The purpose of this study was to understand how female amateur (college) developmental level football players perceived and responded to video-based feedback sessions during their athletic training and competition. A purposeful sample was used to select 5 participants. 2 research questions were asked to explore how 5 different formats of video-based feedback sessions influenced the participants during the coaching process. The researcher was the instrument used for collecting data and this included semi-structured interviews, participant observation and a journal (personal document). Replication logic was utilized for the multiple case study research design. The trustworthiness of the study was enhanced using prolonged engagement in the field, thick description, triangulation, purposeful sampling, field notes and a reflexive journal. A cross-case analysis of the data revealed 3 major themes. These were: (a) learning, (b) motivation, and (c) barriers to implementing coaching points. The findings for theme 1 revealed the participants learned from receiving video-based feedback sessions by being prepared tactically through oppositional analysis reviews, understanding the teams playing style and/or their roles and responsibilities within it, accurately identifying personal and team areas for improvement, learning coaching points, increasing their attention to and retention of coaching points and seeing an accurate account of their performance which had contradicted what they thought during or following a performance. The findings for theme 2 revealed viewing past individual/team successes and other sports teams’ successes had a motivational and positive psychological effect on the participants. Also, the participants were motivated to increase their effort and intensity levels when receiving video-based feedback and stated video reviews should balance positive and negative clips to protect their confidence, self-esteem and motivation. The findings for theme 3 revealed three barriers to the learning and subsequent implementation of coaching points in the coaching process. These were ineffective training sessions, life as an intercollegiate student-athlete and the psychological factors of cognitive anxiety and low self-efficacy. Recommendations included further qualitative studies to track the nuances behind memory retention and the role self-efficacy and other psychological factors play during the learning of coaching points received from video-based feedback sessions at the developmental level of football.
| Identifer | oai:union.ndltd.org:MSSTATE/oai:scholarsjunction.msstate.edu:td-3172 |
| Date | 12 August 2016 |
| Creators | Manners, Andrew Crawford |
| Publisher | Scholars Junction |
| Source Sets | Mississippi State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses and Dissertations |
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