Abstract
The aim of this paper was to provide some rich insights into how an elite ice-hockey player responded to his coaches' pedagogical delivery of video-based feedback sessions. Data for this study were gathered through a series of in-depth, semi-structured interviews and a reflective log relating to those interviews. The interviews were transcribed verbatim with the text being subject to the process of inductive analysis. The results highlighted how the pedagogical application of performance analysis technology is far from a sequential and unproblematic process. Indeed, the participant's perceptions of, and respect for, his coaches' practices appeared to influence whether learning occurred in the video-based feedback sessions
| Original language | English |
|---|---|
| Pages (from-to) | 19 |
| Number of pages | 40 |
| Journal | Sport, Education and Society |
| Volume | 19 |
| Issue number | 1 |
| Early online date | 1 Sept 2011 |
| Publication status | Published - 2014 |
Keywords
- performance analysis
- Video-based feedback
- pedagogy
- coaching
- athlete learning