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ix | |
| Contributors |
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xv | |
| Acknowledgements |
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xvi | |
| Introduction |
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1 | (7) |
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8 | (9) |
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The coaching process and its problems |
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8 | (1) |
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8 | (4) |
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The need for objective information |
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12 | (3) |
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15 | (2) |
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17 | (23) |
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Distinguishing information sources |
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17 | (2) |
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Augmented feedback: knowledge of results (KR) and performance (KP) |
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19 | (6) |
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Demonstrations and instructions |
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25 | (13) |
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Augmented information summary and conclusions |
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38 | (2) |
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The use of feedback-based technologies |
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40 | (19) |
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40 | (1) |
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Video information as a source of feedback |
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40 | (3) |
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Automated systems as a source of complex information |
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43 | (3) |
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Training in three-dimensional virtual environments |
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46 | (3) |
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Tele-remote training and analysis |
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49 | (1) |
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Laser technology in static and dynamic conditions |
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50 | (1) |
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Temporal feedback in skill training |
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51 | (4) |
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The use of force sensors to deliver feedback about pressure, time, and direction |
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55 | (1) |
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Eye-movement recording technology |
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56 | (1) |
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On coaches' attitudes to the use of feedback-based technology |
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57 | (1) |
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58 | (1) |
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Notational analysis -- a review of the literature |
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59 | (48) |
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59 | (1) |
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60 | (1) |
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61 | (1) |
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The development of sport-specific notation systems (hand notation) |
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61 | (19) |
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80 | (23) |
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103 | (1) |
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The future of notational analysis |
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104 | (3) |
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107 | (11) |
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107 | (1) |
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107 | (6) |
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Levels of analysis -- the team, subsidiary units and individuals |
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113 | (4) |
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117 | (1) |
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How to develop a notation system |
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118 | (23) |
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118 | (1) |
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Examples of data collection systems |
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118 | (8) |
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Data collection systems in general |
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126 | (2) |
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128 | (4) |
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General steps in analysis |
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132 | (2) |
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134 | (6) |
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140 | (1) |
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Examples of notation systems |
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141 | (25) |
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141 | (1) |
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141 | (10) |
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151 | (15) |
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The use of performance indicators in performance analysis |
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166 | (23) |
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166 | (1) |
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166 | (6) |
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Analysis of game structures |
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172 | (15) |
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187 | (2) |
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Analysis of notation data: reliability |
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189 | (16) |
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189 | (2) |
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The nature of the data, the depth of analysis |
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191 | (2) |
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Consistency of percentage difference calculations |
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193 | (1) |
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194 | (1) |
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Visual interpretation of the data (Bland and Altman plot) |
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195 | (6) |
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Statistical processes and reliability |
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201 | (2) |
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203 | (2) |
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Establishing normative profiles in performance analysis |
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205 | (22) |
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205 | (2) |
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Development of the method |
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207 | (18) |
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225 | (2) |
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Models of sports contests -- Markov processes, dynamical systems and neural networks |
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227 | (16) |
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227 | (1) |
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227 | (9) |
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From Markov processes to dynamical systems |
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236 | (6) |
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242 | (1) |
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Measuring coaching effectiveness |
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243 | (14) |
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243 | (1) |
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Teaching and coaching effectiveness |
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244 | (1) |
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244 | (4) |
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Systematic observation and the modification of behaviour |
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248 | (3) |
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Identification of effective verbal coaching strategies |
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251 | (5) |
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256 | (1) |
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From analysis to coaching |
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257 | (15) |
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Examples of the applications of analysis systems to coaching practice |
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257 | (6) |
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Tactical performance profiling in elite level senior squash |
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263 | (6) |
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Rugby union -- a game of change |
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269 | (2) |
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271 | (1) |
| Glossary |
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272 | (2) |
| References and Bibliography |
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274 | (28) |
| Index |
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302 | |
Rohkem infot Taylor & Francis e-raamatute kohta