Video self analysis: a lens on coaching (Part 1)
0:00:08.599,0:00:15.580
ì...nearly there...î
0:00:15.580,0:00:22.580
ìObserving your athletes and providing them
with feedback is an essential part of coaching.
0:00:22.770,0:00:28.759
Youíre aim is to help your athletes improve.
But who observes you in action? Who provides
0:00:28.759,0:00:29.439
you with feedback?î
0:00:29.439,0:00:32.279
ìAlright, were going to do another 100 backstrokeÖî
0:00:32.279,0:00:32.640
ìanother?î
0:00:32.640,0:00:37.300
ìÖ because you all did it so well we have
to do it again. Alright, so youíre all going
0:00:37.300,0:00:39.600
to be good at backstroke. Alright letís go.î
0:00:39.600,0:00:44.600
ìThis is where a video can help. Making a
video recording of youíre coaching lets you
0:00:44.600,0:00:50.510
see yourself as others see you, so that you
can evaluate how effective you are and identify
0:00:50.510,0:00:57.510
what needs to be done to improve.î
0:01:01.199,0:01:08.199
ìoff you goÖgo.î
0:01:28.000,0:01:35.000
ìVideo self analysis is a powerful method
for monitoring and improving youíre coaching
0:01:41.429,0:01:48.429
effectiveness. The process has 6 stages. You
begin by recording an episode of you coaching,
0:01:48.630,0:01:53.429
then you take a close look at the tape, reflecting
on youíre coaching so that you can identify
0:01:53.429,0:01:58.579
areas to improve. Then you consult with a
mentor coach to check that youíre on the
0:01:58.579,0:02:04.990
right track. Plan a specific strategy of improvement,
implement your plans, and then record yourself
0:02:04.990,0:02:10.500
again to see how things have gone and what
more needs to be done. Thatís the process
0:02:10.500,0:02:15.110
in a nutshell; letís see what it means in
practice. Weíll follow two coaches through
0:02:15.110,0:02:19.530
the process and see the benefit video self
analysis provides to their coaching.
0:02:19.530,0:02:24.190
ìÖlet her come back to the middle each time.
Hands back. Make her come back to the middle
0:02:24.190,0:02:26.560
each time, put the ball some where else.î
0:02:26.560,0:02:31.950
ìWell thereís always just so much going
on in training that itís difficult to even
0:02:31.950,0:02:36.550
remember what Iíve done let alone analyse
it. So using video self analysis is really
0:02:36.550,0:02:39.760
good to look closely at everything Iíve done.î
0:02:39.760,0:02:46.760
ìÖgood Lisa. Up tall. OK, yeah not too bad.
Weíre going to have to do a bit of work on
0:02:49.050,0:02:49.520
those.î
0:02:49.520,0:02:54.650
ìWell, coaching isnít really just a science,
ah, often itís about communication and your
0:02:54.650,0:02:58.920
communication abilities and techniques that
you use. Ah, so thatís where I think video
0:02:58.920,0:03:04.600
can become quite useful in providing information
on how affective you are being as a coach.î
0:03:04.600,0:03:06.870
ìok well what weíll doÖill be standing
on the sideline, try to get some of me and
0:03:06.870,0:03:12.130
then but make sure your getting whatís happening
on the court as well. Alright but Iím going
0:03:12.130,0:03:14.870
to be mainly on the sideÖî
0:03:14.870,0:03:18.720
ìThe first step is to record one of your
training sessions. Youíll need to get hold
0:03:18.720,0:03:23.250
of a camera and someone to operate the camera.
Youíll also have to decide how you want to
0:03:23.250,0:03:26.170
record the session, where to put the camera
and what to show.
0:03:26.170,0:03:30.370
ìWell I just didnít want to be thinking
about the camera, I just wanted to get on
0:03:30.370,0:03:34.770
with the training session. So best place for
it seemed to be in the sideline on a tripod.î
0:03:34.770,0:03:40.660
ìOk come on keep your chest up, up on the
balls of your feet, letís go, and keep it
0:03:40.660,0:03:42.190
tallÖHead up.î
0:03:42.190,0:03:48.390
ìYeah when Iím out coaching itís quite
difficult just to put the camera down and
0:03:48.390,0:03:52.270
set it up on a tripod and leave it in the
one spot. Ah, often your running backwards
0:03:52.270,0:03:56.950
and forwards looking after a couple of athletes
here and there, or weíre in a large outdoor
0:03:56.950,0:04:00.630
setting so thereís a lot of room there to
cover so I think a handheld one is much better
0:04:00.630,0:04:07.630
where someone can run around, and ah follow
you around, capture everything.î
0:04:10.160,0:04:15.670
ìAfter recording comes reflecting, the stage
where you analyse, and evaluate you coaching
0:04:15.670,0:04:21.910
and identify things to improve. The first
step is to review your tape and target a specific
0:04:21.910,0:04:23.340
sequence for analysis.î
0:04:23.340,0:04:29.010
ìYeah come on push those hips forward Lisa.
Up tall.î
0:04:29.010,0:04:34.770
ìYeah, Lisa is one of my athletes and ah,
she has an intellectual disability, and weíve
0:04:34.770,0:04:38.540
been working for quite a while with trying
to get her tall when sheís running. And I
0:04:38.540,0:04:43.810
just want to look at ah, how effective I am
at getting the message across to her.î
0:04:43.810,0:04:48.750
ìGood work NeyÖî
0:04:48.750,0:04:54.790
ìPositional play between our centre and wing
attack has been a problem all season so I
0:04:54.790,0:04:58.810
just really needed to look at myself when
I walk on the court and see exactly what Iím
0:04:58.810,0:05:02.400
doing when Iím speaking to them about it.î
0:05:02.400,0:05:08.680
ìOk, just hold it for a sec, hold it, hold
it, and hold it.î
0:05:08.680,0:05:14.350
ìYou need to know what youíre doing before
you can properly evaluate your effectiveness.
0:05:14.350,0:05:20.150
This is where systematic analysis comes in.
It helps you pin point youíre coaching actions;
0:05:20.150,0:05:26.870
demonstrating, commanding, informing, explaining,
monitoring and so on. How those actions relate
0:05:26.870,0:05:32.650
to the general coaching tasks of managing,
teaching, and communicating. The context in
0:05:32.650,0:05:37.990
which your actions occur; Who are the participants?
What part of the season is it? How does the
0:05:37.990,0:05:43.530
context affect your coaching? Youíll find
specific information about how to analyse
0:05:43.530,0:05:48.840
your coaching in the home study pack. But
leats have a look at how Brett and Nicole
0:05:48.840,0:05:51.470
analyse their targeted sequences.î
0:05:51.470,0:05:56.850
ìNat and Kylie, um, whatís, your always
in the same space. What are you doing whatís
0:05:56.850,0:05:57.280
going on?î
0:05:57.280,0:05:58.090
ìI donít know?î
0:05:58.090,0:06:02.740
ìWell the context of this is itís a state
league netball training session. Uh, most
0:06:02.740,0:06:06.660
of the players are in their late teens, early
20ís and weíre leading up to the finals
0:06:06.660,0:06:11.100
at the moment, so trying to get things right
before the finals. Um, this training session
0:06:11.100,0:06:15.100
was mainly looking at a positional problem
between to players in the centre court, uh,
0:06:15.100,0:06:19.210
getting in each others way a little, and itís
a space awareness problem as well, so I really
0:06:19.210,0:06:22.410
got to look at how I deal with this problem.
ì
0:06:22.410,0:06:29.410
ìOk, just hold it for a sec, hold it, hold
it, hold it.î (Commanding)
0:06:36.440,0:06:42.900
ìNat and Kylie, um, whatís, your always
in the same space.î (Criticising)
0:06:42.900,0:06:49.900
ìWhat are you doing whatís going on?î (Questioning)
0:06:51.650,0:06:55.889
ìAlright well can you just really be aware
of each other and make sure your looking for
0:06:55.889,0:06:59.550
spaces.î (Correcting)
0:06:59.550,0:07:05.290
ìYouíre always in the same spot ok.î (Criticising)
0:07:05.290,0:07:10.540
ìJust be a little bit more aware.î (Correcting)
0:07:10.540,0:07:17.540
ìLets take it back and go again. Alright,
Play.î (Commanding)
0:07:27.900,0:07:34.900
ìWell I was doing a bit of managing at the
start umm, but mainly it was about teaching
0:07:36.340,0:07:37.690
and communicating.
0:07:37.690,0:07:44.690
ìAlright girls weíre going to do some walking
Aís, um, sorry some skipping Aís first and
0:07:45.210,0:07:50.669
I want you to do the over about 15 meters,
and weíre going to try to be um, tall ok.
0:07:50.669,0:07:54.930
So we want to get up as tall as we can and
keep our heads high and our chests up, our
0:07:54.930,0:07:55.360
hips forwardÖî
0:07:55.360,0:07:59.580
ìYeah, weíre still working on Lisaís technique
and uh, weíve been working on it for a while,
0:07:59.580,0:08:03.460
and Iíve been having some problems just getting
her to understand exactly what it is that
0:08:03.460,0:08:09.500
I want. And I think maybe its my, my communication
methods, and my teaching, the way Iím going
0:08:09.500,0:08:13.440
about with communicating with her and teaching
her the requirements of what it is that I
0:08:13.440,0:08:17.940
want. So I think that that might be the key
to improving her performance.î
0:08:17.940,0:08:21.669
ìOk, now that wasnít too bad. (Praising)
0:08:21.669,0:08:27.810
ìWe still got to try to get taller alright?î
(Criticising)
0:08:27.810,0:08:34.389
ìSo I want you to really focus on getting
your hips up high, ok, and keeping your chest
0:08:34.389,0:08:38.690
up and your heads up.î (Correcting/Demonstrating)
0:08:38.690,0:08:45.690
ìOne more time, letís try and get as tall
as we can. Look straight ahead, keep your
0:08:50.230,0:08:57.230
heads up, chests up, really extend at your
hips, come on. Chest up. (Commanding/Correcting)
0:09:02.619,0:09:09.619
ìOK, we still need to get taller alright?
(Criticising)
0:09:21.100,0:09:28.100
ìStill need to get taller, so keep out heads
highî (Correcting)
ì...nearly there...î
0:00:15.580,0:00:22.580
ìObserving your athletes and providing them
with feedback is an essential part of coaching.
0:00:22.770,0:00:28.759
Youíre aim is to help your athletes improve.
But who observes you in action? Who provides
0:00:28.759,0:00:29.439
you with feedback?î
0:00:29.439,0:00:32.279
ìAlright, were going to do another 100 backstrokeÖî
0:00:32.279,0:00:32.640
ìanother?î
0:00:32.640,0:00:37.300
ìÖ because you all did it so well we have
to do it again. Alright, so youíre all going
0:00:37.300,0:00:39.600
to be good at backstroke. Alright letís go.î
0:00:39.600,0:00:44.600
ìThis is where a video can help. Making a
video recording of youíre coaching lets you
0:00:44.600,0:00:50.510
see yourself as others see you, so that you
can evaluate how effective you are and identify
0:00:50.510,0:00:57.510
what needs to be done to improve.î
0:01:01.199,0:01:08.199
ìoff you goÖgo.î
0:01:28.000,0:01:35.000
ìVideo self analysis is a powerful method
for monitoring and improving youíre coaching
0:01:41.429,0:01:48.429
effectiveness. The process has 6 stages. You
begin by recording an episode of you coaching,
0:01:48.630,0:01:53.429
then you take a close look at the tape, reflecting
on youíre coaching so that you can identify
0:01:53.429,0:01:58.579
areas to improve. Then you consult with a
mentor coach to check that youíre on the
0:01:58.579,0:02:04.990
right track. Plan a specific strategy of improvement,
implement your plans, and then record yourself
0:02:04.990,0:02:10.500
again to see how things have gone and what
more needs to be done. Thatís the process
0:02:10.500,0:02:15.110
in a nutshell; letís see what it means in
practice. Weíll follow two coaches through
0:02:15.110,0:02:19.530
the process and see the benefit video self
analysis provides to their coaching.
0:02:19.530,0:02:24.190
ìÖlet her come back to the middle each time.
Hands back. Make her come back to the middle
0:02:24.190,0:02:26.560
each time, put the ball some where else.î
0:02:26.560,0:02:31.950
ìWell thereís always just so much going
on in training that itís difficult to even
0:02:31.950,0:02:36.550
remember what Iíve done let alone analyse
it. So using video self analysis is really
0:02:36.550,0:02:39.760
good to look closely at everything Iíve done.î
0:02:39.760,0:02:46.760
ìÖgood Lisa. Up tall. OK, yeah not too bad.
Weíre going to have to do a bit of work on
0:02:49.050,0:02:49.520
those.î
0:02:49.520,0:02:54.650
ìWell, coaching isnít really just a science,
ah, often itís about communication and your
0:02:54.650,0:02:58.920
communication abilities and techniques that
you use. Ah, so thatís where I think video
0:02:58.920,0:03:04.600
can become quite useful in providing information
on how affective you are being as a coach.î
0:03:04.600,0:03:06.870
ìok well what weíll doÖill be standing
on the sideline, try to get some of me and
0:03:06.870,0:03:12.130
then but make sure your getting whatís happening
on the court as well. Alright but Iím going
0:03:12.130,0:03:14.870
to be mainly on the sideÖî
0:03:14.870,0:03:18.720
ìThe first step is to record one of your
training sessions. Youíll need to get hold
0:03:18.720,0:03:23.250
of a camera and someone to operate the camera.
Youíll also have to decide how you want to
0:03:23.250,0:03:26.170
record the session, where to put the camera
and what to show.
0:03:26.170,0:03:30.370
ìWell I just didnít want to be thinking
about the camera, I just wanted to get on
0:03:30.370,0:03:34.770
with the training session. So best place for
it seemed to be in the sideline on a tripod.î
0:03:34.770,0:03:40.660
ìOk come on keep your chest up, up on the
balls of your feet, letís go, and keep it
0:03:40.660,0:03:42.190
tallÖHead up.î
0:03:42.190,0:03:48.390
ìYeah when Iím out coaching itís quite
difficult just to put the camera down and
0:03:48.390,0:03:52.270
set it up on a tripod and leave it in the
one spot. Ah, often your running backwards
0:03:52.270,0:03:56.950
and forwards looking after a couple of athletes
here and there, or weíre in a large outdoor
0:03:56.950,0:04:00.630
setting so thereís a lot of room there to
cover so I think a handheld one is much better
0:04:00.630,0:04:07.630
where someone can run around, and ah follow
you around, capture everything.î
0:04:10.160,0:04:15.670
ìAfter recording comes reflecting, the stage
where you analyse, and evaluate you coaching
0:04:15.670,0:04:21.910
and identify things to improve. The first
step is to review your tape and target a specific
0:04:21.910,0:04:23.340
sequence for analysis.î
0:04:23.340,0:04:29.010
ìYeah come on push those hips forward Lisa.
Up tall.î
0:04:29.010,0:04:34.770
ìYeah, Lisa is one of my athletes and ah,
she has an intellectual disability, and weíve
0:04:34.770,0:04:38.540
been working for quite a while with trying
to get her tall when sheís running. And I
0:04:38.540,0:04:43.810
just want to look at ah, how effective I am
at getting the message across to her.î
0:04:43.810,0:04:48.750
ìGood work NeyÖî
0:04:48.750,0:04:54.790
ìPositional play between our centre and wing
attack has been a problem all season so I
0:04:54.790,0:04:58.810
just really needed to look at myself when
I walk on the court and see exactly what Iím
0:04:58.810,0:05:02.400
doing when Iím speaking to them about it.î
0:05:02.400,0:05:08.680
ìOk, just hold it for a sec, hold it, hold
it, and hold it.î
0:05:08.680,0:05:14.350
ìYou need to know what youíre doing before
you can properly evaluate your effectiveness.
0:05:14.350,0:05:20.150
This is where systematic analysis comes in.
It helps you pin point youíre coaching actions;
0:05:20.150,0:05:26.870
demonstrating, commanding, informing, explaining,
monitoring and so on. How those actions relate
0:05:26.870,0:05:32.650
to the general coaching tasks of managing,
teaching, and communicating. The context in
0:05:32.650,0:05:37.990
which your actions occur; Who are the participants?
What part of the season is it? How does the
0:05:37.990,0:05:43.530
context affect your coaching? Youíll find
specific information about how to analyse
0:05:43.530,0:05:48.840
your coaching in the home study pack. But
leats have a look at how Brett and Nicole
0:05:48.840,0:05:51.470
analyse their targeted sequences.î
0:05:51.470,0:05:56.850
ìNat and Kylie, um, whatís, your always
in the same space. What are you doing whatís
0:05:56.850,0:05:57.280
going on?î
0:05:57.280,0:05:58.090
ìI donít know?î
0:05:58.090,0:06:02.740
ìWell the context of this is itís a state
league netball training session. Uh, most
0:06:02.740,0:06:06.660
of the players are in their late teens, early
20ís and weíre leading up to the finals
0:06:06.660,0:06:11.100
at the moment, so trying to get things right
before the finals. Um, this training session
0:06:11.100,0:06:15.100
was mainly looking at a positional problem
between to players in the centre court, uh,
0:06:15.100,0:06:19.210
getting in each others way a little, and itís
a space awareness problem as well, so I really
0:06:19.210,0:06:22.410
got to look at how I deal with this problem.
ì
0:06:22.410,0:06:29.410
ìOk, just hold it for a sec, hold it, hold
it, hold it.î (Commanding)
0:06:36.440,0:06:42.900
ìNat and Kylie, um, whatís, your always
in the same space.î (Criticising)
0:06:42.900,0:06:49.900
ìWhat are you doing whatís going on?î (Questioning)
0:06:51.650,0:06:55.889
ìAlright well can you just really be aware
of each other and make sure your looking for
0:06:55.889,0:06:59.550
spaces.î (Correcting)
0:06:59.550,0:07:05.290
ìYouíre always in the same spot ok.î (Criticising)
0:07:05.290,0:07:10.540
ìJust be a little bit more aware.î (Correcting)
0:07:10.540,0:07:17.540
ìLets take it back and go again. Alright,
Play.î (Commanding)
0:07:27.900,0:07:34.900
ìWell I was doing a bit of managing at the
start umm, but mainly it was about teaching
0:07:36.340,0:07:37.690
and communicating.
0:07:37.690,0:07:44.690
ìAlright girls weíre going to do some walking
Aís, um, sorry some skipping Aís first and
0:07:45.210,0:07:50.669
I want you to do the over about 15 meters,
and weíre going to try to be um, tall ok.
0:07:50.669,0:07:54.930
So we want to get up as tall as we can and
keep our heads high and our chests up, our
0:07:54.930,0:07:55.360
hips forwardÖî
0:07:55.360,0:07:59.580
ìYeah, weíre still working on Lisaís technique
and uh, weíve been working on it for a while,
0:07:59.580,0:08:03.460
and Iíve been having some problems just getting
her to understand exactly what it is that
0:08:03.460,0:08:09.500
I want. And I think maybe its my, my communication
methods, and my teaching, the way Iím going
0:08:09.500,0:08:13.440
about with communicating with her and teaching
her the requirements of what it is that I
0:08:13.440,0:08:17.940
want. So I think that that might be the key
to improving her performance.î
0:08:17.940,0:08:21.669
ìOk, now that wasnít too bad. (Praising)
0:08:21.669,0:08:27.810
ìWe still got to try to get taller alright?î
(Criticising)
0:08:27.810,0:08:34.389
ìSo I want you to really focus on getting
your hips up high, ok, and keeping your chest
0:08:34.389,0:08:38.690
up and your heads up.î (Correcting/Demonstrating)
0:08:38.690,0:08:45.690
ìOne more time, letís try and get as tall
as we can. Look straight ahead, keep your
0:08:50.230,0:08:57.230
heads up, chests up, really extend at your
hips, come on. Chest up. (Commanding/Correcting)
0:09:02.619,0:09:09.619
ìOK, we still need to get taller alright?
(Criticising)
0:09:21.100,0:09:28.100
ìStill need to get taller, so keep out heads
highî (Correcting)
