Receiving video-based feedback in elite ice-hockey: A player's perspective.

LEE NELSON, Paul A. Potrac, Ryan Groom

Research output: Contribution to journalArticle

19 Citations (Scopus)

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 languageEnglish
Pages (from-to)19
Number of pages40
JournalSport, Education and Society
Volume19
Issue number1
Early online date1 Sep 2011
Publication statusPublished - 2014

Fingerprint

Hockey
wintersports
elite
video
Interviews
coach
interview
respect
Learning
Technology
learning
performance
Mentoring

Keywords

  • performance analysis
  • Video-based feedback
  • pedagogy
  • coaching
  • athlete learning

Cite this

@article{64a12efccea2487b9f441800d8838d00,
title = "Receiving video-based feedback in elite ice-hockey: A player's perspective.",
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",
keywords = "performance analysis, Video-based feedback, pedagogy, coaching, athlete learning",
author = "LEE NELSON and Potrac, {Paul A.} and Ryan Groom",
year = "2014",
language = "English",
volume = "19",
pages = "19",
journal = "Sport, Education and Society",
issn = "1357-3322",
publisher = "Taylor & Francis",
number = "1",

}

Receiving video-based feedback in elite ice-hockey: A player's perspective. / NELSON, LEE; Potrac, Paul A.; Groom, Ryan.

In: Sport, Education and Society, Vol. 19, No. 1, 2014, p. 19.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Receiving video-based feedback in elite ice-hockey: A player's perspective.

AU - NELSON, LEE

AU - Potrac, Paul A.

AU - Groom, Ryan

PY - 2014

Y1 - 2014

N2 - 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

AB - 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

KW - performance analysis

KW - Video-based feedback

KW - pedagogy

KW - coaching

KW - athlete learning

M3 - Article

VL - 19

SP - 19

JO - Sport, Education and Society

JF - Sport, Education and Society

SN - 1357-3322

IS - 1

ER -