Ryan Groom, Bill Taylor (MMU) Lee Nelson and Paul Potrac (University of Hull)
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Ryan Groom, Bill Taylor (MMU)
Lee Nelson and Paul Potrac (University of Hull)
1
Over recent years there has been increased
academic interest in the use of video-based
technology in sport (Groom & Cushion,
2004; James, 2006; Liebermann, Katz,
Hughes, Bartlett, McClements & Franks,
2002; O’Donoghue, 2006; Wilson, 2008).
2
Text within this area have tended to provide
an overview of the technology currently
available, practical guidelines outlining how
to construct analysis systems, and the
importance of generating accurate and
reliable data, amongst other useful topics
(e.g., Carling, Williams, & Reilly, 2005;
Hughes & Franks, 1997, 2004a, 2008).
3 Franks, Goodman and Miller’s (1983) early
representations of ‘performance analysis
within the coaching process’ was illustrated
using a flow diagram containing a number
of related features of coaching practices.
4Figure 1. A simple schematic diagram representing the coaching process. I. M. Franks, D.
Goodman and G. Miller, ‘Analysis of performance: qualitative or quantitative’, Sports, March,
1983.
5 Increasingly, empirical findings have depicted
the coaching process as a complex, dynamic,
cultural and politically negotiated social
process (Cushion & Jones, 2006;
Poczwardowski, Barott, & Henschen, 2002;
Potrac & Jones, 2009; Saury & Durand, 1998).
6 Hence, the ‘neat’ application of such
knowledge in the ‘real-world’ has been
questioned, as pedagogical interactions
occurring between the coach and athlete do
not exist in a vacuum, but rather in a ‘messy’
and contested human social context (Cushion
& Jones, 2006; Bowes & Jones, 2006; Jones,
Bowes, & Kingston, 2010; Potrac & Jones,
2009).
78
A case study method was selected based
upon the highly individualised nature of
athletes pedagogical responses to video-
based performance analysis (Nelson, Potrac,
& Groom, Under Review).
That is, a case study approach is designed to
capture the complexity of a single case
(Stake, 2008). When undertaking case study research it is
important to understand that “our first
obligation is to understand this one case”
(Stake, 1995, p. 4).
Within this framework interpretive interviews
were used to understand how the participant
constructed and continued to construct their
social reality (Potrac & Jones, 2009). The participant was a 22 year old female ex-
international hockey goalkeeper.
She had played at both junior and senior
international level, and had experienced
receiving video-based performance analysis
throughout her playing career. We have employed Foucauldian notions of the
discipline of docile bodies.
Within this we are interested in the extension
of the notion of gaze into technology.
The art and distribution of space and time.
The notion of the Panoptican and the
emergence of the synopticon.
12 The use of Foucault in the analysis of power
relationships in coaching is relatively sparse
(Markula & Pringle, 2006; Denison, 2008).
The body as an object and target of power
and its relationship with technology which
until recently has been seen as benign.
We contend that the use of video (sometimes
absent) controls space and the activity.
13 It maintains elements of a disciplined control
in the coach’s absence.
The subjectification of discipline leads to a
conduct of one’s conduct.
We contend that the video has allowed the
development of synopticon gaze where the
many can view the few.
Also that the threat of future viewing and
therefore normalisation and correction are
implicit in both recording and the coach’s
usage.
14 ‘It’s a red light, it’s always there even when
it’s not on it’s always there. I feel it listens to
me even when I know it can’t record.’
‘There were four of us going for two slots so
even when we were practising on our own, we
weren’t on our own, we were competitive
because of the camera.’
15 ‘With a coach they forget, you do something
good and they remember it, you’ve got a
chance to redeem yourself. The camera
records the shit bits as well.’
‘Although some of the coaches do one-to-
one, sometimes there are group reviews. As a
goalkeeper, they all [errors] look bad, the rest
of the squad take the piss, it can make you
feel very low.’
16 Boyatzis, R. E. (2008). Thematic analysis and
code development: Transforming qualitative
information. Sage: London.
Braun, V., & Clarke, V. (2006). Using thematic
analysis ion psychology. Qualitative Research in
Psychology, 3(2), 77-101.
Stake, R. E. (1995). The art of case study
research. Sage: London.
Stake, R. E. (2008). Qualitative case studies. In N.
K. Denzin & Y. S. Lincoln (Eds), Strategies of
qualitative inquiry. Sage: London.18
19
20
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R. M. Bartlett, ‘Performance analysis: can brining biomechanics and notational analysis benefit coaches?’ The
International Journal of Performance Analysis in Sport 1, 2001, 122-126.
C. Carling, J. Bloomfield, L. Nelson, and T. Reilly, ‘The role of motion analysis in elite soccer: contemporary
performance measurement techniques and work rate data’, Sports Medicine 38, 2008, 839-862.
C. J. Cushion, K. M. Amour, and R. L. Jones, ‘Locating the coaching process in practice: models ‘for’ and ‘of’
coaching’, Physical Education and Sport Pedagogy 11(1), 2006, 83-99.
I. M. Franks, D. Goodman and G. Miller, ‘Analysis of performance: qualitative or quantitative’, Sports, March,
1983.
I. M. Franks and L. J. Maile, ‘The use of video in sport skill acquisition. In P. W. Dowrick ed., Practical Guide to
Using Video in the Behavioural Sciences, New York: John Wiley, 1991, pp. 231-243.
R. Groom and C. Cushion, ‘Coaches perceptions of the use of video analysis: a case study’, Insight 7(3), 2004,
56-58.
Groom, R., Cushion, C., & Nelson, L. (in press). The delivery of video-based performance analysis by England
youth soccer coaches: Towards a grounded theory. Journal of Applied Sport Psychology.
R. Groom and Nelson, L. (in press). The use of video-based performance analysis in the coaching process: The
coach supporting athlete learning. The Routledge Handbook of Sports Coaching.
M.D. Hughes and I. M. Franks, Notational Analysis of Sport, London: E & FN Spon, 1997.
M.D. Hughes and I. M. Franks eds., Notational Analysis of Sport: Improving Coaching and Performance in Sport,
(2nd edition), London: E & FN Spon, 2004a.
M. Hughes and I. M. Franks, ‘Analysis of passing sequences, shots and goal scored in soccer’, Journal of Sports
Sciences 23, 2004b, 509-514.
M. D. Hughes and I. M. Franks eds., The Essentials of Performance Analysis: an Introduction, London: Routledge,
2008.
22 N. James, ‘Notational analysis in soccer: past present, future’, International Journal of Performance Analysis in
Sport, 6(2), 2006, 67-81.
N. James, S. D. Mellalieu and N. M. P. Jones, ‘The development of position-specific performance indicators in
professional rugby union’, Journal of Sports Sciences 23, 2005, 63-72.
D. G. Liebermann, L. Katz, M. D. Hughes, R. M. Bartlett, J. McClements and I. M. Franks, ‘Advances in the
application of information technology to sport performance’, Journal of Sports Sciences 20, 755-769.
P. O’Donoghue, ‘The use of feedback videos in sport’, International Journal of Performance Analysis in Sport
6(2), 2006, 1-14.
A. Poczwardowski, J. E. Barott, and K. P. Henschen, ‘The athlete and coach: their relationship and its meaning.
Results of an interpretive study’. International Journal of Sport Psychology 33, 2002, 116-140.
P. Potrac and R. L. Jones, ‘Micro-political workings in semi-professional football coaching’, Sociology of Sport
Journal 26, 2009, 557-577.
J. Saury and M. Durand, ‘Practical knowledge in expert coaches: onsite study of coaching in sailing’, Research
Quarterly for Exercise and Sport 69, 1998, 254-266.
G. Stratton, T. Reilly, A. M. Williams and D. Richardson, Youth Soccer: From Science to Performance, London:
Routledge, 2004.
B. D. Wilson, ‘Development in video technology for coaching’, Sports Technology 1(1), 2008, 34-40.
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