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Andy Elleray – Msc Sports Coaching & 1 st Team Performance Analyst Cheltenham Town FC Applying performance analysis theory to practice: reflections on.

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Presentation on theme: "Andy Elleray – Msc Sports Coaching & 1 st Team Performance Analyst Cheltenham Town FC Applying performance analysis theory to practice: reflections on."— Presentation transcript:

1 Andy Elleray – Msc Sports Coaching & 1 st Team Performance Analyst Cheltenham Town FC Applying performance analysis theory to practice: reflections on Goalkeeper technique development in a professional Football Academy Working towards an alternative feedback process. 1

2 Liverpool Football Club Based on the experiences and findings from work placement at Liverpool Football Club in an applied setting. 2

3 Performance Analysis Process performance analysis is one of the key building blocks of the coaching process (Lyle, 2002) Seen as reactive in nature (Stratton et al. 2004). Franks et al (1983) 3

4 Aid Coaching Process (Hughes & Franks, 1983) The role of the performance analyst working with coaches and athletes is to help enhance performance through a cycle of observation, analysis, reflection, planning and action. (ODonoghue, 2010 p13). Immediate vs Summary feedback (Cassidy et al, 2006) – Later is Better & Less is Better – based upon a literature study of previous research and during a focus group involving senior coaches, lecturers and video analysis software developers. 4

5 Does immediate feedback actually achieve what is intended? Analyst/Coach relationship based upon trust and working towards common goals (Hughes & Franks, 2008). 5

6 In football video-based analysis is prominent (James, 2006) but little is known of coach application within the coaching process (Cushion & Smith, 2006). Franks et al (1983) 6

7 Cross & Lyle (1999) Rigid and sequential process. However Groom et al (2011) research into elite youth soccer coaches in England suggest more a cyclical process – dynamic interlinked – psychological and social processes 7

8 Consultancy Activity in the Placement Overall purpose and aims - Academy : Film Training Sessions, Film Matches, Disseminate Techniques, Build Portfolios, Aid Coaching Process, Be Pro-active and Provide Specific Feedback (using analysis sources). Personally : Test theory in a practical environment, look for new methods of analysis and look to create a niche slant on performance/video analysis. Who? Elite /International Youth Goalkeepers Goalkeeping Analyst – Provide Specific Analysis and Feedback At advanced standards of performance, the athlete should use specialized feedback from external sources that are specific to particular needs of the performer (Liebermann et al, 2002). 8

9 Kinovea - Power Step Before After Smith (2004) Goalkeeping Diving Technique – 45 degree power step. 9

10 Kinovea - Volley Clearance Before After 10

11 Feedback Video feedback can only be useful if it is related to the problem addressed instead of just watching the performance and trying again. (Liebermann & Franks, 2004) Was mainly augmented (Hughes & Franks 2008; Cushion et al, 2011): desired vs. actual performance. Stratton et al (2004) state that video-based performance analysis is predominately reactive, I began a pro-active study to look for areas of development along with strengths in the goalkeepers. 11

12 Applications in Academy Setting 1.In accordance with literature on an individual basis, the Analysis software and the video footage allowed for an in depth look and different perspective on what actually happens. 2.Agreement with Cassidy et al (2006) that summary feedback very helpful. 3.Looked for specific, pro-active and match related feedback. 12

13 The Feedback Loop 13

14 4 main areas: A more accurate representation of the actions undertaken – making the feedback continuous and inter-linked. Everything related to Match Situation Footage at all times; essential and fundamental (Cassidy et al, 2006) 14

15 My Key findings Feedback wasnt sequential. Feedback wasnt structured it took place all the time. In accordance with Groom et al. (2011) who say cyclical social and psychological complexities affect performance analysis, becoming a proactive process, rather than reactive (Stratton et al, 2004). 15

16 My Key findings Cont……. Contradiction to Cassidy et al (2006) – found that immediate feedback can be of benefit and help technique in the here and now – it helped highlight immediately to the GK that he was doing one thing when he should have been doing what is shown in goalkeeping literature (Smith, 2004). Coach also changed training sessions based upon video analysis and feedback e.g. the hoops – this trust in myself and the analysis process helped the coach to see things immediately and reinforce to the players objective observations of their technique. 16

17 The Feedback Loop A more cyclical process than previously researched……. 17

18 Conclusions Took theory into an applied practical setting Discovered a new model of feedback and coaching application Saw a pro-active and in depth consultancy role develop Enhanced the development of elite youth goalkeepers Put into practice some of my own ideas and theories towards analysis, coaching and goalkeeping Very much a work in progress – initially researched – build upon findings 18

19 References 1.Cassidy, T., Stanley, S., & Bartlett, R. (2006) Reflecting on Video Feedback as a Tool for Learning Skilled Movement, International Journal of Sports Science & Coaching, (3), p279- 288. 2.Cross, N & Lyle, J. (1999). The Coaching Process. Oxford: Butterworth & Heinemann. 3.Cushion, C.J., & Smith, M. (2006). An investigation of the in-game behaviours of professional, top level youth soccer coaches. Journal of Sports Sciences, 24 (4), p355-366. 4.Franks, I.M., Goodman, D., & Miller, G. (1983). Analysis of performance: Qualitative or Quantitative. SPORTS, March. 5.Hughes, M & Franks, I.M. (2008). The Essentials of Performance Analysis, New York: Routledge. 6.Groom R., Cushion, C., & Nelson, L. (2011). The Delivery of Video-Based Performance Analysis by England Youth Soccer Coaches: Towards a Grounded Theory, Journal of Applied Sports Psychology, (23), p16-32. Routledge. 19

20 7.James, N. (2006). The role of notational analysis in soccer coaching. International Journal of Sports Science & Coaching, (1), p185-198. 8.Liebermann, D.G & Franks, I.M. (2004). The Use of Feedback –Based Technologies, in: Hughes, M.D & Franks, I.M., eds., Notional Analysis of Sport, E & F.N. Spon, p40-58. 9.Liebermann, D.G., Katz, L., Hughes, M.D., Bartlett, R.M., McClements, J & Franks, I.M. (2002). Advances in the application of information technology to sport performance. Journal of Sports Sciences, (20), p755-769. 10.Lyle, J. (2002). Sports Coaching Concepts: A framework for coaches behaviour. London: Routledge. 11.ODonoghue, P. (2010). Research Methods for Sports Performance Analysis, New York: Routledge. 12.Stratton, G., Reilly, T., Williams, A. & Richardson, D. (2004). Youth Soccer: From science to performance. London: Routledge. 13.Smith, S. (2004). The Specialist. In: Goalkeeping for soccer. Leeds: Coachwise Business Solutions, p5. 20

21 I would like to invite questions. 21

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