Browsing by Author "Magwa, Zukhanye"

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    Analysis of South African rugby coaches' engagement with performance analysis
    (Stellenbosch : Stellenbosch University, 2015-12) Magwa, Zukhanye; Terblanche, E.; Kraak, Wilbur; Stellenbosch University. Faculty of Education. Dept. of Sport Science.
    ENGLISH ABSTRACT: The analysis of sport performance has been noted as one of the key building blocks within the coaching process, whereby coaches evaluate a player’s performance, identify weak points and provide adequate feedback to correct or improve future performances (Groom et al., 2011). The introduction of performance analysis (PA) has allowed coaches to have a wider range of tools available to provide feedback. In sports such as rugby, analysis has been a key tool in monitoring the demands of a match as well as playing a part in a players’ decision making during a game (James, 2009). Traditionally, the assessment of performance was linked to a coach’s observational capacity which could be influenced by their subjective views. Furthermore, research has shown that coaches were able to remember less than 50% of key events during one half of a soccer match. Thus indicating that coaches’ capacity to observe, recall, feedback and provide an accurate analysis of key events during a performance could be limited. The primary aim of the study was to use an online survey to evaluate how performance analysis is used by rugby coaches at a sub-elite level in South Africa. The main objectives included determining how PA contributes to the coaching practice and its use amongst different levels of rugby (provincial, university, school) in South Africa. In addition, the secondary aims were to assess the extent to which PA information was integrated into coaching practice, how coaches valued the use of PA and the role of the performance analyst in the coaching process. The study followed a descriptive design where data collection was conducted using an electronic questionnaire consisting of both open-ended and closed-ended questions. A total of 46 South African rugby coaches from provincial (n = 15), university (n = 15) and school (n = 16) volunteered to take part in the study. The key themes that were investigated included: demographic information of the coach, the analysis process, feedback to the players, the implications for coaching practice, how he interacts with the players, factors that influence the coach’s selection of specific key performance indicators and the coach’s assessment of the value of PA. The coaches were provided with a glossary of terms used in PA to assist them with completing the survey. Most of the coaches (67.4%) had access to video footage after every match, while 21.7% of the coaches rarely had access to video footage. Provincial coaches (93.0%) had most readily access to video footage compared to other coaching levels (p = 0.004). The majority of coaches (80.4%) received video footage within two days after a match. Provincial coaches had the fastest delivery time, with most of these coaches receiving video footage within a day (87%). Most of the coaches carried out PA themselves (67.4%). The majority of coaches (60.9%) identified PA to inform their coaching practice all the time. This was the same at each respective level with more provincial coaches using PA to inform their coaching compared to other coaching levels (86.0% at provincial, 40.0% at university and 56.0% at school). Most of the coaches (84.8%) in the study acknowledged that the use of PA to introduce changes to their game tactics was essential and very important. Most of the coaches (63.0%) also highlighted that their coaching philosophy was the main influence on their selection of KPIs with the selection of KPIs changing from game to game, apart from most provincial coaches who’s KPIs remained consistent from game to game (47.0%). There were 47.8% of the coaches who found the service provided by the individual who conducts PA as essential, while 34.8% valued it as important. It was concluded that most coaches involved in high level coaching in South Africa valued the use of PA and used it consistently to inform their coaching practice. The coaches involved at the highest level of coaching in the study, namely provincial coaches, have the most access to PA and used it more consistently to guide their coaching practice. The findings of this study have provided insight to how and why South African rugby coaches engage with performance analysis. In particular, these findings inform specifically on how performance analysis currently impacts their coaching practice.