Perceptions of elite volleyball players on the importance of match analysis during the training process

1 Perceptions of elite volleyball players on the importance of match 1 analysis during the training process 2 3 Carmen Fernandez-Echeverriaa, Isabel Mesquitab, Manuel Conejeroa and 4 M. Perla Morenoa 5 6 1Faculty of Sport Sciences. University of Extremadura. Cáceres, Spain. 7 2Faculty of Sport. University of Porto. Porto, Portugal. 8 9 10 11 12 13 14 Author’s correspondence: 15 16 Manuel Conejero Suárez 17 PDI. Faculty of Sport Sciences 18 University of Extremadura 19 Av. Universidad s/n. 1003. 20 Cáceres (Spain) 21 Tel: (+34) 664037328 22 E-mail: [email protected] 23 24 25 26 27 28 29 30 31 32 33 34 2 Perceptions of elite volleyball players on the importance of match 35 analysis during the training process 36 37 Abstract 38 In the present study, athletes from an elite female volleyball team (N = 12) experienced 39 an intervention program, based on the provision of information from match analyses, 40 throughout a single season. The information provided concerned these players’ (and 41 team) competitive performances, as well as the performances of opposition teams. Our 42 aim was to assess the perceptions of the study athletes about this program once the 43 season had ended. We used a semi-structured interview method followed by a thematic 44 analysis of content using the categorization and coding procedures outlined by Charmaz 45 (2014). Regarding the match analysis related to the study team, 95.65% of the 46 comments made by the players were positive and only 4.34% was negative. Of note, 47 players indicated it was useful to understand the negative aspects of their game in order 48 to correct them, and positive aspects in order to motivate weekly training. All of the 49 comments regarding match analyses of opposition teams were positive, with one 50 highlight being that this helped players to inform about oppositions’ game and to be 51 more prepared for upcoming matches. 52 Keywords: volleyball, match analysis, athlete, elite level. 53 54 55 56 3 Introduction 57 The analysis of the performance is fundamental to the training process because it allows 58 for an objective interpretation of complex reality when attempting to improve 59 performance (Butterworth, O'Donoghue, & Cropley, 2013). Performance can be 60 assessed from a number of different perspectives (biomechanical, physiological, 61 psychological, etc.); although over the last decade there has been a notable growth in the 62 analysis of performance via match analysis, accomplished through notational analysis 63 (Wright, Atkins, & Jones, 2012). 64 In line with this, it is considered crucially important that coaches have the ability 65 to evaluate athlete’s performances in order to identify weaknesses, and to provide 66 appropriate technical / tactical corrective feedback (Lyle, 2002). This ability, however, 67 is one of the more difficult for coaches to acquire. Due to the risk of subjectivity and the 68 limitations of human memory (Knudson & Morrison, 2002), it is advantageous for 69 coaches to have access to accurate and reliable tools for match analysis (James, 2006; 70 Painczyk, Hendricks, & Kraak, 2018). Such tools should provide coaches with the 71 necessary data to facilitate an understanding of the game (Bampouras, Cronin, & Miller, 72 2012; Butterworth, Turner, & Johnstone, 2012; Garganta, 2001). 73 To this end, match analysis involves selecting and collecting data on the most 74 important aspects of the game (Gesbert, Carrel, Philippe, & Hauw, 2016) in order to 75 assess the strengths and weaknesses of a team (individually and collectively), as well as 76 their opposition teams (Sarmento, Bradley, & Travassos, 2015 ; Wright, Atkins, Jones, 77 & Todd, 2013). The ultimate objective of this process is to improve the game of the 78 team and to counter that of the opposition (Hughes & Franks, 2004; Middlemas, Croft, 79 & Watson, 2018; Wright et al., 2012; Wright et al., 2013). Specifically, the obtained 80 information can reveal positive aspects of a team's performance and serve to reinforce 81 4 them, but also negative aspects, which require attention and correction in training 82 (Jenkins, Morgan, & O'Donoghue, 2007; O´Donoghue, 2006). Moreover, match 83 analysis is able to provide information about the strengths and weaknesses of opposition 84 teams (Sarmento et al., 2015), which is useful when preparing for future matches 85 (Groom & Cushión, 2004). 86 Prior studies have highlighted the importance of transmitting such information to 87 the players that make up a team (Middlemas et al., 2018; Wright et al., 2012). Such 88 transmissions can occur in multiple different ways, to individuals or the team 89 collectively, and can include numerical data and/or video (Cushion, Armour, & Jones, 90 2006; Fernandez-Echeverria, Mesquita, González-Silva, Claver, & Moreno, 2017; 91 Groom, Cushion, & Nelson, 2011; O'Donoghue, 2006). For any particular game, this 92 process provides players with feedback on specific aspects that they may not remember, 93 including those related to individual and collective performance, as well as opposition 94 performance (Groom & Cushión, 2004). 95 In addition to recognizing the importance and utility of match analysis (Palao & 96 López-Martínez, 2012; Wright et al., 2012; Wright et al., 2013), past studies have 97 considered the perceptions of coaches about this tool (Kraak, Magwa, & Terblanche, 98 2018; Painczyk, Hendricks, & Kraak, 2017). Coaches typically report that match 99 analysis is a key tool for planning team training across the season and, consequently, for 100 improving the athletes’ performance during training (Butterwoth et al., 2012; Martin, 101 Swanton, Bradley, & McGrath, 2018). That said, although the positive perceptions of 102 coaches about the utility of match analysis are generally understood, it remains 103 important to develop our understanding of the perceptions of another protagonist in the 104 training process: the athletes. 105 106 5 Until now, there are few studies that have analysed players’ perceptions about 107 the importance of match analysis for the training process (Francis & Jones, 2014). The 108 perceptions of athletes are relevant and crucial to understand because the match 109 analyses relate to their own performances. Knowledge of this information can thus 110 increase a player’s awareness of his/her strengths and weaknesses, and thus help them to 111 better monitor their own performances, as well as that of their oppositions, both 112 individually and as part of a collective. 113 The aim of the present study, therefore, was to assess the perceptions of athletes 114 from an elite women’s volleyball team about the utility of an intervention program that 115 was implemented to regularly provide players with information about competitive 116 performance. This information related to the players individually, to their team, and to 117 opposition teams, and was conducted across the period of an entire season. 118 Method 119 Parcicipants 120 The sample consisted of a women's volleyball team that competes at an elite level (N = 121 12). Players in this study team were aged between 18 and 32 years (M = 25.83, SD = 122 4.34). Players typically trained 5 days a week (9 hours per week on the court) and 123 competed once a week (Saturdays). 124 Confidentiality and anonymity of data were guaranteed to participants 125 throughout the process via the use of pseudonyms, and the study was conducted under 126 the recommendations of the Declaration of Helsinki. Players signed an informed 127 consent form prior to their participation. All participants were also informed of their 128 right to withdraw from the study at any time. The study was approved by the Ethics 129 Committee for Human Research (Humanities) of Extremadura University. 130 6 Protocol for the match-analysis intervention program based on Constraint-led 131 Approach (CLA). 132 The intervention program was based on the provision of objective, contextualized and 133 systematic information to a high-level volleyball coach. This information was acquired 134 from match analyses, allowing the elaboration of systematized reports in specific game 135 situations considering own team and opposition teams and individualized team players´ 136 tactical-technical information (scout reports). 137 The assistant coach, who was also the principal investigator of the present study, 138 implemented the program. This role in the team was optimal for applying the 139 intervention program (Wright et al., 2013), because it is important for the coach to 140 establish a relationship of trust with the analyst (scouting). In addition, the authors 141 emphasize that the reports were constructed around the needs of the coach (Wright et 142 al., 2013). For the intervention program, the assistant coach prepared scout reports 143 (relating to both the study team and opposition teams) and provided them to the coach 144 over the period of a full season. The season lasted 6 months, and consisted of two 145 rounds (first and second leg matches) of 3 months (12 weeks) each. During both rounds, 146 two scout reports were provided per week (one for the study team and another for an 147 opposition team). These reports took into account the pedagogical principles of 148 Constraint-led Approach, focusing on the concepts of representative design, variability, 149 individual differences and accountability (responsibility of the players to complete the 150 task and reach the proposed objectives). 151 152 *** Insert figure 1 *** 153 154 The intervention program consisted of three phases: 155 7 1. Diagnostic phase and match analysis (of the study team and opposition teams) 156 according to the coach’s needs. 157 Each week, a match analysis tailored to the coach’s needs was performed for (a) the 158 study team, and (b) their opponent, via match analysis (data collected from a video 159 recording of the matches from the back of the court to guarantee an optimal vision 160 plane). 161 2. Phase of elaboration and provision of information to the coach. 162 Once obtained, information concerning the study team and their opposition (the nature 163 of which depended on the needs of the coach) was collated in two scout reports: one for 164 the study team (delivered at the beginning of the week), and another for the opposition 165 teams (delivered in the middle of week). 166 The reports included only the most relevant data in order to facilitate reading and 167 understanding by the coach (Hughes & Franks, 2004). Specifically, the study team's 168 own reports focused on contextualized information about: 169 • Specific game situations encountered by the team across the different phases 170 of the game that need to be corrected, improved or strengthened. In 171 volleyball the two major phases, or complexes (Ks), of the game are 172 complex I (K1) or side-out, which comprises serve-reception, setting and 173 attack; and complex II (K2) or side-out transition, which comprises serve, 174 block, low defence and counterattack (Costa, Afonso, Brant, & Mesquita, 175 2012; Palao,Santos, & Ureña, 2004). 176 8 • Individualized technical-tactical information for the players concerning 177 negative aspects that should be corrected or improved, and positive aspects 178 that required continued work (Jenkins et al., 2007; O´Donoghue, 2006). 179 Reports about opposition team focused on contextualized information about: 180 • Aspects of the opposition team’s game that would be useful to prepare for in 181 future matches: understanding the strengths and weaknesses of an opponent 182 helps to prepare the strategic work of the team (Groom & Cushión, 2004). 183 3. Phase of providing information to players. 184 Once the coach had acquired the information, this was then transmitted to the players of 185 the study team in the form of reports and video clips. This occurred in two meetings 186 during the week: a post-match meeting and a pre-match meeting. 187 • The post-match meeting was held at the beginning of the week (Monday) to 188 analyse the team's scout reports and to visualize the positive and negative 189 aspects of the game. 190 • The pre-match meeting was held at the end of the week (Thursday) to 191 analyse the scout reports of the opponent and visualize different game 192 situations in the attack phase (K1) and defence phase (K2). 193 194 *** Insert figure 2 *** 195 Data collection and instrument 196 The authors used a semi-structure interview technique to collect data. This technique 197 was applied to the twelve players of the study team at the end of the competition season. 198 We specifically chose this moment so that the athletes could make a complete 199 assessment of the intervention program. The interview consisted of the following 200 questions: How do you rate the evaluation and analysis of your team via match analysis 201 9 across the season? How do you rate the evaluation and analysis of your opponents via 202 match analysis across the season? 203 Interviews were recorded using a digital recorder (Olympus VN-712PC) and 204 transcribed verbatim to ensure an accurate and complete record of the data. During the 205 interviews, the principle investigator acted as an active listener (by having a neutral 206 attitude, hiding their opinions, and fostering a relaxed atmosphere) in order to encourage 207 players to transmit their thoughts through their own words (Smith & Sparkes, 2005). 208 Trustworthiness 209 210 The authors took several steps to improve the credibility of the study (Biddle, Markland, 211 Gilbourne, Chatzisarantis, & Sparkes, 2001): 1) To guarantee an optimal level of 212 competence, the interviewer (principal investigator) completed a period of training 213 supervised by a researcher with experience in semi-structured interviews and in 214 qualitative analysis (Lincoln & Guba, 1985; Patton, 1990); 2) A group of three experts 215 in volleyball (each with a level III coaching qualification and experience in this 216 function) and in qualitative methodology collaborated for the interpretative analysis and 217 participated in regular meetings to establish the category system (Cote & Salmela, 1996; 218 Meyer & Wenger, 1998). This process was important to guarantee the reliability of the 219 data as it ensured interpretive validity and minimized the risk of biases in individual 220 researchers (Silverman, 2000). 221 222 Data Analysis 223 The authors conducted a thematic analysis to extract data from the interviews. To 224 achieve this, categorization and coding were conducted using the procedure suggested 225 by Charmaz (2014). Specifically, in the first phase of analysis the authors conducted a 226 16 perception, a number of studies have indicated the need to present both positive and 402 negative aspects of the game with an improvement and progression approach 403 (O´Donoghue, 2006). Findings therefore suggest that coaches must carefully manage 404 how they present information in order to reduce the chance of it being perceived in a 405 negative or harmful way. 406 Regarding the match analyses related to opposition teams, our results indicate that 407 all team members evaluated it positively. One particular positive aspect was that the 408 match analyses helped players to understand their opposition team’s game and thus to 409 be better prepared for following matches. This result corroborates those of Mesquita & 410 Graça (2002) in which an elite volleyball setter, who was interviewed using video, 411 stressed the importance of the opposition team’s style of play and their strengths and 412 weakness in making decisions. This indicated that the setter had a high knowledge of 413 the game, an ability to prioritize the relevant events according to the circumstances in 414 the moment of the game, and an elevated capacity to identify relevant signals and make 415 decisions according to the opposition team’s performance. 416 This analysis of the opponent allows a team to better understand their opposition 417 team’s strengths and weaknesses before facing them (Fernández-Echeverría et al., 2017) 418 and, therefore, helps them to be more prepared when it comes to an encounter (Francis, 419 & Jones, 2014; Silva et al., 2011). Accordingly, several studies indicate that coaches 420 often perform analyses of opposition teams as a means to develop specific training tasks 421 that simulate the expected game style of an opponent. Such training tasks then help 422 players to be more prepared for upcoming matches (Sarmento et al., 2015; Silva et al., 423 2011). 424 17 Other, less commonly reported positive aspects were that match analyses about 425 opposition teams helped players to plan the week, and to better understand the strategic 426 plans required against the opposition teams. In a similar vein, objective knowledge 427 about an opponent’s game from scout reports allows players to understand their 428 opposition teams’ strategic plans (Sarmiento et al., 2015) and thus helps them to 429 improve their overall tactical knowledge of the game (Francis, & Jones, 2014; Groom & 430 Cushion, 2004). Future studies should focus on understanding how information about an 431 opposition team’s competitive performance can help improve the tactical game of 432 players within a team. 433 Our results also indicate that the players felt more able to be focused and 434 motivated in training when they were aware of their opposition team’s game. Consistent 435 with this, prior studies have shown that players show greater concentration and 436 cognitive involvement when training considers real-world aspects of play (such as the 437 specific characteristics of the opposition teams) (Davids, Button & Bennett, 2008). 438 Tasks that simulate real-world situations of play have also been shown to encourage 439 interest in athletes because they offer a sense of reality, novelty, and challenge. This 440 interest, in turn, leads to increased motivation and instant enjoyment (Chen & Darst, 441 2001). 442 Finally, our results show that as well as having benefits for training, 443 understanding an opposition team’s game also benefitted players during matches. 444 Specifically, players reported feeling more involved in the development of the strategic 445 plan, as well as being generally more focused. This highlights that prior knowledge of a 446 opposition team’s fundamental technical-tactical characteristics and strategic plan helps 447 a team establish specific objectives to be met during the competition (Sarmento et al., 448 2015). Moreover, if the players are clear about which aspects of their opposition team’s 449 18 game they should attend to, and are able to relate these to their own needs, this can lead 450 to an increase in focus and motivation (Hastie & Saunders, 1992). 451 To summarise, the present study indicates that players had predominantly positive 452 perceptions of an intervention program designed to promote the provision of 453 information about the competitive performances of the individual players, the team as a 454 whole, and also of opposition teams encountered across a season of competition. 455 It is important to note that the program applied in our study presented players with 456 video clips of their team’s performances, as well as those of opposition teams. This was 457 found to be important for players as it served to bolster the information provided in 458 written reports. Specifically, it allowed players to visualize the performance of 459 successful and erroneous game actions, as well as to observe their opponents’ games. In 460 future studies, the systematic use of similar video feedback may be useful (Vickers, 461 2007) to allow players to observe their tactical behavior (in training and competition 462 contexts), to identify opposition team’s strengths and weaknesses, and to improve the 463 recognition of contextual factors (Groom et al., 2011; Nelson, Potrac, & Groom, 2011; 464 O’Donoghue, 2010). Indeed, previous studies of elite women’s volleyball have 465 demonstrated the effectiveness of video feedback and questioning to improve tactical 466 behaviors related to setting (Moreno, Moreno, Ureña, Iglesias, & Del Villar, 2008), and 467 tactical knowledge related to attack (Moreno, Moreno, García-González, Ureña, 468 Hernández, & Del Villar, 2016). 469 Practical applications 470 This study allows us to know volleyball players´ perception in evaluation and analysis 471 of their own team and opponent through match analysis over a season. In addition, this 472 19 study highlights the use of match analysis in high level sport and its contribution to the 473 optimization of the training process. 474 Conclusions 475 The results of our study indicate that players of an elite level volleyball team had a 476 positive perception of an intervention program designed to provide objective 477 information related to their competitive performances, and those of opposition teams. 478 Specifically, players reported that the acquisition of this knowledge helped them to: 479 correct their mistakes, motivate themselves, feel important, understand their 480 development, be better prepared for future encounters with opposition teams, and 481 corroborate their own opinions about their performances with objective data. The only 482 negative reported was that the program could have a negative effect on players if it 483 served to remind them of mistakes made after a bad game. Objective data about their 484 opposition team’s games helped players to: better understand their opposition teams, 485 prepare for upcoming matches, plan the weeks training and be more focused and 486 motivated during this training, and to be more involved in the development of strategic 487 planning and more focused during competitive matches. 488 The importance of match analysis should been further explored in future studies, not 489 only through athletes´perception but also by assessing changes observed in the training 490 process or even in the performance of athletes. One limitation of the current study is the 491 lack of specific questions regarding specific characteristics of the intervention program 492 applied. 493 Funding details 494 This work has been developed through the project funded by the foundation Tatiana 495 Pérez de Guzman el Bueno and this work was supported by the Consejería de Economía 496 20 e Infraestructuras de la Junta de Extremadura (Spain) through the European Regional 497 Development fund. 498 499 500 Disclosure statement 501 No potential conflict of interest was reported by the authors 502 References 503 Bampouras, T. M., Cronin, C., & Miller, P. K. (2012). Performance analytic processes 504 in elite sport practice: An exploratory investigation of the perspectives of a sport 505 scientist, coach and athlete. International Journal of Performance Analysis in Sport, 506 12(2), 468-483. doi:10.1080/24748668.2012.11868611 507 Biddle, S. J., Markland, D., Gilbourne, D., Chatzisarantis, N. L., & Sparkes, A. C. 508 (2001). Research methods in sport and exercise psychology: Quantitative and 509 qualitative issues. Journal of sports sciences, 19(10), 777-809. 510 doi:10.1080/026404101317015438 511 Butterworth, A., O'Donoghue, P., & Cropley, B. (2013). Performance profiling in sports 512 coaching: a review. International Journal of Performance Analysis in Sport, 13(3), 513 572-593. doi:10.1080/24748668.2013.11868672 514 Butterworth, A. D., Turner, D. J., & Johnstone, J. A. (2012). Coaches' perceptions of the 515 potential use of performance analysis in badminton. International Journal of 516 Performance Analysis in Sport, 12(2), 452-467. 517 doi:10.1080/24748668.2012.11868610 518 Charmaz, K. (2006). Constructing grounded theory: A practical guide through 519 qualitative analysis. Thousand Oaks, CA: Sage. 520 21 Charmaz, K. (2014). Constructing grounded theory. London: Sage. 521 Chen, A., & Darst, P. W. (2001). Situational Interest in Physical Education : A Function 522 of Learning Task Design. Research Quarterly for Exercise and Sport, 72(2), 150– 523 164. doi:10.1080/02701367.2001.10608945 524 Costa, G., Afonso, J., Brant, E., & Mesquita, I. (2012). Differences in game patterns 525 between male and female youth volleyball. Kinesiology, 44(1), 60-66. 526 Côté, J., & Salmela, J. H. (1996). The organizational tasks of high-performance 527 gymnastic coaches. The sport psychologist, 10(3), 247-260. doi:10.1123/tsp.10.3.247 528 Cushion, C. J., Armour, K. M., & Jones, R. L. (2006). Locating the coaching process in 529 practice: models ‘for’and ‘of’coaching. Physical Education and Sport Pedagogy, 530 11(01), 83-99. doi:10.1080/17408980500466995 531 Davids, K. W., Button, C., & Bennett, S. J. (2008). Dynamics of skill acquisition: A 532 constraints-led approach. Champaign, Illinois: Human kinetics. 533 Fernandez-Echeverria, C., Mesquita, I., González-Silva, J., Claver, F., & Moreno, M. P. 534 (2017). Match analysis within the coaching process: a critical tool to improve coach 535 efficacy. International Journal of Performance Analysis in Sport, 17(1-2), 149-163. 536 doi:10.1080/24748668.2017.1304073 537 Francis, J., & Jones, G. (2014). Elite rugby union players perceptions of performance 538 analysis. International Journal of Performance Analysis in Sport, 14(1), 188-207. 539 doi: 10.1080/24748668.2014.11868714 540 Gesbert, V., Carrel, J., Philippe, R. A., & Hauw, D. (2016). Elite volleyball coaches' 541 experience using a statistical information system. International Journal of 542 Performance Analysis in Sport, 16(2), 612-632. 543 doi:10.1080/24748668.2016.11868913 544 22 Groom, R., & Cushion, C. J. (2004). Coaches perceptions of the use of video analysis: 545 A case study. Insight, 7(3), 56–58. 546 Groom, R., Cushion, C., & Nelson, L. (2011). The delivery of video-based performance 547 analysis by England youth soccer coaches: towards a grounded theory. Journal of 548 Applied Sport Psychology, 23(1), 16-32. doi:10.1080/10413200.2010.511422 549 Hastie, P. A., & Saunders, J. E. (1992). A Study of Task Systems and Accountability in 550 an elite junior sports setting. Journal of Teaching in Physical Education, 11, 376– 551 388. doi:10.1123/jtpe.11.4.376 552 Holt, N.L., & Dunn, J. G. (2004). Toward a grounded theory of the psychosocial 553 competencies and environmental conditions associated with soccer success. Journal 554 of Applied Sport Psychology, 16(3), 199–219. doi:10.1080/10413200490437949 555 Hughes, M., & Bartlett, R. (2002). The use of performance indicators in performance 556 analysis. Journal of Sports Sciences, 20, 739–754. 557 doi:10.1080/026404102320675602 558 Hughes M., & Franks I. (2004). Notational analysis - a review of the literature. In 559 Hughes M. & Franks I. (Eds.) Notational Analysis of Sport. Systems for better 560 coaching and performance in sport. Second ed. (pp. 59-106). London: Routledge. 561 James, N. (2006). Notational analysis in soccer: past, present and future. International 562 Journal of Performance Analysis in Sport, 6(2), 67-81. doi: 563 10.1080/24748668.2006.11868373 564 Jenkins, R. E., Morgan, L., & O'Donoghue, P. (2007). A case study into the 565 effectiveness of computerised match analysis and motivational videos within the 566 coaching of a league netball team. International Journal of Performance Analysis in 567 Sport, 7(2), 59-80. doi:10.1080/24748668.2007.11868397 568 23 Knudson, D., & Morrison, C. (2002). Qualitative analysis of human movement. 569 Champaign, IL: Human Kinetics. 570 Kraak, W., Magwa, Z., & Terblanche, E. (2018). Analysis of South African semi-elite 571 rugby head coaches’ engagement with performance analysis. International Journal 572 of Performance Analysis in Sport, 18(2), 350-366. 573 doi:10.1080/24748668.2018.1477026 574 Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic Enquiry. Beverly Hills, CA: Sage. 575 Lyle, J. (2002). Sports coaching concepts: A framework for coaches’ behaviour. 576 London: Routledge. 577 Martin, D., Swanton, A., Bradley, J., & McGrath, D. (2018). The use, integration and 578 perceived value of performance analysis to professional and amateur Irish coaches. 579 International Journal of Sports Science & Coaching, 13(4), 520-532. 580 doi:10.1177/1747954117753806 581 Mesquita, I., & Graça, A. (2002). Probing the strategic knowledge of an elite volleyball 582 setter: A case study. International Journal of Volleyball Research, 5(1), 13-17. 583 Meyer, B. B., & Wenger, M. S. (1998). Athletes and adventure education: an empirical 584 investigation. International Journal of Sport Psychology, 29(3), 243-266. 585 Middlemas, S. G., Croft, H. G., & Watson, F. (2018). Behind closed doors: The role of 586 debriefing and feedback in a professional rugby team. International Journal of 587 Sports Science & Coaching, 13(2), 201-212. doi:10.1177/1747954117739548 588 Moreno, M. P., Moreno, A., García-González, L., Ureña, A., Hernández, C., & Del 589 Villar, F. (2016). An intervention based on video feedback and questioning to 590 improve tactical knowledge in expert female volleyball players. Perceptual and 591 Motor Skills, 122(3), 911-932. doi: 10.1177/0031512516650628 592 24 Moreno, M. P., Moreno, A., Ureña, A., Iglesias, D., & Del Villar, F. (2008). 593 Application of mentoring through reflection in female setters of the Spanish national 594 volleyball team. A case study. International Journal of Sport Psychology, 39, 59-76. 595 Nelson, L. J., Potrac, P., & Groom, R. (2011). Receiving video-based feedback in elite 596 ice-hockey: a player's perspective. Sport, Education and Society, 19(1), 19-40. 597 doi:10.1080/13573322.2011.613925. 598 O’Donoghue, P. (2006). The use of feedback videos in sport. International Journal of 599 Performance Analysis in Sport, 6(2), 1-14. doi:10.1080/24748668.2006.11868368 600 O’Donoghue, P. (2010) Research methods for sport performance analysis. London: 601 Routledge. 602 Palao, J. M., & Hernández-Hernández, E. (2014). Game statistical system and criteria 603 used by Spanish volleyball coaches. International Journal of Performance Analysis 604 in Sport, 14(2), 564-573. doi: 10.1080/24748668.2014.11868743 605 Palao, J. M., & López-Martínez, A. B. (2012). Establecimiento de objetivos a partir del 606 análisis del juego para el trabajo técnico-táctico en voley-playa. Un caso práctico. 607 Revista Española de Educación Física y Deportes, 396, 35-47. 608 Palao, J. M., Santos, J., & Ureña, A. (2004). Effect of team level on skill performance in 609 volleyball. International Journal of Performance Analysis in Sport, 4(2), 50-60. 610 doi:10.1080/24748668.2004.11868304 611 Painczyk, H., Hendricks, S., & Kraak, W. (2017). Utilisation of performance analysis 612 among Western Province Rugby Union club coaches. International Journal of 613 Performance Analysis in Sport, 17(6), 1057-1072. 614 doi:10.1080/24748668.2018.1429757 615 Painczyk, H., Hendricks, S., & Kraak, W. (2018). Intra and inter-reliability testing of a 616 South African developed computerised notational system among Western Province 617 25 Club Rugby Coaches. International Journal of Sports Science & Coaching, 4, 1-8. 618 doi:10.1177/1747954118796368 619 Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Thousand 620 Oaks, CA, US: Sage Publications, Inc. 621 Sarmento, H., Bradley, P., & Travassos, B. (2015). The transition from match analysis 622 to intervention: optimising the coaching process in elite futsal. International Journal 623 of Performance Analysis in Sport, 15(2), 471-488. 624 doi:10.1080/24748668.2015.11868807 625 Silva, P. M., Castelo, J., & Santos, P. (2011). Caracterização do processo de análise do 626 jogo em clubes da 1ª liga portuguesa profissional de futebol na época 2005/2006. 627 Revista Brasileira de Educação Física e Esporte, 25(3), 441-453. 628 doi:10.1590/S1807-55092011000300009 629 Silverman, D. (2000). Analyzing text and talk. In N. Denzin & Y. S. Lincoln (Eds.), 630 Collection and interpreting qualitative materials (pp. 340–363). Thousand Oaks, 631 CA: Sage. 632 Smith, B., & Sparkes, A. C. (2005). Men , sport , spinal cord injury , and narratives of 633 hope. Social Science & Medicine, 61, 1095–1105. 634 doi:10.1016/j.socscimed.2005.01.011 635 Strauss, A., & Corbin, J. (1998). Basics of qualitative research techniques: Techniques 636 and Procedures for Developing Grounded Theory. Thousand Oaks, CA: Sage. 637 Vickers, J. N. (2007). Perception, cognition, and decision training. The quiet eye in 638 action. Champaign. IL: Human Kinetics. 639 Wright, C., Atkins, S., & Jones, B. (2012). An analysis of elite coaches' engagement 640 with performance analysis services (match, notational analysis and technique 641