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What is Performance Analysis?
Performance analysis is the systematic observation of actual sports performance. Many coaches use this information to help improve performance.

In plain language, systematic observation means that we watch performance and record it in a way that is unbiased (objective), is accurate (reliable) and it measures what we think we are measuring (valid).

In Gaelic games, actual sports performance means on a pitch, not gym performance or measures taken in a sports lab, like VO2 max.



Performance Analysis and Coaching
Analysis is a key skill for all coaches, and we believe all coaches are analysts.

Coaches analyse by watching players perform and comparing this to what they did before or by comparing to what the coach knows about what a ‘good’ performance should look like. Coaches use this knowledge to give feedback to players on what they have done well and what they can work on.

Sharpening your coaches’ eye is important for all coaches but we know that no matter how well developed this is, coaches still miss a lot of the detail of performances. Even qualified, experienced coaches struggle to remember more than 60% of critical match events as Brian Cody describes:

“I think you’ll always see things on video that you won’t have seen live, because otherwise you’re a bit of a genius and I haven’t met that fella yet.” - Brian Cody, 2014

The Gaelic Games Performance Analysis Guide for Practice
Coaches need to get an accurate, complete picture of their team and players are performing. They also need to understand what ‘good’ looks like at whatever level their team are competing, so they and their players can set realistic expectations.

The amount and level of detailed information coaches need will vary depending on which part of the Gaelic Games Pathway they are operating in. Coaches at the early stages of the pathway will probably rely on their own observation. As the pathway progresses, coaches may have someone video games so they can look in more detail and maybe use a notation template or software to help them structure how they watch the game. At the higher levels of the Gaelic Games Pathway, coaches, managers and players tend to look for more and more feedback on performance. The time required to prepare this properly is often beyond a coach and they ask a performance analyst to support their role.

This guide for practice provides simple advice for coaches on how to use performance analysis (PA) effectively in their coaching in three ways:


 * 1) Strategies to do your own PA
 * 2) How to get the best from a performance analyst
 * 3) How to find the right performance analyst for your team

What does a Performance Analyst do?
The role of a performance analyst has two parts; creating performance knowledge and designing opportunities for that knowledge to be understood and used.

Creating Knowledge
The first part is to create knowledge about performance, based on what the coach needs to know.

The analyst and coaching team will work together to decide what is the most important information to collect, how much information they need and when they need it. They will also agree how to define game events such as a tackle or turnover and each coach will have their own ideas about that. The analyst will then design the best system to collect data for that team, depending on the resources and needs. The analyst must make sure that all data collected (video, statistics or GPS outputs) are checked for reliability. Reliability means information is accurate, unbiased, and based on the complete performance so it can be trusted by coaches. When the analyst puts the performance information together, they will pick out any trends they see in the video or numbers. Many analysts will talk these through with the coaching team and this is the stage where information becomes knowledge and insight about performance.

Reporting to the coaching team
We all know that information and knowledge is only valuable if it is understood and used. It is vital that analysts invest time to ensure that the coaching team really understand any information provided. The performance analyst must make sure that information is relevant, simple and clear so the coach or coaching team completely understand it. Video is often much more powerful at landing this message with coaches than numbers. Video helps to explain ‘WHY’ something is happening and so is often more useful to coaches.

Many analysts will send on information to coaches via email or sharing platforms, but we know that the top coaches spend time with their analyst to do a review. This review may be a quick phone call or a meeting, but it allows the coach and analyst to ask questions, debate and agree how to interpret what they have seen, for example – ‘how did bringing out a third midfielder impact our shooting chances?’

It is also important that everyone understands where the information came from and how it could be limited. For example – a team or player profile based on just one game could be very misleading. It may be useful, but it is limited, and we know that profiles over more games would give a more accurate picture.

Feedback to Players
Coaches will use the knowledge and insights from PA to make decisions on team selection and design training sessions. They will also want to give players an opportunity to learn from PA information. Performance analysis knowledge is like a lightbulb, it is only useful when it is switched on – we need to think about how we create ‘light-bulb’ moments for players.

There is a huge difference in giving information about performance to players, and helping players analyse their own or team performance and figure out how to use that knowledge to develop. Researchers recently ask 290 Gaelic Games Intercounty players what they wanted from PA feedback:


 * Gaelic Games intercounty players felt most engaged with PA when feedback came with instruction and explanation.
 * Players want to be involved in short and specific discussion sessions where they feel they can debate the information and get guidance on how to use it to improve.
 * They do not want to passively be told what to do based on some data that they don’t understand.  They do not want to sit for hours watching video.
 * Human instinct is to look for the negatives – many players felt the best thing about PA was when the coach helped them see the positives also and gave them a different perspective about their game – particularly female players and young players, new to PA.

[INCLUDE MB – ‘what does a good session look like’ summary graphic here]

While this study involved intercounty players, it is vital for all coaches and analysts to think about how they give feedback to players based on their age and maturity, experience of PA and their ability reflect on their performance. Using open questions to ask players what they think and helping them figure something out, is much more effective than telling them the answer.

This guide provides ideas on how to structure feedback and learning opportunities for players on a one-to-one basis, through team or small group meetings and via online platforms.

Are we learning from PA?
A lot of time and effort is invested in PA by Gaelic Games coaches and analysts. It is important to make a little of that time to reflect on the two sides of the role:

1.      What knowledge you are creating – is it useful, is it helping the coaches make better decisions?

2.      Are you using the information to help create learning opportunities for players to help their development? Do they understand it, can they use it effectively?

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