| Notes on contributors |
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xiii | |
| Preface |
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xxi | |
| Introduction |
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xxii | |
| Acknowledgements |
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xxxii | |
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1 | (7) |
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1 | (2) |
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The coaching process and its problems |
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3 | (1) |
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The need for objective information |
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4 | (4) |
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What is Performance Analysis? |
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8 | (13) |
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8 | (1) |
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9 | (6) |
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9 | (2) |
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The applications of notation |
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11 | (1) |
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11 | (1) |
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12 | (1) |
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13 | (1) |
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Development of a database and modelling |
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14 | (1) |
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15 | (1) |
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Biomechanics -- what is the biomechanical view of performance analysis? |
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15 | (6) |
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The Provision of Information |
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21 | (19) |
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21 | (2) |
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23 | (5) |
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23 | (1) |
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24 | (3) |
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Additional factors to consider when providing feedback |
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27 | (1) |
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Demonstrations and instructions |
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28 | (9) |
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28 | (1) |
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Providing a reference-of-correctness |
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28 | (1) |
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29 | (1) |
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30 | (1) |
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Comparing pre-practice methods |
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30 | (1) |
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31 | (1) |
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31 | (1) |
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Searching for the critical information |
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32 | (2) |
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34 | (1) |
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Implicit learning/re-investment |
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35 | (2) |
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Overview of instructions and demonstrations |
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37 | (1) |
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37 | (3) |
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Video Feedback and Information Technologies |
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40 | (11) |
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40 | (1) |
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Extrinsic and intrinsic feedback in sports |
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41 | (1) |
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Visual feedback, video and motor learning |
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42 | (2) |
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Qualitative feedback and quantification of performance using video-based technologies |
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44 | (2) |
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Quantitative feedback derived from complex simulations |
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46 | (1) |
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Watching versus performing movements in three-dimensions: virtual and real environments |
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47 | (1) |
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Video technology and temporal feedback |
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48 | (1) |
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Immediacy as a pre-requisite for the effective use of feedback during skill acquisition |
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49 | (2) |
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An Overview of the Development of Notational Analysis |
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51 | (34) |
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51 | (2) |
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The development of sport-specific notation systems (hand notation) |
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53 | (5) |
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Introduction to computerized notational analysis |
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58 | (2) |
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Some research using computer systems |
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60 | (5) |
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65 | (9) |
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66 | (1) |
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67 | (1) |
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Critical incident technique |
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68 | (3) |
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71 | (3) |
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74 | (1) |
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Current areas of research and support |
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74 | (5) |
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Research into the methodology and theory of notational analysis |
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79 | (2) |
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The future of notational analysis |
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81 | (4) |
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85 | (13) |
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85 | (1) |
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86 | (6) |
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Levels of analysis -- the team, subsidiary units and individuals |
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92 | (6) |
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How Do We Design Simple Systems? How to Develop a Notation System |
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98 | (13) |
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98 | (1) |
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98 | (10) |
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98 | (3) |
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101 | (2) |
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103 | (5) |
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Data collection systems in general |
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108 | (3) |
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Examples of Notation Systems |
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111 | (39) |
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111 | (1) |
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111 | (13) |
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A notation system for tennis |
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111 | (2) |
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113 | (3) |
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116 | (1) |
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117 | (1) |
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Discussion and conclusions |
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117 | (1) |
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A notation system for boxing |
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117 | (4) |
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Collated data and results |
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121 | (2) |
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123 | (1) |
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124 | (26) |
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A notation system for basketball |
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124 | (2) |
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Conclusion and discussion |
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126 | (1) |
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A notation system for soccer |
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127 | (1) |
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127 | (1) |
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128 | (1) |
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128 | (4) |
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132 | (1) |
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Adjustments to the system |
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133 | (1) |
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A notation system for netball |
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134 | (1) |
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135 | (1) |
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135 | (2) |
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137 | (1) |
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137 | (1) |
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137 | (3) |
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A motion analysis of work-rate in different positional roles in field hockey |
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140 | (1) |
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140 | (1) |
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140 | (1) |
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140 | (1) |
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141 | (1) |
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141 | (2) |
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143 | (1) |
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143 | (1) |
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143 | (2) |
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145 | (4) |
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149 | (1) |
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149 | (1) |
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Recommendations for further research |
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149 | (1) |
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Analysis of Notation Data: Reliability |
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150 | (12) |
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150 | (1) |
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The nature of the data; the depth of analysis |
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151 | (2) |
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151 | (1) |
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The sequential nature of data |
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152 | (1) |
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Consistency of percentage difference calculations |
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153 | (1) |
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154 | (2) |
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Visual interpretation of the data (a modified Bland and Altman plot) |
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156 | (6) |
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157 | (5) |
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Qualitative Biomechanical Analysis of Technique |
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162 | (18) |
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162 | (2) |
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The phase analysis model and movement principles |
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164 | (8) |
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164 | (2) |
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166 | (1) |
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167 | (1) |
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168 | (2) |
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Coordination (C) principles |
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170 | (2) |
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Specific performance (P) principles |
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172 | (1) |
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An application of the phase analysis model and movement principles |
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172 | (4) |
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The performance outcome model |
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176 | (1) |
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An application of the Hay and Reid performance outcome model |
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177 | (3) |
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180 | (26) |
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180 | (2) |
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Time--motion analysis of running events |
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182 | (3) |
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Time--motion analysis of racket sports |
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185 | (6) |
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191 | (10) |
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The Bloomfield movement classification |
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201 | (5) |
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Probability Analysis of Notated Events in Sport Contests: Skill and Chance |
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206 | (20) |
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206 | (4) |
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206 | (1) |
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207 | (1) |
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Probability: stationarity and independence |
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207 | (1) |
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Taking a random walk in a field of probabilities |
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208 | (2) |
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Taking a random walk in sports contests: investigation of scoring structure |
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210 | (3) |
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Taking a random walk in sports contests: investigation of behaviours (shots) and outcomes in squash contests |
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213 | (13) |
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Stochastic processes, shot selections and outcomes in squash contests |
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213 | (7) |
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220 | (1) |
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Identification of optimal decision-making strategies |
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220 | (1) |
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Interactions between the winner-error profiles |
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221 | (2) |
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Interactions between shot-response profiles |
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223 | (3) |
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Rule Changes in Sport and the Role of Notation |
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226 | (17) |
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226 | (2) |
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228 | (3) |
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Natural development and progression |
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231 | (3) |
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Entertainment, commercialization and the media |
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234 | (4) |
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The role of notational analysis in tracking the effect of rules changes |
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238 | (3) |
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241 | (2) |
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Performance Analysis in the Media |
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243 | (21) |
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243 | (1) |
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244 | (1) |
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245 | (8) |
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245 | (4) |
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249 | (1) |
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250 | (3) |
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253 | (3) |
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Striking and fielding games |
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256 | (8) |
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257 | (2) |
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259 | (5) |
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Notational Analysis of Coaching Behaviour |
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264 | (13) |
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Introduction: the coaching process |
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264 | (1) |
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Notational analysis of coaching behaviour |
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265 | (5) |
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265 | (1) |
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Teaching and coaching behaviour - a historical perspective |
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266 | (1) |
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267 | (1) |
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Systematic observation instruments |
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267 | (3) |
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Effective coaching behaviours |
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270 | (4) |
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270 | (1) |
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Should comments be skill- or non-skill related? |
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271 | (1) |
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The focus of skill-related comments |
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272 | (1) |
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The timing of skill-related comments |
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273 | (1) |
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The delivery of skill-related comments |
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273 | (1) |
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The emphasis of skill-related comments |
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274 | (1) |
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The case for non-skill-related comments |
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274 | (1) |
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Modification of coaching behaviour |
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274 | (3) |
| Bibliography |
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277 | (23) |
| Glossary of terms |
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300 | (2) |
| Index |
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302 | |
