Analysis of Sports Performance Introduction

 Coaches and athletes need to know how movement and physiology affect performance. There is also increasing awareness of sports psychology, and how the mind can affect performance – factors such as stress and motivation can make the difference between winning and losing  Performance may also depend on a technical or tactical aspect. This unit introduces the need to analyse sporting performance  Coaches and athletes need to know how movement and physiology affect performance. There is also increasing awareness of sports psychology, and how the mind can affect performance – factors such as stress and motivation can make the difference between winning and losing  Performance may also depend on a technical or tactical aspect. This unit introduces the need to analyse sporting performance

Continued..  Every high-level or world-class athlete will suffer from a loss of form or a significant setback. By analysing their performance, athletes can address the issues that are affecting them and make the changes necessary to gain success  If no evaluation takes place after a poor or unsuccessful performance, athletes may continue to perform badly and miss out on medals or other measures of success  Coaches should understand the importance of this area, and how they can influence and support the athlete, both in training and competition  Every high-level or world-class athlete will suffer from a loss of form or a significant setback. By analysing their performance, athletes can address the issues that are affecting them and make the changes necessary to gain success  If no evaluation takes place after a poor or unsuccessful performance, athletes may continue to perform badly and miss out on medals or other measures of success  Coaches should understand the importance of this area, and how they can influence and support the athlete, both in training and competition

Aim and Purpose  The aim of this unit is to allow you to explore the purpose and importance of sports performance analysis, highlighting the multi-dimensional demands and interdependence of the different factors involved

Learning Outcomes After completing this unit you should: 1.Know the performance profile of a sporting activity 2.Be able to analyse sporting performance 3.Be able to provide feedback to athletes regarding performance 4.Understand the purpose and resources required for analysing different levels of sporting performance After completing this unit you should: 1.Know the performance profile of a sporting activity 2.Be able to analyse sporting performance 3.Be able to provide feedback to athletes regarding performance 4.Understand the purpose and resources required for analysing different levels of sporting performance

Assignments  Performance profile along with intrinsic and extrinsic influencing factors (P1, P2, M1 and D1)  Performance analysis of your athlete along with an interview/presentation (P3, P4, M2, M3 and D2)  Levels of performance (P5)  Performance profile along with intrinsic and extrinsic influencing factors (P1, P2, M1 and D1)  Performance analysis of your athlete along with an interview/presentation (P3, P4, M2, M3 and D2)  Levels of performance (P5)

Indicative Reading Textbooks  Bartlett R – Introduction to Sports Biomechanics (Routledge, 2006) ISBN  Bull S – Sport Psychology: A Self-Help Guide (Crowood, 2004) ISBN  Carling C, Reilly T and Williams A – Performance Assessment for Field Sports: Physiological, Psychological and Match Notational Assessment in Practice (Taylor and Francis, 2008) ISBN  Hall S – Basic Biomechanics (Mcgraw-Hill Education, 2002) ISBN  Hughes M and Franks I – Notational Analysis of Sport (Routledge, 2004) ISBN  Jones R, Hughes M and Kieran Kingston K – An Introduction to Sports Coaching: From Science and Theory to Practice (Routledge, 2007) ISBN Textbooks  Bartlett R – Introduction to Sports Biomechanics (Routledge, 2006) ISBN  Bull S – Sport Psychology: A Self-Help Guide (Crowood, 2004) ISBN  Carling C, Reilly T and Williams A – Performance Assessment for Field Sports: Physiological, Psychological and Match Notational Assessment in Practice (Taylor and Francis, 2008) ISBN  Hall S – Basic Biomechanics (Mcgraw-Hill Education, 2002) ISBN  Hughes M and Franks I – Notational Analysis of Sport (Routledge, 2004) ISBN  Jones R, Hughes M and Kieran Kingston K – An Introduction to Sports Coaching: From Science and Theory to Practice (Routledge, 2007) ISBN

Indicative Reading Websites  British Association of Sport and Exercise Sciences  Sport England  Sportdevelopment.co.uk  Sports Coach UK  Talent Ladder (Gifted & Talented/TASS)  Talented Athlete Scholarship Scheme (TASS)  UK Sport  Youth Sport Trust Websites  British Association of Sport and Exercise Sciences  Sport England  Sportdevelopment.co.uk  Sports Coach UK  Talent Ladder (Gifted & Talented/TASS)  Talented Athlete Scholarship Scheme (TASS)  UK Sport  Youth Sport Trust

YouTube Video  Awareness Test Awareness Test  Awareness Test Awareness Test

Performance Analysis Performance Profiling

The need for performance analysis  Traditional analysis has limitations – why? Memory Subjectivity Learning styles Manchester Utd vs Liverpool 2015  Traditional analysis has limitations – why? Memory Subjectivity Learning styles Manchester Utd vs Liverpool 2015

Questions  What was the number of the player who missed the goal scoring opportunity?  Did he use his right or left foot to shoot?  Where was the free kick taken from?  Who took the free kick? What number was he wearing?  How many Manchester Utd players were there in the box when they scored?  What colour was the Liverpool goalkeeper wearing?  How many Liverpool players were in the box when Manchester Utd scored?  What was the number of the player who missed the goal scoring opportunity?  Did he use his right or left foot to shoot?  Where was the free kick taken from?  Who took the free kick? What number was he wearing?  How many Manchester Utd players were there in the box when they scored?  What colour was the Liverpool goalkeeper wearing?  How many Liverpool players were in the box when Manchester Utd scored?

Performance analysis continued..  Formal (objective) analysis will allow the coach to provide accurate and meaningful feedback  It will help facilitate, alter team selection and help athletes learn and perfect skills  Formal (objective) analysis will allow the coach to provide accurate and meaningful feedback  It will help facilitate, alter team selection and help athletes learn and perfect skills

Key performance indicators (KPI’s)  Actions and skills which are important for success in the sport i.e. goals, shots etc.

Task  In pairs, try and identify as many KPI’s as you can for a team sport i.e. netball, football, rugby, cricket etc.  Extension Task: Discuss with your partner the importance of each KPI for success. Which are most important and why?  In pairs, try and identify as many KPI’s as you can for a team sport i.e. netball, football, rugby, cricket etc.  Extension Task: Discuss with your partner the importance of each KPI for success. Which are most important and why?

Types of analysis used today Visual Notational Video Computer

Task  Write down one advantage and one disadvantage for each type of analysis  See if you can match the team/player(s) who could be most likely to use each type of analysis  Write down one advantage and one disadvantage for each type of analysis  See if you can match the team/player(s) who could be most likely to use each type of analysis  Extension Try to think of any other advantage and disadvantage for the different types of analysis

VisualNotationalVideoComputer Doesn’t require any equipment CheapCan review performance away from the heat of the game Most accurate and objective Least reliableCan be very time consuming ExpensiveComplex and can take a long time to learn Sunday league football team Semi-professional hockey team Regional badminton players Professional rugby team

Task  You are going to watch a short clip of a basketball game. For this you need to produce a table which can be used to record the following data: Complete pass/incomplete pass Total passes made Shots (unsuccessful/successful) Total shots attempted Blocks made (successful/unsuccessful) Total blocks made Miami vs Chicago  You are going to watch a short clip of a basketball game. For this you need to produce a table which can be used to record the following data: Complete pass/incomplete pass Total passes made Shots (unsuccessful/successful) Total shots attempted Blocks made (successful/unsuccessful) Total blocks made Miami vs Chicago

Example

Performance Profiling Analysis of Sports Performance

PP  What is it?  a coaching tool for pinpointing strengths and weaknesses  designing training strategies  building better communication with athletes  aiding the analysis and monitoring of performance in high level sport  The process involves breaking up the complexity of top performance into certain key qualities and then assessing performance based upon these  What is it?  a coaching tool for pinpointing strengths and weaknesses  designing training strategies  building better communication with athletes  aiding the analysis and monitoring of performance in high level sport  The process involves breaking up the complexity of top performance into certain key qualities and then assessing performance based upon these

Example of a PP

Four steps to Performance Profiling These comprises of;  Step 1 - Coach (you) outlines the Performance Profiling process  Step 2 - Athlete identifies the characteristics of an elite athlete for his/her sport/event  Step 3 - Athlete rates each in terms of level of importance and self assessment  Step 4 - Athlete and Coach analyse the results and agree a way forward These comprises of;  Step 1 - Coach (you) outlines the Performance Profiling process  Step 2 - Athlete identifies the characteristics of an elite athlete for his/her sport/event  Step 3 - Athlete rates each in terms of level of importance and self assessment  Step 4 - Athlete and Coach analyse the results and agree a way forward

The coaching performance

Purpose  Performance profiling has three major purposes:  To aid in identifying an appropriate intervention;  To maximise the performer’s motivation and adherence to the programme;  To monitor any changes over time  Performance profiling has three major purposes:  To aid in identifying an appropriate intervention;  To maximise the performer’s motivation and adherence to the programme;  To monitor any changes over time

Stage 1 – introducing the idea  How would you introduce this strategy to your athlete?  The athlete needs to be made aware that the performance profile can help to direct training to areas of specific need  mutual trust  information gained about the athlete will remain strictly confidential  honest appraisal will facilitate a more productive outcome  You need to explain that the process will focus on the athlete’s current feelings regarding his or her preparation for competition  How would you introduce this strategy to your athlete?  The athlete needs to be made aware that the performance profile can help to direct training to areas of specific need  mutual trust  information gained about the athlete will remain strictly confidential  honest appraisal will facilitate a more productive outcome  You need to explain that the process will focus on the athlete’s current feelings regarding his or her preparation for competition

Stage 2 – the constructs  The athlete becomes actively involved in this stage of profiling, and the following question should be directed to the individual (or group in team situations): ‘What in your opinion are the fundamental qualities or characteristics of an élite performer in your sport?’  The next 5-10 minutes should be spent listing the qualities or characteristics that the athlete feels are important. If an athlete finds this difficult, you can use prompts, but it is for the athlete to decide on what characteristics or ‘constructs’ are chosen  The athlete becomes actively involved in this stage of profiling, and the following question should be directed to the individual (or group in team situations): ‘What in your opinion are the fundamental qualities or characteristics of an élite performer in your sport?’  The next 5-10 minutes should be spent listing the qualities or characteristics that the athlete feels are important. If an athlete finds this difficult, you can use prompts, but it is for the athlete to decide on what characteristics or ‘constructs’ are chosen

Stage 3 – assessment  On a scale of 0 (not at all important) to 10 (extremely important), the athlete then rates the perceived importance (I) of each construct for an élite performer in his or her particular sport. These ratings must be highly specific, since different sports place different demands on performers  Next, the athlete uses the same 0-10 scale to rate his current perceptions of himself (Subject Self-Assessment or SSA) in relation to an ideal state of 10 (Ideal Self-Assessment or ISA). Then a simple calculation can be carried out to take account of both the importance ascribed to the construct and the subject’s self-assessment in relation to the ideal  This is known as the ‘discrepancy score’, and higher discrepancies indicate areas that may need to be addressed through training or other intervention.  The table below provides a hypothetical example of these calculations for part of a tennis player’s profile  On a scale of 0 (not at all important) to 10 (extremely important), the athlete then rates the perceived importance (I) of each construct for an élite performer in his or her particular sport. These ratings must be highly specific, since different sports place different demands on performers  Next, the athlete uses the same 0-10 scale to rate his current perceptions of himself (Subject Self-Assessment or SSA) in relation to an ideal state of 10 (Ideal Self-Assessment or ISA). Then a simple calculation can be carried out to take account of both the importance ascribed to the construct and the subject’s self-assessment in relation to the ideal  This is known as the ‘discrepancy score’, and higher discrepancies indicate areas that may need to be addressed through training or other intervention.  The table below provides a hypothetical example of these calculations for part of a tennis player’s profile

Table 1 – an example section of a tennis player’s performance profile Construct(I)ISASSA(ISA-SSA) Discrepanc y (ISA-SSA) x I Confidence Concentration Refocusing after errors Enjoyment Relaxed attitude

ConstructPerceived Importance (I) Ideal Self Assessment (ISA) Subject Self Assessment (SSA) (ISA-SSA)Discrepancy Score (ISA-SSA) x I

Analysis  What can you identify?  For this particular performer, it would appear that refocusing after errors and concentration are key concerns  How could you address these?  Intervention strategies such as thought-stopping, self-talk or a quick set routine, depending on the exact circumstances and preferences of the individual  Once the profile has been completed, the results should be placed into a visual format for easy display (see figure 1, on the next slide, for an example), which can form the basis of dialogue between you and the athlete  The athlete can be encouraged to offer further information relating to key constructs and invited to work on these as a means of improving performance  What can you identify?  For this particular performer, it would appear that refocusing after errors and concentration are key concerns  How could you address these?  Intervention strategies such as thought-stopping, self-talk or a quick set routine, depending on the exact circumstances and preferences of the individual  Once the profile has been completed, the results should be placed into a visual format for easy display (see figure 1, on the next slide, for an example), which can form the basis of dialogue between you and the athlete  The athlete can be encouraged to offer further information relating to key constructs and invited to work on these as a means of improving performance

Further Analysis  The performance profile can also be used to monitor progress, and if the training strategies which have been identified are suitable and effective, the discrepancy scores should be reduced over time  It is advised that athletes should reassess their state of preparedness at least every few months as this can aid motivation if clear progress is highlighted and demonstrate the need for further training alterations if it is not. Remember that reassessment should always relate to the same constructs identified in the initial profiling process  The example presented on the previous page is one way to use a performance profile, but there are variations which can be used to gain additional information  For example, the coach can carry out his own assessment of the athlete in relation to the agreed constructs and so pinpoint areas of agreement on the one hand and differing perceptions on the other  Most people would agree that the coach-athlete relationship is much stronger when vision, goals and targets are shared and agreed and, conversely, that difficulties can arise when the opposite is true  The performance profile can also be used to monitor progress, and if the training strategies which have been identified are suitable and effective, the discrepancy scores should be reduced over time  It is advised that athletes should reassess their state of preparedness at least every few months as this can aid motivation if clear progress is highlighted and demonstrate the need for further training alterations if it is not. Remember that reassessment should always relate to the same constructs identified in the initial profiling process  The example presented on the previous page is one way to use a performance profile, but there are variations which can be used to gain additional information  For example, the coach can carry out his own assessment of the athlete in relation to the agreed constructs and so pinpoint areas of agreement on the one hand and differing perceptions on the other  Most people would agree that the coach-athlete relationship is much stronger when vision, goals and targets are shared and agreed and, conversely, that difficulties can arise when the opposite is true

Task  Create your own Performance Profile discrepancy table for your sport on the sheet provided  Fill it in like the Tennis example previously  What are your strengths and weaknesses? Put this into paragraph format  Create your own Performance Profile discrepancy table for your sport on the sheet provided  Fill it in like the Tennis example previously  What are your strengths and weaknesses? Put this into paragraph format

Continued..  Figure 1, previously, illustrates a tennis player’s self-assessment and his coach’s assessment in relation to his backhand strokes. This shows that coach and athlete are in general agreement over most of the relevant constructs but in major disagreement over the backhand volley  How could you resolve such differences?  Figure 1, previously, illustrates a tennis player’s self-assessment and his coach’s assessment in relation to his backhand strokes. This shows that coach and athlete are in general agreement over most of the relevant constructs but in major disagreement over the backhand volley  How could you resolve such differences?

Continued..  In such circumstances, video analysis of the player’s performance might be a good way to resolve such differences and produce agreement on how to proceed  Another useful variation on the standard performance profile is for the athlete to compare his or her current status in relation to the agreed constructs with a previous best standard rather than an ideal. If the performer has regressed as a result of an injury, this may provide a more realistic and motivating target in the short term  In such circumstances, video analysis of the player’s performance might be a good way to resolve such differences and produce agreement on how to proceed  Another useful variation on the standard performance profile is for the athlete to compare his or her current status in relation to the agreed constructs with a previous best standard rather than an ideal. If the performer has regressed as a result of an injury, this may provide a more realistic and motivating target in the short term

Example  For example, a boxing coach might place a high priority on punching power (importance rating of 10) and believe his boxer needs to raise his game in this respect because he rates his performance in this respect as 6  The boxer, on the other hand, might perceive his power as adequate because he rates the construct as less important than the speed of his punch. He may believe that working on his power might compromise his speed and thus may be resistant to any recommendations geared to boosting this  For example, a boxing coach might place a high priority on punching power (importance rating of 10) and believe his boxer needs to raise his game in this respect because he rates his performance in this respect as 6  The boxer, on the other hand, might perceive his power as adequate because he rates the construct as less important than the speed of his punch. He may believe that working on his power might compromise his speed and thus may be resistant to any recommendations geared to boosting this

Example  The point about involving both parties in the profiling process is that such differences are highlighted and can then be dealt with effectively through dialogue  Butler and Hardy explain that, in such circumstances, the coach and athlete might work on developing power through technical modifications in order to preserve the punching speed that the boxer rates as more important. Thus, where conflict might have arisen, the profile helps to focus training in a more productive fashion  The point about involving both parties in the profiling process is that such differences are highlighted and can then be dealt with effectively through dialogue  Butler and Hardy explain that, in such circumstances, the coach and athlete might work on developing power through technical modifications in order to preserve the punching speed that the boxer rates as more important. Thus, where conflict might have arisen, the profile helps to focus training in a more productive fashion

Research shows..  According to Butler and Hardy, performance profiling can help coaches and psychologists develop a better understanding of their athletes by: 1.Highlighting perceived strengths and weaknesses; 2.Clarifying the athlete’s and coach’s vision of the key determinants of élite performance, and highlighting any differences; 3.Establishing areas where the athlete might resist change (as demonstrated by the perceived low importance of one or more constructs); 4.Providing a means of monitoring progress; 5.Highlighting discrepancies between the athlete’s and coach’s assessment of performance  According to Butler and Hardy, performance profiling can help coaches and psychologists develop a better understanding of their athletes by: 1.Highlighting perceived strengths and weaknesses; 2.Clarifying the athlete’s and coach’s vision of the key determinants of élite performance, and highlighting any differences; 3.Establishing areas where the athlete might resist change (as demonstrated by the perceived low importance of one or more constructs); 4.Providing a means of monitoring progress; 5.Highlighting discrepancies between the athlete’s and coach’s assessment of performance

In summary  In summary, then, the performance profile appears to be a tool that is particularly useful for aiding the design of specific mental, physical and technical training programmes  The central involvement of the athlete in the process is a key strength that may boost motivation and promote adherence to any intervention strategies devised  It may also facilitate the coach-athlete relationship by promoting dialogue and addressing any perceived discrepancies. Additionally, the profile can be used as a monitoring device to assess the effectiveness of any interventions and highlight areas of good and poor progress  In summary, then, the performance profile appears to be a tool that is particularly useful for aiding the design of specific mental, physical and technical training programmes  The central involvement of the athlete in the process is a key strength that may boost motivation and promote adherence to any intervention strategies devised  It may also facilitate the coach-athlete relationship by promoting dialogue and addressing any perceived discrepancies. Additionally, the profile can be used as a monitoring device to assess the effectiveness of any interventions and highlight areas of good and poor progress

References  The Sport Psychologist, 6,  Deci, EL, & Ryan, RM (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum Press  Butler, RJ (1989). Psychological preparation of Olympic boxers. In J Kremer & W, Crawford (Eds), The psychology of sport: theory and practice (pp.74-84). Leicester: British Psychological Society  The Sport Psychologist, 7,  The Sport Psychologist, 6,  Deci, EL, & Ryan, RM (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum Press  Butler, RJ (1989). Psychological preparation of Olympic boxers. In J Kremer & W, Crawford (Eds), The psychology of sport: theory and practice (pp.74-84). Leicester: British Psychological Society  The Sport Psychologist, 7,