Exploring Debriefing in Sports: A Qualitative Perspective

McArdle, Siobháin; Martin, Douglas L.; Lennon, Áine M; Moore, Philippa

doi:10.1080/10413200.2010.481566

Cited by 22 publications

(32 citation statements)

References 12 publications

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“…Some players expressed a desire to complete the review process of the game immediately so they could begin to focus on the next match. McArdle et al (2010) reported similar findings in that providing time to reflect within the debriefing environment was appropriate as this was critical in allowing player emotions to settle down. McArdle et al (2010) identified that some team performers are still too emotionally involved with the game, thus lacking the objectivity needed to complete effective self-analysis due to their emotional state if debriefing took place too close to the performance.…”

Section: Timing Of Feedback: Implication For Self-reflectionmentioning

confidence: 62%

“…McArdle et al (2010) reported similar findings in that providing time to reflect within the debriefing environment was appropriate as this was critical in allowing player emotions to settle down. McArdle et al (2010) identified that some team performers are still too emotionally involved with the game, thus lacking the objectivity needed to complete effective self-analysis due to their emotional state if debriefing took place too close to the performance. However preceding research also identified it was not uncommon for some coaches to utilise immediate post-competition debriefing and feedback because they believed this was the point at which the athletes were most honest and their recall of performance was at its clearest (McArdle et al, 2010).…”

Section: Timing Of Feedback: Implication For Self-reflectionmentioning

confidence: 62%

“…Only most recently has research started to support the social complexity associated with PA feedback sessions (Groom et al, 2012). Evidence has suggested that performers learn more as a result of 'engaging in social interaction within feedback sessions' (Nelson et al, 2011:9), however the timing for debriefing and implications for their subsequent effectiveness still remains vague (McArdle et al, 2010).…”

Section: Duration and Level Of Interaction During Pa Feedback Sessionsmentioning

confidence: 99%

“…McArdle et al (2010) identified that some team performers are still too emotionally involved with the game, thus lacking the objectivity needed to complete effective self-analysis due to their emotional state if debriefing took place too close to the performance. However preceding research also identified it was not uncommon for some coaches to utilise immediate post-competition debriefing and feedback because they believed this was the point at which the athletes were most honest and their recall of performance was at its clearest (McArdle et al, 2010). It is noteworthy to observe the contrasting opinions across players within the same squads.…”

Section: Timing Of Feedback: Implication For Self-reflectionmentioning

confidence: 99%

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Elite football player engagement with performance analysis

Wright

Carling

Lawlor

et al. 2016

International Journal of Performance Analysis in Sport

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Abstract:Despite the wide spread employment of Performance Analysis (PA) within the football coaching process to enhance augmented feedback, until recently little consideration has been given to the context in which PA delivery takes place at elite levels and subsequently impacts on players receiving such information. The aim of this investigation was to explore players' preferred engagement with the PA approach. Comparisons were also drawn between Senior and Academy players. Method: A two phase methodology was employed. 48 male footballers from three English Championship football clubs completed an online questionnaire. Following this 22 players were selected using an opportunistic sample to complete a semi-structured interview. Results/ Discussion: In total, the hierarchical content analysis identified 26 higher order themes and 103 lower order themes. Three key themes emerged and were explored within the discussion: (1) the level of debate and player interaction differed greatly during video feedback sessions, (2) the use of video analysis is central to player self-reflection but the level of engagement with self-reflection varied across players, (3) the majority of players preferred some delay (between 24 and 48 hours) before receiving video feedback. Chi-square statistical analysis identified no meaningful differences in the responses between Senior and Academy players and as a result only descriptive findings were reported. These factors have provided further insight into the practical contexts in which PA is used and perceived by elite players. The most eminent findings have potential implications for coach and analyst education. Further contemplation should be given to the level of interaction during PA feedback as a result of the willingness and ability of a coach to engage a player in discussion regarding their performance and PA use within the player self-reflection process. Keywords:Match analysis, Video feedback, Player perceptions, Qualitative approaches, Hierarchical content analysis. Introduction:Augmented feedback is a broad concept and its many forms have been extensively reviewed (cf Hodges and Franks 2008). Augmented feedback has also been identified as an integral part of the delivery of the performance analysis (PA thereafter) process and approaches (O'Donoghue, 2010). Despite this there seems to be a gap between the research surrounding motor learning, feedback approaches (Hodges and Franks, 2008) and how this might translate to the delivery of PA information. Therefore one would suggest that the application of PA, within the feedback process specifically, hinges upon the ability of the coach to deliver information correctly and efficiently whilst taking into account a number of contexts, interpersonal and social factors Groom et al., 2012;Booroff et al., 2015).An important question that is key to the present study is the extent to which coaches are engaging players during video sessions and the impact these sessions have on a player's learning and subsequent performance. Traditionally spo...

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Section: Timing Of Feedback: Implication For Self-reflectionmentioning

confidence: 62%

Section: Timing Of Feedback: Implication For Self-reflectionmentioning

confidence: 62%

Section: Duration and Level Of Interaction During Pa Feedback Sessionsmentioning

confidence: 99%

Section: Timing Of Feedback: Implication For Self-reflectionmentioning

confidence: 99%

See 2 more Smart Citations

Elite football player engagement with performance analysis

Wright

Carling

Lawlor

et al. 2016

International Journal of Performance Analysis in Sport

View full text Add to dashboard Cite

show abstract

“…In addition, "Understanding who is being coached as well as who is coaching could help lead to better coaching practices, better athletecoach relationships, increased satisfaction and ultimately better athletic performance" (Galipeau & Trudel, 2006, p. 91). Athletes can also bring another perspective to the research (McArdle, Martin, Lennon, & Moore, 2010), and can identify implicit learning that the coach may not recognize .…”

Section: Coach Learning In Disability Sport 64mentioning

confidence: 99%

Coaches of athletes with a physical disability: a look at their learning experiences

McMaster

Culver

Werthner

2012

Qualitative Research in Sport, Exercise and Health

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Coach Learning in Disability Sport iAcknowledgements My Master's experience has been an incredible two-year journey that involved many people I would like to acknowledge and thank:First, a big thanks to the coaching research group for providing us with a unique learning environment, as well as guidance and support for numerous conferences and presentations. To the many faculty members and students I met along the way who provided me with much needed insight and direction. To my lab-mates who I grew so close to, and with who I could discuss countless "grad brain" experiences and laughs.To my friends and family who have stuck by "School Sarah" through the good times and bad, especially Megan and Stacie having had the pleasure of rooming with me and seeing me pull out my hair on various occasions. To Trevor for somehow always answering my phone calls and calming me down, reminding me of the simple joys in life. To my parents for providing me with endless amounts of support through this process (not to mention financially), and always reminding me to be the best I could be.To the University of Ottawa, its staff, and the Faculty of Human Kinetics for providing me with the financial support to get through these two years, in addition to our great lab space.To my supervisor, Dr. Diane Culver, for all that you have done for me. You saw something in me early on that I didn't know I had in myself, and I am so grateful for the opportunity. I hope I can someday manage all of life's responsibilities (and more) that you take on with such class. It has been such an inspiration to work with you and see your super-woman abilities in action! Coach Learning in Disability Sport ii To help get me through the tougher times, I posted a quote on my bedroom wall where

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Dictionary of Sport Psychology

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Exploring Debriefing in Sports: A Qualitative Perspective

Cited by 22 publications

References 12 publications

Elite football player engagement with performance analysis

Elite football player engagement with performance analysis

Coaches of athletes with a physical disability: a look at their learning experiences

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