Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Copy of Sports Coaching Anaylsis
Transcript of Copy of Sports Coaching Anaylsis
Unit 29: Analysis of Sports
Sports Performance and
Physical and Skill Related
Skill related fitness relates to the components that are needed in order to successfully carry out any sporting or daily skill (Schmidt and Wrisberg, 2008).
BEASHEL, P. & TAYLOR, J. (1997) The World of Sport Examined. UK: Thomas Nelson & Sons Ltd.
BIZLEY, K. (1994) Examining Physical Education. Oxford; Heinemann Educational Publishers
Hull, C. (1943). Principles of Behavior. New York: Appleton-Century-Crofts.
INBAR, O. et. al. (1996) The wingate anaerobic test. Champaign, Illinois: Human Kinetics
Irish Rugby. (2012). Rugby Training Needs. Available: http://www.irishrugby.ie/fitness/young/index.php. Last accessed 05th October 2012.
MACKENZIE, B. (2000) Sit and Reach Test [WWW] Available from: http://www.brianmac.co.uk/sitreach.htm (Accessed 22/1/2013)
MACKENZIE, B. (2001) Sport Competition Anxiety Test [WWW] Available from: http://www.brianmac.co.uk/scat.htm. Last accessedAccessed 15/1/2013
patterns and expectations in athletes. Journal of Applied Sport Psychology, 10, 201-211.
Preliminary investigation and instrument development. Journal of Sport Psychology, 8, 221-246.
Psychologist, 6, 3-13.
Rejeski, W. J., & Brawley, L. R. (1983). Attribution theory in sport: Current status and new perspectives. Journal of Sport Psychology, 5, 77–99.
Robinson, P (2009). Foundations of sports coaching. United States of America: Routledge. 155.
Schmidt, R. and Wrisberg, C. (2004). Motor learning and performance: a situation-based learning approach. 2nd ed. United States of America: Human Kinetics. 6
Schmidt, R. and Wrisberg, C. (2008). Motor learning and performance: a situation-based learning approach. 2nd ed. United States of America: Human Kinetics. 10
tennis players: A comparative analysis of Australian and American coaches. The Sport
Vealey, R. S. (1986). Conceptualization of sport-confidence and competitive orientation:
Weinberg, R., Grove, R., & Jackson, A. (1992). Strategies for building self-efficacy in
Wiggins, M. S. (1998). Anxiety intensity and direction: Preperformance temporal
Wilson, B (2006). Rugby Fitness Training: A Twelve-Month Conditioning Programme. United Kingdom: Crowood Press. 50.
Winnick, J (2006). Adapted Physical Education and Sport. United States : Human Kinetics. 285.
Youtube. (2012). Inside Centre Rugby. Available: http://www.youtube.com/watch?v=e9ZNUnRCZqg. Last accessed 02nd January 2013.
Youtube. (2013). New Zeland Haka. Available: http://www.youtube.com/Haka. Last accessed 09th January 2013.
Physical Fitness is a set of attributes that people have or achieve relating to their ability to perform physical activity (Schmidt and Wrisberg, 2004).
Skill Related Components
Physical Related Components
. Reaction Time
Skill Related Components
Name: Simon Edwards
Position: Inside Centre
Sport Level: Midlands 3
Years in sport: 5 Years
Height: 5ft 10 inches
Weight 13 Stone 5ibs
Skill Level: Medium
Irish rugby, 2012Irish rugby, 2012
To what degree?
. Reaction Time
Reaction times is time from the introduction of the stimulus to the beginning of the response, response time is the time from the introduction of the stimulus to the end of the response and finally movement time is the time from the beginning of the response to the end of the response, for example in the performers half in rugby the inside centre will have to react to the ball moving from player to player in order to make the right tackle (Robinson, 2009)
Worcester Warriors, 2012
Physical fitness is split in to two major groups Health related fitness and Motor related fitness, health related fitness covers smaller components in the body such as muscular endurance, cardiovascular endurance, flexibility and body composition (Wilson, 2006).
Irish Rugby, 2012
To what degree?
. Mucsular Endurance
. Cardiovascular Endurance
Sports Performers Psychological
By analysing an athlete's responses to a series of statements about how she/he feels in a competitive situation it is possible to determine their level of anxiety. A test that provides such functionality is the Sport Competition Anxiety Test (SCAT) (Martens et al. 1990)
Sports psychology can be defined as the educational, scientific, and professional contributions of psychology to the promotion, maintenance and enhancement of sport related behaviour (Rejeski and Brawley, 1983). Rugby is a very psychological game many components in rugby will need three important elements motivation, arousal and confidence. Motivation is the direction and intensity of an individual’s effort, this can come from intrinsic or extrinsic motivational factors and will depend on a person’s personality to which one will work best for them in a sporting environment to perform at their highest standard (Winnick, 2006).
Sports Competitive Anxiety Test
Team sports like rugby are classed as "intermittent sprint sports" because, in the course of a match, players will alternate between sprinting, running, jogging, walking and standing. Rugby matches are like random interval workouts and include sport specific activities such as rucking, mauling and scrummaging. These are game specific tasks and like sprinting, they are high intensity activities. When rugby players perform these high intensity activities, their anaerobic systems provide the required energy, while the aerobic system predominates during the low intensity activities (BRANDON, 2003).
To psychologically profile an athlete the coach/performance analyst needs to employ a number of psychological tests.
Each athlete must complete a number of significant psychometric tests to enable the coach/performance analyst to profile and summarise the athletes mental strengths and weaknesses.
Therefore tests such SCAT, CSAI, Sports Motivation Scale, Personality, POMS, Assessment of Sports Psychological Skills etc should be completed to provide a profile of athlete needs with reference to strengths and weaknesses (Beashel and Taylor, 1997).
. Simon Edwards
. Rugby Union, inside centre
As the results show from the sport anxiety test, the performer has high levels of confidence during and before a game environment, questions answered on how the performer feels before and during a game found that he was confident about winning and playing well and didn’t get nervous or feel any anxiety about the performance he would put in during the game. A study has shown that self-confidence before and during a game environment greatly helps with a successful outcome. Vealey’s (1986) theory on self-confidence states that sports confidence is split into two different components, trait and state. Trait is the belief or degree of certainty individuals usually possess about their ability to be successful in their sport, state is the belief of certainty individuals possess at one particular moment about their ability to be successful in their sport. Relating to the sports performer his test results show that he is using both components from this theory, his confidence in his own ability to perform the skills and fitness needed for the sport as well as been confident that he will complete all areas of his performance well are high (Vealey, 1986). The performers confidence is a positive factor that could and will help his game, one disadvantage to been so self-confident all the time about the game is will he learn from any mistakes or loses that occur, with the arousal theory where a performer hits a peak of arousal and performs the best will the performer be ok with losing or competing with players less confident (Hull, 1943). Related to the position and the sport this performer plays, confidence is a large factor, rugby contains many dangerous and conflicting elements.
Tackling, scrums, line outs, ruck and mauls are all full contact factors involved in rugby if a player was unconfident about any of these areas it could result in injury. The performer been an inside centre will have one of the biggest tackling and clearing roles on the pitch the self-confidence the player has shown will mean he will be able to put this through into his tackling and clearing game when and where needed with great success, as shown later in the video analysis of the players performance when tackling he shows no hesitation in tackling and performing (Watkins et al, 1994).
So in conclusion to the test under taken the performer shows good success with self-confidence before and during a game environment which is his major strength his only weakness found from these test is that he needs to work on playing with less confident players and being able to work alongside them successfully. Also tied into this the performer must understand losing is an important part of playing a competitive sport as that’s where mistakes and area of learning are discovered and worked on. Overall the tests were a great way of showing both coach and performer the biggest strength and one of a small weakness the player has, which can be worked on during games (Weinberg et al, 1992).
Carrying out of specific physical routines or procedures by one who is trained or skilled in physical activity. Performance is influenced by a combination of physiological, psychological, and social-cultural factors (Bizley, 1994).
Heart Rate: 74
Blood Pressure: 125/85
Sit and reach:
The objective of this test is to monitor the development of the athlete's lower back and hamstring flexibility (Mackenzie, 2000).
The Wingate Anaerobic 30 cycle Test was developed during the 1970s at the Wingate institute in Israel and is used to determine an athlete's peak anaerobic power and anaerobic capacity (Inbar et al. 1996)
The Results of Wingate
Largest Output: 1094
Performance of Tackle
Needed Improvement: Tackling Position
Performer Completing a Tackle
After outlining the performance process to the performer the tackling skill will be discussed, during an inside centers role one of the most important parts of their job on the pitch is tackling many forwards and backs will run through the centre to make space, room and depth up the pitch for their team and wingers and backs to come through. The inside centre must stop this from happening as well as always reacting and looking for the break troughs’ to support the forwards and wingers if needed (Robinson, 2009). During video analysis of the performer tackling technique of the tackle was the biggest issue power, speed and reaction time where all high during the game environment and training sessions but overall position and technique of the tackle performance was low. In order for the athlete to relate to perfect technique videos of elite rugby inside centres have been shown as well as full technique run through step by step. So the performer then rated how he thought the importance of tackling and correct position was in his role, he rated this to be very high for his position and realised that from the video analysis he will need to work on this and get better in order to hit more successful tackles in game environment. So from agreeing that correction of performance and technique is needed in the tackling skill both the coach and performer have worked out a full pro gramme, including the breakdown of the skill into step by step numbered positions as shown on the video breakdown, and after these breakdowns then game environment situations will be placed in for the performer to show skills learnt.
Feedback, Psychological and Physiological
Psychological - Physiological
Feedback and Analysis
The performer plays inside centre for a semi pro rugby team, his main role in this area is tackling and ball carrying as well as clearing plays away for the backs and wingers to come through to score. The aim area the performer needed to work on from the performance of his game is the tackling technique, through the physiological testing it was found that the performer has very low anxiety when in a game environment and also before and after a game or training (Robinson, 2009). The performer was also found to have very high self confidence in his own performance during and before game play, but needed to work on having the ability to work with players that are less confident and also when losing games been able to learn from why they lost and what needs to be improved for next time, during this the self-confidence it was related to Vealey’s (1986) theory of self-confidence where it was found that the performer was confident in both trait and state factors. Working a long side this the profile wrote for the performer about his physiological state it was found to be successful with low anxiety and high confidence been the biggest strength but the weakness and area of need been with learning and progressing from lost games and less confident players.
During video analysis of the performer tackling technique of the tackle was the biggest issue power, speed and reaction time where all high during the game environment and training sessions but overall position and technique of the tackle performance was low. In order for the athlete to relate to perfect technique videos of elite rugby inside centres have been shown as well as full technique run through step by step. So the performer then rated how he thought the importance of tackling and correct position was in his role, he rated this to be very high for his position and realised that from the video analysis he will need to work on this and get better in order to hit more successful tackles in game environment. So from agreeing that correction of performance and technique is needed in the tackling skill both the coach and performer have worked out a full programme, including the breakdown of the skill into step by step numbered positions as shown on the video breakdown, and after these breakdowns then game environment situations will be placed in for the performer to show skills learnt.
So in conclusion the performer took on board all video analysis recommendations about the way he tackles and how technique and skill needs to be improved. He was happy and felt the physiological test where accurate and mapped out a good path for improvement of working with less confident players and learning from lost games. Within the performance watching analysis of professionals and his own tackling success he was able to relate and map out exactly what is needed of him from now and how he will work with the coach for future work on this. In the future work will still be made on game play situations, and tackling technique this will be workout form intrinsic and extrinsic feedback methods and step by step training practice with the use of the videos and pictures and professional feedback videos as this works with the performer and will be accessed on performance every week (Bizley, 1994).