Abstract
Governing bodies are key to the implementation and integration of development and support mechanisms and processes in sport. With programmes available to individuals across sporting activities at varying levels of development, governing bodies have a crucial role to ensure that the provision available is beneficial to development. To enrich development environments, technology has been adopted in a variety of forms – including online platforms – to inform learning, disseminate learning materials and facilitate knowledge sharing, to being utilised in feedback processes. In broader sports settings, feedback is widely provided through performance analysis, a process by which video clips and data are used to describe elements of performance. There remains, however, a narrow focus of performance analysis research, in terms of sporting activities and assessment of effects on learning, in sports seeking to develop and modernise (and in some respects professionalise), and in what way(s) performance analysis informs learning.This compilation thesis provides insights into the use of technology in development pathways in netball match officiating. This thesis provides discussion into the potential role of technology in netball match official development, comparing views of individuals across the world and highlighting positive aspects of technology and barriers to accessing development opportunities. With regard to specific technologies, critically analysing the extant literature focused on the effect of video feedback as a part of performance analysis informed the design and implementation of a performance analysis framework. Such an approach could inform and influence effective performance analysis processes, with the needs of the learner being considered.
The presented papers highlight what role technology could have in learning and development, as well as key considerations to effective use and adoption. It appears that online platforms and video solutions could act positively as part of development programmes, particularly in widening access to key support mechanisms such as mentors and assessors. Furthermore, video could act as a remote learning tool, for instance in either providing examples of performance or in enabling discussion to occur in officiating courses. Further to this, a limited range of methodological approaches in accessing the effects of performance analysis on learning are present in the literature, and recording and measuring these effects requires attention. Whilst limited research on the effect of performance analysis on learning is present, predominantly through a cross-sectional, qualitative lens, it appears that steps can be taken in applied settings to inform effective practice. Frameworks could be a positive starting point, as such workflows could direct both performers and coaches towards conducting analysis in consideration of learner needs. This is particularly pertinent with regards to individuals fulfilling match officiating roles as volunteers, where expectations to perform at (in some cases) an elite level are managed alongside work and family life.
| Date of Award | 29 Jan 2025 |
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| Original language | English |
| Awarding Institution |
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| Supervisor | Matt Miller-Dicks (Supervisor), Gemma Milligan (Supervisor) & Thomas Webb (Supervisor) |