Enhanced descriptions from Syndetics:

What is performance analysis and how does its use benefit sports performance?

How can you use performance analysis in your sport?

The Essentials of Performance Analysisanswers your questions, providing a complete guide to the foundational elements of match and performance analysis for new students and beginners.

As well as a basic introduction to the sport science and theory that underlies performance analysis, the book contains many practical examples to show performance analysis in its applied context. It includes discussion of:

The Essentials of Performance Analysisis a straightforward, concise and authoritative guide for students of sport science and sports coaching, as well as for coaches and athletes looking to develop their insight into sports performance analysis.

Table of contents provided by Syndetics

• Notes on contributors (p. xiii)
• Preface (p. xxi)
• Introduction (p. xxii)
• Acknowledgements (p. xxxii)
• 1 The Need for Feedback (p. 1)
• 1.1 Introduction: feedback (p. 1)
• 1.2 The coaching process and its problems (p. 3)
• 1.3 The need for objective information (p. 4)
• 2 What is Performance Analysis? (p. 8)
• 2.1 Introduction (p. 8)
• 2.2 Notational analysis (p. 9)
• 2.2.1 Introduction (p. 9)
• 2.2.2 The applications of notation (p. 11)
• 2.2.2.1 Tactical evaluation (p. 11)
• 2.2.2.2 Technical evaluation (p. 12)
• 2.2.2.3 Movement analysis (p. 13)
• 2.2.2.4 Development of a database and modelling (p. 14)
• 2.2.2.5 Educational applications (p. 15)
• 2.3 Biomechanics - what is the biomechanical view of performance analysis? (p. 15)
• 3 The Provision of Information (p. 21)
• 3.1 Introduction (p. 21)
• 3.2 Augmented feedback (p. 23)
• 3.2.1 Positive effects (p. 23)
• 3.2.2 Negative effects (p. 24)
• 3.2.3 Additional factors to consider when providing feedback (p. 27)
• 3.3 Demonstrations and instructions (p. 28)
• 3.3.1 Positive effects (p. 28)
• 3.3.1.1 Providing a reference-of-correctness (p. 28)
• 3.3.1.2 Effective demonstrations (p. 29)
• 3.3.1.3 Conveying a strategy (p. 30)
• 3.3.1.4 Comparing pre-practice methods (p. 30)
• 3.3.2 Negative effects (p. 31)
• 3.3.2.1 Movement strategies (p. 31)
• 3.3.2.2 Searching for the critical information (p. 32)
• 3.3.2.3 Attentional focus (p. 34)
• 3.3.2.4 Implicit learning/re-investment (p. 35)
• 3.3.3 Overview of instructions and demonstrations (p. 37)
• 3.4 Conclusions (p. 37)
• 4 Video Feedback and Information Technologies (p. 40)
• 4.1 Introduction (p. 40)
• 4.2 Extrinsic and intrinsic feedback in sports (p. 41)
• 4.3 Visual feedback, video and motor learning (p. 42)
• 4.4 Qualitative feedback and quantification of performance using video-based technologies (p. 44)
• 4.5 Quantitative feedback derived from complex simulations (p. 46)
• 4.6 Watching versus performing movements in three-dimensions: virtual and real environments (p. 47)
• 4.7 Video technology and temporal feedback (p. 48)
• 4.8 Immediacy as a pre-requisite for the effective use of feedback during skill acquisition (p. 49)
• 5 An Overview of the Development of Notational Analysis (p. 51)
• 5.1 Introduction (p. 51)
• 5.2 The development of sport-specific notation systems (hand notation) (p. 53)
• 5.3 Introduction to computerized notational analysis (p. 58)
• 5.4 Some research using computer systems (p. 60)
• 5.5 Modelling (p. 65)
• 5.5.1 Empirical models (p. 66)
• 5.5.2 Dynamic systems (p. 67)
• 5.5.2.1 Critical incident technique (p. 68)
• 5.5.3 Statistical techniques (p. 71)
• 5.5.4 Artificial Intelligence (p. 74)
• 5.6 Current areas of research and support (p. 74)
• 5.7 Research into the methodology and theory of notational analysis (p. 79)
• 5.8 The future of notational analysis (p. 81)
• 6 Sports Analysis (p. 85)
• 6.1 Introduction (p. 85)
• 6.2 Creating flowcharts (p. 86)
• 6.3 Levels of analysis - the team, subsidiary units and individuals (p. 92)
• 7 How do We Design Simple Systems? How to Develop a Notation System (p. 98)
• 7.1 Introduction (p. 98)
• 7.2 Data collection systems (p. 98)
• 7.2.1 Scatter diagrams (p. 98)
• 7.2.2 Frequency tables (p. 101)
• 7.2.3 Sequential data systems (p. 103)
• 7.3 Data collection systems in general (p. 108)
• 8 Examples of Notation Systems (p. 111)
• 8.1 Introduction (p. 111)
• 8.2 Individual sports (p. 111)
• 8.2.1 A notation system for tennis (p. 111)
• 8.2.1.1 Description of point (p. 113)
• 8.2.1.2 Results (p. 116)
• 8.2.1.3 Summary of results (p. 117)
• 8.2.1.4 Discussion and conclusions (p. 117)
• 8.2.2 A notation system for boxing (p. 117)
• 8.2.2.1 Collated data and results (p. 121)
• 8.2.2.2 Conclusions (p. 123)
• 8.3 Team sports (p. 124)
• 8.3.1 A notation system for basketball (p. 124)
• 8.3.1.1 Conclusion and discussion (p. 126)
• 8.3.2 A notation system for soccer (p. 127)
• 8.3.2.1 Method (p. 127)
• 8.3.2.2 Results (p. 128)
• 8.3.2.3 Analysis (p. 128)
• 8.3.2.4 Discussion (p. 132)
• 8.3.2.5 Adjustments to the system (p. 133)
• 8.3.3 A notation system for netball (p. 134)
• 8.3.3.1 Method (p. 135)
• 8.3.3.2 Notation symbols (p. 135)
• 8.3.3.3 The record sheet (p. 137)
• 8.3.3.4 Recording a sequence (p. 137)
• 8.3.3.5 Results (p. 137)
• 8.3.4 A motion analysis of work-rate in different positional roles in field hockey (p. 140)
• 8.3.4.1 Aim (p. 140)
• 8.3.4.2 Hypothesis (p. 140)
• 8.3.4.3 Devising the method (p. 140)
• 8.3.4.4 Pilot study (p. 141)
• 8.3.4.5 Finalized method (p. 141)
• 8.3.4.6 Limitations (p. 143)
• 8.3.4.7 Operational definitions (p. 143)
• 8.3.4.8 Reliability (p. 143)
• 8.3.4.9 Results (p. 145)
• 8.3.4.10 Application (p. 149)
• 8.3.4.11 Conclusion (p. 149)
• 8.3.4.12 Recommendations for further research (p. 149)
• 9 Analysis of Notation Data: Reliability (p. 150)
• 9.1 Introduction (p. 150)
• 9.2 The nature of the data; the depth of analysis (p. 151)
• 9.2.1 Sample data (p. 151)
• 9.2.2 The sequential nature of data (p. 152)
• 9.3 Consistency of percentage difference calculations (p. 153)
• 9.4 Processing data (p. 154)
• 9.5 Visual interpretation of the data (a modified Bland and Altman plot) (p. 156)
• 9.5.1 Sample data (p. 157)
• 10 Qualitative Biomechanical Analysis of Technique (p. 162)
• 10.1 Introduction (p. 162)
• 10.2 The phase analysis model and movement principles (p. 164)
• 10.2.1 The phase analysis model (p. 164)
• 10.2.2 Movement principles (p. 166)
• 10.2.2.1 Speed (S) principles (p. 167)
• 10.2.2.2 Force (F) principles (p. 168)
• 10.2.2.3 Coordination (C) principles (p. 170)
• 10.2.2.4 Specific performance (P) principles (p. 172)
• 10.3 An application of the phase analysis model and movement principles (p. 172)
• 10.4 The performance outcome model (p. 176)
• 10.5 An application of the Hay and Reid performance outcome model (p. 177)
• 11 Time-Motion Analysis (p. 180)
• 11.1 Introduction (p. 180)
• 11.2 Time-motion analysis of running events (p. 182)
• 11.3 Time-motion analysis of racket sports (p. 185)
• 11.4 Team games (p. 191)
• 11.5 The Bloomfield movement classification (p. 201)
• 12 Probability Analysis of Notated Events in Sport Contests: Skill and Chance (p. 206)
• 12.1 Introduction (p. 206)
• 12.1.1 Sports contests (p. 206)
• 12.1.2 Skill and chance (p. 207)
• 12.1.3 Probability: stationarity and independence (p. 207)
• 12.1.4 Taking a random walk in a field of probabilities (p. 208)
• 12.2 Taking a random walk in sports contests: investigation of scoring structure (p. 210)
• 12.3 Taking a random walk in sports contests: investigation of behaviours (shots) and outcomes in squash contests (p. 213)
• 12.3.1 Stochastic processes, shot selections and outcomes in squash contests (p. 213)
• 12.3.2 Computer simulation (p. 220)
• 12.3.3 Identification of optimal decision-making strategies (p. 220)
• 12.3.4 Interactions between the winner-error profiles (p. 221)
• 12.3.5 Interactions between shot-response profiles (p. 223)
• 13 Rule Changes in Sport and the Role of Notation (p. 226)
• 13.1 Introduction (p. 226)
• 13.2 Safety (p. 228)
• 13.3 Natural development and progression (p. 231)
• 13.4 Entertainment, commercialization and the media (p. 234)
• 13.5 The role of notational analysis in tracking the effect of rules changes (p. 238)
• 13.6 Conclusion (p. 241)
• 14 Performance Analysis in the Media (p. 243)
• 14.1 Introduction (p. 243)
• 14.2 Classifying games (p. 244)
• 14.3 Invasion games (p. 245)
• 14.3.1 Soccer (p. 245)
• 14.3.2 Rugby union (p. 249)
• 14.3.3 Basketball (p. 250)
• 14.4 Net and wall games (p. 253)
• 14.5 Striking and fielding games (p. 256)
• 14.5.1 Golf (p. 257)
• 14.5.2 Cricket (p. 259)
• 15 Notational Analysis of Coaching Behaviour (p. 264)
• 15.1 Introduction: the coaching process (p. 264)
• 15.2 Notational analysis of coaching behaviour (p. 265)
• 15.2.1 Effective coaching (p. 265)
• 15.2.2 Teaching and coaching behaviour - a historical perspective (p. 266)
• 15.2.3 Systematic observation (p. 267)
• 15.2.4 Systematic observation instruments (p. 267)
• 15.3 Effective coaching behaviours (p. 270)
• 15.3.1 Understanding the data (p. 270)
• 15.3.2 Should comments be skill- or non-skill related? (p. 271)
• 15.3.3 The focus of skill-related comments (p. 272)
• 15.3.4 The timing of skill-related comments (p. 273)
• 15.3.5 The delivery of skill-related comments (p. 273)
• 15.3.6 The emphasis of skill-related comments (p. 274)
• 15.3.7 The case for non-skill-related comments (p. 274)
• 15.4 Modification of coaching behaviour (p. 274)
• Bibliography (p. 277)
• Glossary of terms (p. 300)
• Index (p. 302)

Author notes provided by Syndetics

Mike Hughes is Professor and Head of the Centre for Performance Analysis and Course Director of the Masters in Performance Analysis at the University of Wales Institute, Cardiff.

Ian Franks is Professor and Director of the Motor Control and Learning Laboratory, University of British Columbia, Canada.