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)
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)
   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).

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Ryan Groom, Bill Taylor (MMU) Lee Nelson and Paul Potrac (University of Hull)
   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).

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   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.

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Figure 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.
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   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).

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   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).

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   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.

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   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.

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   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.
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   ‘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.’

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   ‘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.’

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   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.
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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
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   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,
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   M. Hughes and I. M. Franks, ‘Analysis of passing sequences, shots and goal scored in soccer’, Journal of Sports
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   M. D. Hughes and I. M. Franks eds., The Essentials of Performance Analysis: an Introduction, London: Routledge,
    2008.

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   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
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   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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