The implementation of performance analysis and feedback within Olympic sport: The performance analyst's perspective

Abstract

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Developing a framework for professional practice in applied performance analysis

“…The emergence of contextual awareness as a key expertise underpinning the delivery of applied PA, highlights the importance of practitioners developing skills such as empathy and micro-political awareness in tandem with their technical and PA skill set. Aspiring applied PAs should have the opportunity to learn how to identify and evaluate a PD or coach's perspective based on their background and philosophy, their leadership style, their coaching record, the current role and expectations, the funding pressures, and how these factors could potentially impact the practice of the analyst (Huggan et al, 2015;Macquet et al, 2015;McKenna et al, 2018;Nicholls et al, 2018b).…”

“…The literature suggests that to be most effective, applied PAs should prioritise three key processes when establishing relationships; undertake background research, actively build relationships, and clearly define their role. Background research on the context in which an applied PA will operate involves finding out about the culture and environment within the organisation, the people involved, or new person arriving, and the external competitive environment (Huggan et al, 2015, Booroff et al, 2016Gomez, 2018;Groom et al, 2011 ;Mackenzie & Cushion, 2013b;Middlemas & Harwood, 2018;Moreira & Peixoto, 2014;Nicholls et al, 2018b). Much of this information can be found online or through a professional network.…”

“…Robertson's (2020a) recent suggestion that analysts should be open-minded, innovative, versatile, self-aware, reflective and strong communicators, all echoed in the reviewed literature, in addition to empathy (Macquet et al, 2015;McKenna et al, 2018), micro-political awareness (Booroff et al, 2016, Huggan et al, 2015 and knowing your place in the process. The latter traits on this list are critical to the ability to build rapport and foster quality relationships with stakeholders which was consistently identified as vital in delivering an applied PA service effectively (Francis et al, 2015;Nicholls et al, 2018b). This, however, does not seem to be a prominent feature of applied PA training.…”

“…Team meetings were so prevalent in the literature that a cluster of processes on how to conduct one was compiled, as this is not prescribed elsewhere (Table 12). One-to-one meetings were also seen as a key learning opportunity facilitated by coaches Middlemas & Harwood, 2018;Reeves & Roberts, 2013) and analysts (McKenna et al, 2018;Nicholls et al, 2018b;Wright et al, 2013). Other learning opportunities were created via peer meetings (O'Donoghue, 2006, Francis & Jones, 2014Nelson et al, 2014), self-confrontational interviews (Sève et al, 2013), and bespoke practice environments (Woods et al, 2019).…”

“…This framework has potential benefits for the education, professional development and accreditation of analysts. Analyst educational offerings are varied, provided by universities (Butterworth & Turner, 2014;Carling, 2019;Nicholls et al, 2018b), software companies (Ferrari, 2017), and internships or studentships within sports institutes (Lyons, 2005) and other sporting organisations (Carling, 2019). In the absence of a framework for practice, it is difficult to evaluate the effectiveness or propriety of this education to applied PAs, or how prepared they are for the reality of practice.…”