Coaches’ Perceptions of Video Analysis in College Hockey

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

Finnish Ice Hockey Organisations as Multilingual Work Environments

This thesis studies the phenomenon of workplace multilingualism in the Finnish professional ice hockey community. The primary research material of the thesis consists of four interviews with members of the professional community: two staff members of team organisations, an international player, and a referee. The interviews focussed on gathering the respondents’ subjective experiences of multilingualism in their everyday work environment. They were asked to identify which languages were used in their work environment and what strategies and policies were in place to manage multilingualism. The study also explored how these individuals viewed possible difficulties and advantages which may arise from the multilingual nature of their work community. The interviews were analysed using a qualitative content analysis approach. The analysis revealed that the use of English as a lingua franca in parallel with Finnish was common in the organisations the interviewees represented. Self-translation and non-professional translations by members of the community were used to bridge gaps in participants’ language skills. The use of professional translators was not considered cost-effective or practical in the everyday ice hockey environment. While concrete multilingualism policies were not implemented, and management of multilingualism seemed to rely on implicit assumptions rather than explicit coordination, the interviewees were in general satisfied with the current state of language management in their community. Despite this, more efficient management of language issues in the future would be beneficial for ice hockey organisations not only from a practical viewpoint but possibly also in terms of facilitating better athletic achievements

State of Play in Western New York: Analysis and Recommendations

This report offers an independent assessment of the state of play for kids and sports in the eight-county region comprising Western New York-Allegany, Cattaraugus, Chautauqua, Erie, Genesee, Niagara, Orleans, and Wyoming counties. It is anchored in the notion that all stakeholders will benefit if all children in the region, regardless of zip code or ability, are provided access to a quality sport experience. The Aspen Institute Sports & Society Program research team produced this State of Play report, analyzing sport programs and facilities in the region through the eight strategic filters ( plays ) highlighted in the Aspen Institute\u27s seminal 2015 report, Sport for All, Play for Life: A Playbook to Get Every Kid in the Game. Supporting Aspen were the Community Foundation for Greater Buffalo, the Ralph C. Wilson, Jr. Foundation, and a task force consisting of youth sport and other leaders from across the regio

The use, integration and perceived value of performance analysis to professional and amateur Irish coaches

Research into the perceptions, practices and engagement of coaches with performance analysis is fundamental to informing the continued development of the discipline and its practitioners. The aim of this study was to survey a large sample of coaches of varying profiles, regarding their use and integration of performance analysis, to explore its perceived value and barriers to its use. Survey data were analysed from 538 Irish coaches qualified at Level 1 and above (82% male), from 37 sports. A spectrum of coaches’ engagement with performance analysis, ranging from no formal performance analysis (49%), to coaches doing their own analysis (coach-as-analyst, 38%) and coaches with analystsupport (13%) was observed. The Level 2 coaching qualification was a key distinguisher between coaches using and not using performance analysis. Significant differences exist between the practices of coaches with and without analystsupport. Coaches with analyst-support are more likely to have regular access to video, spend more time analysing, regularly use performance analysis to inform training and use computerised analysis software. Barriers to the use of performance analysis varied along the spectrum of performance analysis engagement. This research can underpin future developments in coach and analyst education that will optimise the systematic use of PA across all levels of sports performance

The experience of volunteer minor hockey coaches, program organizers and program facilitators in an on line coach education program known as play it cool

This study described the experiences of volunteer minor hockey coaches (VMHC), program organizers program facilitators (the participants) in a web-based, facilitated coach education program (CEP) called Play It Cool (PIC). Fifteen VMHCs participated in weekly, structured lessons on safe and effective ice hockey coaching that were delivered asynchronously using streaming content. VMHCs were requested to apply lesson content (i.e., seven modules) with their teams and report back on the website discussion forum. This forum was intended to promote weekly collaboration between VMHCs and interaction with an on-line expert facilitator. PIC offered an alternative to traditional formal CEP (i.e., National Coach Certification Program in Canada) which are typically classroom-based, weekend seminars that are reportedly not well attended (Misener & Danylchuk, 2009). Various studies report perceived benefits resulting from trained and educated coaches but that coaches tend to prefer informal methods of learning how to coach (e.g., mentorship, personal playing experience) (Bloom, 2002; Gilbert & Trudel, 1991; Vargas-Tonsing, 2007). A qualitative case study methodology using thematic data coding (i.e., data sources included discussion board postings and related e-mail)was employed to describe the experiences of the PIC participants PIC. Fifteen participants, mostly middle-aged males (n=14) with limited formal coaching education and minimal amounts of playing and coaching involvement, left evidence over prescribed eight week periods

Exploring the Influence of Video-Based Feedback Sessions with a Female College Football Team

The purpose of this study was to understand how female amateur (college) developmental level football players perceived and responded to video-based feedback sessions during their athletic training and competition. A purposeful sample was used to select 5 participants. 2 research questions were asked to explore how 5 different formats of video-based feedback sessions influenced the participants during the coaching process. The researcher was the instrument used for collecting data and this included semi-structured interviews, participant observation and a journal (personal document). Replication logic was utilized for the multiple case study research design. The trustworthiness of the study was enhanced using prolonged engagement in the field, thick description, triangulation, purposeful sampling, field notes and a reflexive journal. A cross-case analysis of the data revealed 3 major themes. These were: (a) learning, (b) motivation, and (c) barriers to implementing coaching points. The findings for theme 1 revealed the participants learned from receiving video-based feedback sessions by being prepared tactically through oppositional analysis reviews, understanding the teams playing style and/or their roles and responsibilities within it, accurately identifying personal and team areas for improvement, learning coaching points, increasing their attention to and retention of coaching points and seeing an accurate account of their performance which had contradicted what they thought during or following a performance. The findings for theme 2 revealed viewing past individual/team successes and other sports teams’ successes had a motivational and positive psychological effect on the participants. Also, the participants were motivated to increase their effort and intensity levels when receiving video-based feedback and stated video reviews should balance positive and negative clips to protect their confidence, self-esteem and motivation. The findings for theme 3 revealed three barriers to the learning and subsequent implementation of coaching points in the coaching process. These were ineffective training sessions, life as an intercollegiate student-athlete and the psychological factors of cognitive anxiety and low self-efficacy. Recommendations included further qualitative studies to track the nuances behind memory retention and the role self-efficacy and other psychological factors play during the learning of coaching points received from video-based feedback sessions at the developmental level of football

Elite coaches’ use and engagement with performance analysis within Olympic and Paralympic sport

The use and implementation of performance analysis and feedback by 18 elite Olympic/Paralympic coaches (coaching experience 16.1 ± 7.4; experience using performance analysis 8.3 ± 4.8 years) was explored via an online questionnaire (mean time to complete = 29 minutes). Likert scales were used to facilitate cross-sport comparison. Comment boxes were included to enable additional information to be provided if deemed necessary. Training goals, athlete discussion and coaching philosophy were the most prominent features influencing analysis direction. Time available had the greatest impact upon feedback provision. The main analysis techniques used were video, performance reports, and trend analysis. Coaches with greater experience delivered significantly more feedback sessions within 1-hour of performance. Feedback sessions were < 20-minutes in duration and delivered in a balanced (experienced) or mostly positive (inexperienced) approach. Feedback was delivered consistently according to a preferred schedule, face-to-face, and within an individual format. Sessions were usually coach led, however considerable value in a combined or analyst led approach was demonstrated. The findings have begun to illustrate practice within elite sport from the perspective of a key user of performance analysis, i.e. the coach, and have clear implications for practitioners by identifying the key areas coaches’ value from performance analysis

Exploring the Influence of Video-Based Feedback Sessions with a Female College Football Team

The purpose of this study was to understand how female amateur (college) developmental level football players perceived and responded to video-based feedback sessions during their athletic training and competition. A purposeful sample was used to select 5 participants. 2 research questions were asked to explore how 5 different formats of video-based feedback sessions influenced the participants during the coaching process. The researcher was the instrument used for collecting data and this included semi-structured interviews, participant observation and a journal (personal document). Replication logic was utilized for the multiple case study research design. The trustworthiness of the study was enhanced using prolonged engagement in the field, thick description, triangulation, purposeful sampling, field notes and a reflexive journal. A cross-case analysis of the data revealed 3 major themes. These were: (a) learning, (b) motivation, and (c) barriers to implementing coaching points. The findings for theme 1 revealed the participants learned from receiving video-based feedback sessions by being prepared tactically through oppositional analysis reviews, understanding the teams playing style and/or their roles and responsibilities within it, accurately identifying personal and team areas for improvement, learning coaching points, increasing their attention to and retention of coaching points and seeing an accurate account of their performance which had contradicted what they thought during or following a performance. The findings for theme 2 revealed viewing past individual/team successes and other sports teams’ successes had a motivational and positive psychological effect on the participants. Also, the participants were motivated to increase their effort and intensity levels when receiving video-based feedback and stated video reviews should balance positive and negative clips to protect their confidence, self-esteem and motivation. The findings for theme 3 revealed three barriers to the learning and subsequent implementation of coaching points in the coaching process. These were ineffective training sessions, life as an intercollegiate student-athlete and the psychological factors of cognitive anxiety and low self-efficacy. Recommendations included further qualitative studies to track the nuances behind memory retention and the role self-efficacy and other psychological factors play during the learning of coaching points received from video-based feedback sessions at the developmental level of football

Beyond individual flow: distributed flow in ice hockey, its antecedents and consequences to performance

One of the most popular psychological factors underlying sport performance has been mental toughness. However, recently, flow and metacognition are starting to receive more attention as the understanding of their potential impact is ever increasing. Flow is considered the intersection of task absorption and intrinsic enjoyment, resulting in optimal performance. Metacognition is the consciousness and understanding of one’s thoughts and thought processes. Mental toughness is a wide-ranging construct generally regarded as the ability to cope through the demands and pressure while maintaining a sense of focus, confidence, and control. This PhD research aimed to extend flow theory and bring metacognition research to ice hockey as this sport has not been studied specifically with either of these nor have these elements been studied in a similar environment with such a fast-paced nature heavily dependent on team mates and requiring constant interaction. It was postulated that a new type of flow was necessary for success in this type of an environment, called distributed flow. This dissertation presents three studies that were conducted to identify distributed flow and develop and validate a self-report questionnaire to measure it validly and reliably as well as further exploratory findings of three distributed flow antecedents and two types of metacognitions. Semi-structured interviews with 16 ice hockey players were conducted about their experiences and thoughts while playing ice hockey (Study 1, Chapter 2). The sample included six amateurs and 10 former National Hockey League (NHL) players. After the coding and analysis of these results, 15 factors were identified in three themes: distributed flow, composed of four factors, distributed flow antecedents, composed of seven factors, and metacognition, made up of four factors. A 125-item pilot Ice Hockey Questionnaire (IHQ) was developed and tested on a sample of 147 ice hockey players. Exploratory factor analysis yielded an eight-factor solution with item reduction processes resulting in a 36-item scale. Distributed flow remained, now composed of three factors instead of four but only two originals. Distributed attention split into distributed attention and external focus. These scales had the most movement with four items moving factors. The distributed flow antecedents were reduced to three, all original themes, with only one new item being added. Metacognition was reduced to just one type but further refined to consider team and individual aspects. All items were original with the addition of one. The remaining factors included metacognition of resilience: individual, metacognition of resilience: team, strategic timing, coaching impact, adaptiveness, distributed attention, external focus, and routine. The subscales explained a total of 58 per cent of the variance. Confirmatory factor analysis was performed on a sample of 342 ice hockey players. Analysis resulted in the elimination of three items but confirmed all eight factors. The final result was a 33-item IHQ. Participants in both studies also completed the Short Dispositional Flow Scale (SDFS2) (Jackson, Martin, & Eklund, 2008), Short Flow in Work Scale (SFWS) (Moneta, 2017), Flow Metacognition Questionnaire (FMQ) (Wilson & Moneta, 2016), and Mental Toughness Scale (MTS) (Madrigal, Hamill, & Gill, 2013). The correlations between each factor and the psychometric measures were calculated and analysed for each study as a whole as well as taking the demographic categories into consideration. The results across both studies were compared. Furthermore, participants had the option to consent to their playing statistics to be obtained and used the further the analysis. The previous process was completed for this aspect as well. After confirming the validity of the IHQ, mediation modelling was performed to test the relationships with mental toughness and performance. Mental toughness had both a direct and indirect effect on flow, which increased performance. This finding was in line with previous research, confirming the integrity of the data and allowing for the new individual subscales to be analysed in the same fashion. The standout result from this analysis came from strategic timing. When mental toughness, strategic timing, and flow were regressed together on performance, mental toughness was not significant. This is the first time research has shown mental toughness not to have a direct impact on flow and performance. This result far exceeded expectations initially laid out for this research and has confirmed the need for further investigation into this factor specifically as well as the overall concept of distributed flow. Overall, the findings from the three studies conducted in this dissertation confirm the existence of distributed flow and its positive relationship with performance. Five additional factors have also been identified, which can be considered distributed flow antecedents and types of metacognitions. The dissertation concludes with a summary of its limitations as well as a projection for possible future research, specifically with other sports, such as NASCAR, combat and emergency environments, and multiplayer videogames. It is believed this PhD dissertation has met its aims by having identified a new type of flow and opening the door for future research into individual elements that can eliminate mental toughness when it comes to performance prediction