of the PA process. Also, the coaches acknowledged that their roles have evolved from the traditional practice, feeling a need to upskill themselves in the use of PA as a tool to support their delivery.…”

Section: Learning Environment In Teamsmentioning

confidence: 99%

“…Performance analysis (PA) has been seen as a useful tool for assessing tactical, technical and movement of performance during training and games (Nicholls, James, Bryant, & Wells, 2018). Since research identified that coaches could only account for 30% to 60% of the critical events that occurred in a performance (Franks & Miller, 1986, 1991Laird & Waters, 2008)., PA has witnessed considerable growth within the past 20 years.…”

Section: Introductionmentioning

confidence: 99%

“…Several single-subject case studies have begun to paint a picture of how coaches, athletes or performance analysts perceive the various tools, techniques and value of PA (Bateman & Jones, 2019;Butterworth, Turner, & Johnstone, 2012;Francis & Jones, 2014;Groom & Cushion, 2004, 2005Nelson, Potrac, & Groom, 2014;Wright, Carling, Lawlor, & Collins, 2016). Although these single-subject case studies are useful at providing an understanding relating to the use of PA within respective contexts, broader investigations, which capture the perceptions and practices of multiple uses in the PA process would offer a more thorough understanding of PA as a support tool in the coaching process (Nicholls et al, 2018). To this end, these broader investigations have been completed in association football, field hockey, netball, rugby union and Tae Kwon Do within the UK (Bampouras et al, 2012;Reeves & Roberts, 2013;Vinson, Beeching, Morgan, & Jones, 2017).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Athletes’ and coaches’ perspectives of performance analysis in women’s sports in Singapore

Loo

Francis

Bateman

2020

International Journal of Performance Analysis in Sport

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Section: Learning Environment In Teamsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Athletes’ and coaches’ perspectives of performance analysis in women’s sports in Singapore

Loo

Francis

Bateman

2020

International Journal of Performance Analysis in Sport

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“…Despite the array of training methods and tools currently available and used for the purposes of athlete development [5][6][7], one factor which is possibly more pertinent to performance within the practice environment than any other, is the influence of the coach. Much has been published on the manner in which coaches acquire, develop, and use the knowledge they possess [8][9][10][11][12][13][14][15].…”

Section: Introductionmentioning

confidence: 99%

What actually happens during a practice session? A coach’s perspective on developing and delivering practice

Vickery

Nichol

2020

Journal of Sports Sciences

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Despite the considerable role coaches play in the development and performance of athletes, the manner in which (i.e., how and why) they develop and implement their practice sessions is mostly unknown. The disconnect between practice and match environments within the sport of cricket makes it challenging for coaches to provide practice environments that encourage player development, are engaging, and allow for transferability. This study looked to gain insight, from the perspective of the coach, into the type of practice environments and activities that cricket coaches use and why. In-depth, semi-structured interviews were conducted with ten cricket coaches followed by thematic analysis to interpret the data. Cricket coaches used a mixture of Training and Playing Form activities, with net-based activities the most common.Regardless of the type of practice, the use of various specialised equipment was also prevalent. Developing game awareness and technical skill were the main practice objectives noted by coaches. Various external and internal factors were also suggested to impact on the development and implementation of practice environments. Findings provide novel insights into how and why coaches operationalise their practice (design) in ways which are perhaps incongruent with recommendations in current literature.

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“…This success would imply that the elite sport structure developed in the context of Olympic sport should form the model for nations to achieve international parasport success. This assumption, however, is in lieu of empirical research, research published in an elite parasport context concentrating on classification Vanlandewijck, 2011, Beckman, Newcombe andVanlandewijck, 2014), the supercrip notion (Silva and Howe,2012), media coverage , psychological factors , coaching (Nicholls, James, Bryant andWells 2018, Alexander, 2017), home advantage and science and technological factors, essentially in wheelchair racing (Cooper, Cooper, and Susmarski, 2018;Connick, Beckman, Vanlandewijck, Malone, Blomqvist, and Tweedy, 2018).This study will provide empirical research in the context of international parasport success.…”

Section: The Evolution Of Parasportmentioning

confidence: 99%

Determining International Parasport Success Factors for UK Para-Athletics

Hext¹

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Parasport is attracting increased attention, with many nations adopting a systematic approach to the pursuit of international sporting success. The acceptance of an approach developed in a non-disabled context assumes that the determinants of success are concomitant for parasport and non-disabled sport alike. Policy development in this area is currently underdeveloped and a significant knowledge gap is evident. This knowledge gap provides the rationale for this study based on three principal factors: A lack of studies examining international parasport success factors; a lack of studies examining international sporting success factors in sport-specific contexts and; an absence of studies that address both dimensions. This study aims to address this gap in the literature by determining international parasport success factors for UK para-athletics. The study undertakes a critical realist approach, using a mixed methods research design. A four-phase sequential design was adopted which included both quantitative surveys completed by paraathletes and their coaches and qualitative semi-structured interviews, with athletes, coaches and UK Athletics staff. The results of this study suggest that the determinants of success identified for para-athletics include the factors identified in previous non-disabled studies but that there are additional variable factors for consideration. The relevant variable factors identified by this study are grouped as the nature of impairment (acquired or congenital); the level of support and care needs; and the level of equipment needs. This study provides a model illustrating the influences of these variables on the determinants of success, which may be of value for the development of para-athletics policies and the design of parasport support structures in the future. Consideration of the DIPAS model can enable improved structures and enhanced support of para-athletes, consequently improving success rates and ensuring appropriate spend of public money. It is recommended that the research approach is repeated in nations that perform comparably in para-athletics. Further research within athletics is advised to explore variance across event disciplines and ensure appropriate allocation of resources. ACKNOWLEDGEMENTS Over the last four years, I have been privileged to work with a wide range of individuals, all of whom have contributed to the successful completion of this thesis. My research would have been impossible without the aid of UK Athletics, specifically, Paula Dunn for allowing me to access staff, athletes and coaches. I would like to thank the athletes and coaches for sharing their experiences with me. Heartfelt thanks to Claire Williams for our conversations, her honest sharing of experiences planted the initial seed of enquiry for the research area. I am profoundly grateful to my Director of Studies, Dr Larissa Davies for her support, patience and advice. I appreciate her guidance and direction. I would also like to thank Stuart Allan for his invaluable help. Above all, I would lik...

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Elite coaches’ use and engagement with performance analysis within Olympic and Paralympic sport

Cited by 19 publications

References 27 publications

Athletes’ and coaches’ perspectives of performance analysis in women’s sports in Singapore

Athletes’ and coaches’ perspectives of performance analysis in women’s sports in Singapore

What actually happens during a practice session? A coach’s perspective on developing and delivering practice

Determining International Parasport Success Factors for UK Para-Athletics

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