Reliability Issues in Sports Performance Analysis

Author(s):  
Peter O’Donoghue ◽  
Mike Hughes
2021 ◽  
Vol 11 (19) ◽  
pp. 8933
Author(s):  
José M. Gamonales ◽  
Jesús Muñoz-Jiménez ◽  
Kiko León ◽  
Sergio J. Ibáñez

Research on Football 5-a-side for blind people is usually informative and does not often consider sports performance analysis. This study aimed to verify the existing differences between the 2014 World Championship of Fa5 and the 2016 Paralympic Games, analyzing the action for an effective game, the throws to the goal. For this purpose, a total of 52 matches were analyzed and the statistical analysis unit was all the throws made to the goal during the game (n = 2.227). A descriptive and differential analysis was made between the variables proposed in the study considering the type of competition. The results show the existence of differences between the championships, analyzed explicitly through the variables: Championship phases, Throwing moment, Match status, Starting zone, and Throwing result, as well as the variables Progression type, Throwing zone, Striking situation, Corporal zone, and Striking type. These results highlighted that teams played differently but also set game trends and styles for future competitions.


2018 ◽  
Vol 13 (4) ◽  
pp. 520-532 ◽  
Author(s):  
Denise Martin ◽  
Alan Swanton ◽  
Jonathan Bradley ◽  
Denise McGrath

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 analyst-support (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 analyst-support. 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.


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