1,610 research outputs found

    Designing as Construction of Representations: A Dynamic Viewpoint in Cognitive Design Research

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    This article presents a cognitively oriented viewpoint on design. It focuses on cognitive, dynamic aspects of real design, i.e., the actual cognitive activity implemented by designers during their work on professional design projects. Rather than conceiving de-signing as problem solving - Simon's symbolic information processing (SIP) approach - or as a reflective practice or some other form of situated activity - the situativity (SIT) approach - we consider that, from a cognitive viewpoint, designing is most appropriately characterised as a construction of representations. After a critical discussion of the SIP and SIT approaches to design, we present our view-point. This presentation concerns the evolving nature of representations regarding levels of abstraction and degrees of precision, the function of external representations, and specific qualities of representation in collective design. Designing is described at three levels: the organisation of the activity, its strategies, and its design-representation construction activities (different ways to generate, trans-form, and evaluate representations). Even if we adopt a "generic design" stance, we claim that design can take different forms depending on the nature of the artefact, and we propose some candidates for dimensions that allow a distinction to be made between these forms of design. We discuss the potential specificity of HCI design, and the lack of cognitive design research occupied with the quality of design. We close our discussion of representational structures and activities by an outline of some directions regarding their functional linkages

    Developing A Framework For Professional Practice In Applied Performance Analysis

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    Applied performance analysts are increasingly seen as sports science professionals; however, there is no accepted framework for professional practice. The purpose of this study is to develop and validate a framework for professional practice in applied performance analysis (PA) which identifies the components of practice and the expertise underpinning it. A six-step framework analysis was conducted: (1) An initial conceptual framework was devised based on well-accepted components of applied practice; (2) A systematic review identified 90 papers relating to applied PA practice; (3) Papers were coded to the initial framework and additional themes recorded; (4) Themes were analysed and synthesised to construct a draft framework; (5) This draft was validated by surveying 24 experienced applied performance analysts and academic experts; (6) A revised framework is reported based on stakeholder engagement feedback. Nine components of practice were identified; establishing relationships and defining roles, needs analysis and service planning, system design, data collection and reliability checking, data management, analysis, reporting to key stakeholders, facilitation of feedback to athletes and service review and evaluation. Our evidence suggests that applied PA practice is underpinned by five areas of expertise: contextual awareness, building relationships, performance analysis and sporting expertise, technical expertise and professional behaviour

    Towards an understanding of the use of video-based performance analysis in the coaching process

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    Recent scholarly writing has located performance analysis firmly within the coaching process. Although the what of performance analysis regarding system design and reliability has been well documented, the how and the why or use of video-based performance analysis within the coaching process remains less understood. Therefore, this thesis sought to develop an empirically-based understanding of some of the realities of the use of video based performance analysis feedback within the coaching process. Within a broad ethnographic framework, this thesis followed three key phases of data collection and analysis. Within phase one, a grounded theory methodology, was used to explore the what and why of the delivery of video-based performance analysis in elite youth soccer. Data were collected from interviews with 14 England youth soccer coaches. Through an iterative process of constant comparison, categories regarding Contextual Factors, Delivery Approach and Targeted Outcomes were highlighted. Within phase two, coach-athletes interactions were examined in situ over the course of a 10-month English Premier League Academy season to explore the how of the delivery of video-based feedback. Data were analysed using the techniques and procedures of conversation analysis combined with a social power analysis drawing upon the work of Bertram H. Raven. Analysis of the interactions revealed that the coach attempted to exercise control over the sequential organisation of the session, via asymmetrical turn-taking allocations, an unequal opportunity to talk, control over the topic of discussion within the interactions, and the use of questioning to select speakers to take turns to talk. Within phase three, a narrative ethnographic approach was utilised to examine the how and why of the in situ narrative construction of professional knowledge and coaching identity within video-based feedback sessions. Data were collected during the same 10 months of ethnographic filed work, as presented in phase two, with a Premier League Academy Head Coach. Additionally, in-depth interviews stimulated by video-based reflection were used to explore the participant coach s early interactional practices and subsequent changes in practice in the following four years. Data analysis was conducted using theoretical concepts of identity from the work of Anselm Strauss and revealed a number of features of the development and transformation of identity of the participant coach. Here, a reflective examination of authoritarian interactional practices and the consequences of those practices were critically considered against the creation of a positive self narrative in the development of the participant coach s professional knowledge. The empirical findings of the present thesis have highlighted some the what, why and how of the use of video-based performance analysis within the coaching process. This work has furthered understanding regarding the pedagogical practices which impact upon the delivery of video-based performance analysis feedback. In addition to broadening sports coaching s theoretical and methodological repertoire, the applied value of this work is grounded in the need for coaching practitioners to become more critically reflective about the use of video-based performance analysis within the coaching process, and the impact of their interactional practices upon the coach-athlete relationship

    The use of performance analysis in Olympic and Paralympic sport: the perspectives of coaches and analysts

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    Performance analysis research to date has generally focused on understanding the best at the expense of how this information can be implemented within applied practice to benefit future performance (Mackenzie & Cushion, 2013). As such, the what, when, how, and why regarding the use and implementation of feedback and performance analysis within applied practice by the coach, performance analyst, athlete, or in combination, remains largely unexplored. Therefore, this PhD aimed to address the academic and applied need for empirically based understanding regarding the delivery of performance analysis and feedback within applied elite sport settings. Interview and questionnaire-based approaches were utilised to capture the views and opinions of elite coaches and performance analysts, i.e. those working with athletes who compete internationally at the Olympic/Paralympic Games and World Championships, regarding their current and desired delivery. Within Study 1, face-to-face interviews were used to explore the what, when, how, and why of the delivery of performance analysis practice. Data were collected from 23 performance analysts across various Olympic and Paralympic sports. The experience of the coach and the constraint of time had the most significant impact upon practice, with video, profiling and reports being highlighted as the stand out deliverables. Video feedback was usually coach led, whilst data delivery was more evenly distributed between coach and analyst. As the analysts tended to highlight the coach as the overriding feedback provider, Study 2 examined, 1) what coaches’ value within performance analysis, 2) how coaches utilise performance analysis and feedback within applied practice, and 3) the difference, if any, between experienced and inexperienced performance analysis users. Data were collected via an online questionnaire, which identified training goals, discussion and philosophy as the most prominent features influencing analysis direction. Additionally, coaches with greater experience chose to deliver significantly more feedback sessions within 1-hour of performance. Feedback sessions were primarily < 20-minutes in duration, delivered consistently according to a preferred schedule, face-to-face, within an individual format, and delivered using a balanced (experienced) or mostly positive (inexperienced) approach. Study 3 utilised a comparative approach to identify incongruency, if any existed, between coach and analyst, whilst offering areas of potential focus to facilitate greater alignment moving forward. Agreement on the provision, importance and need for full video was confirmed. The majority of analysts provided profiling often, or all of the time, however, despite its prevalence as a taught component of post-graduate performance analysis courses, only one third of coaches felt this was the required amount. Communication, or lack of in places, was identified as a key aspect potentially requiring additional focus. The empirical findings of this thesis have identified some of the key processes and practices delivered and desired by elite coaches or analysts operating within the applied Olympic and Paralympic environment. The various complexities within performance analysis as well as the numerous intertwining factors that impact upon practice have also been presented. The findings identified, as well as the questionnaires used within data collection should be utilised by analysts and coaches moving forward to, 1) facilitate information sharing between sports whilst offering the ability to ‘check and challenge’ processes, 2) offer an easily implemented and transferable method to facilitate intermittent review of practice, and 3) identify areas within practice potentially requiring development, thus ensuring continued applied impact

    An in-situ exploration of the reflection and experience-based learning of professional football players and coaches

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    The aim of the current thesis was to critically examine the reflection and experience-based learning of professional football players and coaches at a football club. Specific attention was paid to the influence that the social environment had on players and coaches experiences and the extent to which they influenced each others experience-based learning and reflective practice. A case study approach using semi-structured interviews and ethnography including participant observation, informal interviews and audio/video recordings informed the current research. Schön s (1983) experience-based theory of learning and reflective practice was used to represent coaches and players reflective practice prior to the application of Foucault (1972, 1979, 1988, 1991a) as social theory. It was found that an institutionally reproduced discourse, which emphasized the importance of winning, governed both coaches and players experience-based learning at the club. Positive discourses of reflection were introduced by coaches and embodied by willing and docile players due to the added legitimacy that was associated with their knowledge. Players reflective practice represented a technology of power as it was dominated by their coaches presence and resulted in players interpretations being normalised to the extent that they became self-surveillant. Players compliance contributed to the construction and reproduction of an overarching disciplinary culture of surveillance that was initially introduced by the club s coaches and made possible through the constant assimilation of data and different forms of performance monitoring (i.e. GPS, video-based PA, physical testing)

    Coaches’ Perceptions of Video Analysis in College Hockey

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    Recent scholarly research has identified performance analysis as a significant part of the coaching process. With technology advancing every day, it has never been easier for coaches to analyze performance anytime or anywhere, no matter the skill level. While the what of performance analysis has been researched in-depth, the how and the why of the use of video-based performance analysis within this coaching process has been ignored. Therefore, with recent scholarly writing in mind, most notably Groom (2012), this study looks to further develop his empirically-based understanding of some of the realities of the use of video-based performance analysis feedback within the coaching process. The grounded theory methodology, utilized by Groom (2012), examined the what and the why of the delivery of video-based performance analysis in NCAA Division I men’s ice hockey. The data was collected from interviews with three NCAA Division I men’s ice hockey head coaches. The categories explored were Contextual Factors, Delivery Approach, and Targeted Outcomes. The findings of the present study have highlighted some of the what, why, and how of the use of video-based performance analysis within the coaching process. These findings build upon the existing coaching process model and add rich empirical data describing this complex process. In addition, the evidence-based research provides value to coaching practitioners, helping them become more reflective in their own video-based performance analysis within the coaching process

    Survey on coaching philosophies and training methodologies of water polo head coaches from three different European national schools

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    The ability to change swimming styles and body positions, involving continuous shifting from horizontal to vertical posture and performing jumps, as well as technical skills play a fundamental role in water polo performance. To face with these demands, the coaching staff of elite and sub-elite water polo clubs might adopt a variety of training methods, also based on their specific coaching philosophies. This point has led to an enlargement of the staff, with higher head coaches’ responsibilities, who may interpret their professional activity according to their own coaching philosophy, education, and their respective national water polo schools. In fact, based on their international sports achievements, some countries can be identified as recognised water polo national schools. For this reason, the purpose of this study was to survey 40 head coaches of three important national water polo schools (Italy, Greece, and Serbia) to identify and compare their coaching philosophies and training methodologies. The survey was based on five sections (Technical staff composition, Team roster, Weekly periodization, Testing and monitoring, Tactics and strategies). Furthermore, using a detailed descriptive statistic, the current study gives interesting information on how 40 high-ranking elite and sub-elite teams of different national championships organize their training during a typical week of the competitive season. A further improvement of this research line could include more national schools, expanding the sample to more countries from all over the world

    Visual exploratory activity in youth soccer players

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    Knowledge-assisted ranking: A visual analytic application for sports event data

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    © 2016 IEEE. Organizing sports video data for performance analysis can be challenging, especially in cases involving multiple attributes and when the criteria for sorting frequently changes depending on the user's task. The proposed visual analytic system enables users to specify a sort requirement in a flexible manner without depending on specific knowledge about individual sort keys. The authors use regression techniques to train different analytical models for different types of sorting requirements and use visualization to facilitate knowledge discovery at different stages of the process. They demonstrate the system with a rugby case study to find key instances for analyzing team and player performance. Organizing sports video data for performance analysis can be challenging in cases with multiple attributes, and when sorting frequently changes depending on the user's task. As this video shows, the proposed visual analytic system allows interactive data sorting and exploration
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