Dissertation

1. (1)
Testing the Validity of a University Football Team’s
Half-Time Team Talk with the Use of Videotape.
Benjamin Robert Wrigglesworth
Student ID: 33248922
Leeds Metropolitan University
Carnegie Faculty of Sport and Education
Submitted in part fulfilment of the degree of BSc
(Hons) Sports Coaching

2. Contents Page No. Page No.
List of Tables and Figures 3
List of Appendices 4
Acknowledgements 5
Abstract 6
1.0: Introduction 7-15
1.1: What is Match Analysis? 10-13
1.2 Previous Research 14-15
2.0: Methodology 15-21
2.1: Subjects 16
2.2: Reliability and Validity 16
2.3: Procedure 17-19
2.4: Data Collection 19-20
2.5: Data Analysis 20-21
3.0: Results 21-28
3.1: First Match 21-26
3.2: Second Match 26-28
4.0: Discussion 28-29
5.0: Conclusion 29-30
5.1: Limitations 30
5.2: Future Research 30
6.0: Personal Reflection 30-31
References 32-36
Word Count:6,272
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3. List of Tables
Table 1 (p.g. 17) – Advantages and Disadvantages of the Interview Method
Table 2 (p.g. 18) – Definitions of certain Football Techniques
Table 3 (p.g. 22) – Breakdown of Our Shots (Match 1)
Table 4 (p.g. 23) – Breakdown of the Opposition’s Shots (Match 1)
Table 5 (p.g. 25) – Breakdown of Our Passes (Match 1)
Table 6 (p.g. 26) – Our Player’s Dribble Success
Table 7 (p.g. 27) – Opposition’s Player Dribble Analysis (Match 2)
List of Figures
Figure 1 (p.g. 8) – Coaching Process Model (Franks, 2004).
Figure 2 (p.g. 10) – Three steps model of coaches’ decision making related to
tactics (Cloes et al., 2001).
Figure 3 (p.g. 11) – The major factors to take into account when purchasing a
computerised match analysis system (Carling et al., 2005).
Figure 4 (p.g. 12) – Some of the video and computerised soccer match analysis
systems currently on the market (Carling et al., 2005).
Figure 5 (p.g. 13) – Professional Football Club’s Staff Diagram (devised by Author)
Figure 6 (p.g. 23) – Pitch Map, Analysis of Shots (Adapted by Author)
Figure 7 (p.g. 24) – Shot Analysis of our Team (Created by Author)
Figure 8 (p.g. 24) – Key of the Pitch Map and Shot Analysis (Created by Author)
Figure 9 (p.g. 25) – Basic Pitch Map, showing the three zones (created by Author)
Figure 10 (p.g. 27) – Pitch Map showing Ball Retention (Match 2)
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4. List of Appendices
Technical Definitions employed in the Analysis (Dunn et al., 2003) – Appendix 1
Laws of the Game, FIFA – Appendix 2
Risk Assessment Summary Form – Appendix A
Resources for Data Collection Summary Form – Appendix B
Research Project Ethics Form – Appendix C
Progress Forms – Appendix D1-6
Coach’s Information Sheet – Appendix E1
Consent Form for the Coach – Appendix E2
Participants’ Information Sheet – Appendix F1
Consent Form for the Participants – Appendix F2
Interview Topics and Questions – Appendix G1
Pre-Project Coach Interview Transcript – Appendix G2
First Match Half Time Team Talk Transcript – Appendix H1
First Match Analysis and Results – Appendix H2
Second Match Half Time Team Talk Transcript – Appendix I1
Second Match Analysis and Results – Appendix I2
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5. Acknowledgments
I would like to take this opportunity to acknowledge and thank the following people
Graham Turner
Constantly challenging and supporting me, always getting the best out of me and
reminding me to strive for excellence. Thank You.
Participants
I would like to thank the team and the coach to allow me to film their matches and
supporting me throughout my work
Matt Round and Tom Stratful
Helping me film the matches, making the data collection fun, having some great
banter. Thanks guys.
My Family
Constant support from them, always wanting the best out of me and putting me first.
Thank you.
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6. Abstract
There are many advantages of videotape feedback within a sporting context and one
is to provide augmented feedback. The purpose of the current investigation was to
study the validity of a football team’s half-time team talk. This investigation is an on-
going project, exploring different aspects of the half-time team talks from different
perspectives, all with a final aim to find the effectiveness of videotape feedback at
half-time. This current piece is focused on the coach of a university football Men’s
team and it was monitored over two matches (one home and one away).The team
talks were recorded and cross-referenced with the match footage. The results
showed that the validity of the team’s half-time talks were not significantly different to
the footage of the matches, however the role of the performance analyst can provide
further information for the manager and impact the coaching process model. As a
result, it suggests further research is needed in this area to prove the effectiveness
of video tape feedback at half-time.
Key Words: Videotape, Feedback, Validity, Football, Performance Analyst,
Coaching Process Model
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7. 1.0: Introduction
In the past two decades, there have been studies researching what and how much
coaches perceive during a competitive match across different sports and how
videotape is used to either match these decisions or aid them for further feedback
(Ice-Hockey, Gilbert et al., 1999; Netball, Jenkins et al. 2007; Basketball and
Volleyball, Cloes et al., 2001; Squash, Murray et al., 1998). This project is looking at
a university football team’s half-time team talk during two competitive football
matches and seeking its validity.
Performance analysis has come a long way in the past few decades (Hughes and
Franks, 2004; Carling et al., 2005), from the hand notation to the computerised
systems. The purpose of performance analysis in a coaching context is to provide
augmented feedback to players (Hodges and Franks, 2004). Performance analysis
today predominately uses the source of video, which has the advantages of
playback, slow-motion and editing the footage (Carling et al., 2005; Jenkins et al.,
2007; Hughes and Franks, 2004). Within the use of video, people can use it for
various of reasons; such as injury prevention, motivational videos, referee decisions
and media-use (Carling et al., 2005). However this piece is focusing on videotape
feedback within football solely, and James (2006) stated that in football, video-based
performance analysis is so established that most, if not all professional teams use
this form of analysis (Groom et al., 2011).
There are coaches who are sceptical of the process of using video analysis for
numerous of reasons; decrease in performance after viewing the video (for early
learners: Ross et al., 1985), little evidence in proving the effectiveness of videotape
feedback (Rothstein and Arnold, 1976) and distracting for players prior to
performance (Jenkins et al., 2007). Also the fact that there has been success prior to
technology being introduced is a factor coaches will stick by (Liebermann and
Franks, 2004), along with people not being I.T literate (Carling et al., 2005).
Nevertheless today it is evident that performance analysis is becoming more
apparent and beneficial (Jenkins et al., 2007), with introductions of different systems
that are able to provide statistical data and videotape evidence of the match. Of
course it comes with their limitations, involving; costs, training, logistics and I.T
reliability. (Carling et al., 2005; Bartlett, 2001). The use of video analysis supports
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8. studies stating coach’s cannot see everything and respond accurately to their
findings within a period of a game (Galsworthy, 1990; Franks and Miller, 1986, 1991;
Franks, 2004). As a result in today’s game, the role of the performance analyst has
become more established and providing the services and tools for the manager to
decide upon.
One of the main reasons I feel that performance analysis is becoming more
apparent within football and other sports, is the recall memory of the coach and the
validity of that feedback. There have numerous of studies that seek the recall of a
coach during a competitive match (Netball, Jenkins et al., 2007; Football, Franks and
Miller, 1991; Laird and Waters, 2008) Without objective feedback, the coach will
resort to his subjective observations and in turn may not be able to recall events
reliably (Franks and Miller, 1986; Franks and McGarry, 1996). Franks et al (1983a)
stated that more objective the feedback, the greater the effect it has on performance.
Therefore as the performance analyst, I need to ensure this is the case, whilst also
remembering that it is only a tool and that the manager will have the final say.
Figure 1- Coaching Process Model
Franks (2004) proposed how performance analysis now fits into the coaching
process model (see Figure 1). This is a small part of a big picture in how
performance analysis is becoming a norm within the coaching process (Franks,
2004; Maslovat and Franks, 2008; Carling et al., 2005 (p.g. 10), 2009; Jenkins et al.,
2007). The role of the coach is to provide information to their players (Jenkins et al.,
2007; Markland and Martinek, 1988); however the information they provide is
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9. subjective. What is this subjective feedback based on? Philosophy? Knowledge,
background and experience in the sport? The philosophy of the coach plays a major
factor in the role of the coach (Cassidy et al., 2004; Lyle, 2002). And this links with
the scepticism of video analysis, is it needed? Does it benefit the team? This project
is not looking to change the participant’s philosophy about video analysis, it is to
understand what a coach and team views in a match and where these views have
originated from. The results can then be fed back to the coach, and he can choose to
use it or not.
This research project is solely a case study to gain an insight, as I have an aspiration
to become a performance analyst within professional football, and so to understand
what the coach looks out for and does with the objective, video information is
interesting and beneficial. The related, previous literature is all based within elite
sports and as I stated that is where I want to work within. This suggests a lack of
research within different levels of sport; amateur, university, semi-professional. Cloes
et al (p.g. 4, 2001) proposed a model displaying the coach’s thinking process; pre-,
during and post-match (see Figure 2). Therefore this is not an intervention, such as
how could he improve his retention through observation training, as there has been
research on this with minimal success (Franks and Miller, 1991). However the results
and information will be provided to the coach as a feedback source and therefore a
tool that they can then use.
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10. Figure 2 – Cloes et al.,
2001; p.g. 4
Furthermore, the concept of this on-going project derived from a video I watched on
the internet. It looked at what a performance analysis department of an elite football
club did on a match day (Manchester City, 2011). They have the resources and
therefore are able to have more than one analyst. With this they showed how they
live coded a match and was then able to provide video highlights and stats to the
manager and coaches at half-time, which can then back up their original
interpretation of the first half and decide upon whether to show the team.
1.1: What is Match Analysis?
O’Donoghue (2006) stated that the purpose of match analysis is to provide
augmented feedback to players. There are many forms of match analysis, which
provide quantitative and qualitative feedback to the performers and coaching staff.
The primary purpose of this is to improve performance, however it is very versatile in
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11. the sense of constructing training programs, player recruitments, motivational videos,
and many more (Carling et al., 2005). Video-based performance analysis is seen as
an important tool to provide feedback with an aim of modifying athletes’ behaviour
and improve their understanding (Court, 2004; Groom and Cushion, 2004).
Thelwell (2005) stated that football uses match analysis primarily to form the basis
of weekly training programmes. However, I personally feel performance analysis is
expanding in football and many other sports and can be used other many areas,
such as; coaching, fitness, injuries and so it is up to the club how they organise it
within their structure and more to the point how the performance analyst offers their
services. Not just providing the match statistics and video highlights, but going into
further depth in order to show the value of the analyst.
Figure 3 outlines major factors with computerised match analysis systems (Carling et
al., 2005; p.g. 55). Therefore acknowledging these factors, as the performance
analyst I would need to overcome and minimise these.
Figure 3 – Carling et
al, 2005: p.g. 55
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12. Carling et al (p.g. 35, 2005) provides a list of some computerised match analysis
systems that are used around the world (see Figure 4). Going back to Figure 3,
many of the restrictions clubs have to accessing these systems is price (Carling et
al., 2005), in that they are very expensive. In this study, I was fortunate to access
two of these programs the university had, focusing on one for the data collection and
analysis.
Figure 4 –
Carling et al.,
2005: p.g. 35
Figure 5 is an example I designed from my experience as an intern within a
professional football club. It outlines who is who and who answers to whom. It
provides an insight in how a club can be run and inevitable it is independent to that
club as others may have the performance analyst interacting with the fitness and
physio departments. A website I check regularly for opportunities within the
profession is ‘videoanalyst.com’, they allow clubs to advertise positions, specifically
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13. Figure 5 - Professional Football
Club’s Staff Diagram (devised by
Author)
performance analysts and outline the roles and responsibilities and who they work
for within their club. There will be some clubs who feel that the performance analyst
is within the sport science department, so to refer to Figure 4, the arrow would be
pointing from the analyst to the sport scientist and then to the manager. Other
examples I have seen are within the coaching setting, the fitness department (i.e.
strength and conditioning) and even their own department, as I stated before it is
becoming more renowned.
Groom et al (2011) looked at what England national team youth football coaches did
with match analysis and why. They stated how video-based performance analysis
fitted into the coaching process model presented by Lyle (2002). The coaches said
that they used the video tape for specific incidents within certain matches, position
specific. However, the most interesting finding was the players’ reaction towards the
video. One quote within the piece (p.g. 24) was;
‘I didn’t enjoy being singled out in front of 18 people, because you can see I’ve made
a mistake, it’s obvious I’ve made a mistake, and the coaches turned it into, ‘that’s
your fault’. What I wanted him to do was help me correct the mistake; ‘what did I do
wrong?’
I feel this quote is great advert for the use of video-based match analysis, as the
player wants to know what he did wrong, and the video can show that, but it comes
down to the coach and their philosophy that affects the effect (Groom et al., 2011).
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14. 1.2 Previous Research
The first study that is related to my project was the work of Franks and Miller (1986),
where they related sport to crime scene investigations and looked at coaches’
observation and recall abilities. They examined 30 novice coaches with limited
football experience and assigned them to three groups. Each group would watch the
same 45 minute period of an international football match; however each group would
be given definitions of the game in different ways. So one group would have it before
the game, where another would have it after. After that process was carried out, they
would then have to answer a 30 question questionnaire related to the match. The
results showed that were no significant difference across the groups and that the
overall observational accuracy was only 42%. But looking at each category of the
questionnaire it was split into, the coaches recalled set-pieces the best with a score
71%.
After this study, Franks and Miller (1991) went onto look specifically at football and
see how much a football coach can recall during a 30 minute period of an
international football match and then implement a training programme to seek
improvement. They had an aim of devising an observational training programme in
order to improve coaches’ recall ability. Their method was similar to their previous
study (1986) but with different subjects. This time they used 28 males and 8 female
football qualified coaches. They used the three groups and questionnaire method
from their 1986 project, but they only watched 30 minutes of an international football
match. The results from this showed that the ability of the coaches to remember key
events during the match were extremely limited. And so overall, even though the
coaches were incapable of remembering more than 40% of relevant information, the
subjects in the experimental group (the ones who underwent the training
programme) improved their ability to recall all events that surrounded the ‘taking of
shots’. This gives an impression that an observational training programme could be
implemented in order to improve coaches recall ability, however the use of video
tape feedback could replace this.
Another related piece but in a different sport (Netball, Jenkins et al., 2007) looked at
the effectiveness of computerised match analysis and motivational videos. They
provided quantitative match statistics and video highlights to the coach over an 8
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15. match period. They split the 8 match period into two four matches in order to seek
progression and to prove the effectiveness of the analysis process. They looked at
fitting the analysis process into the coaching process model. They stated that there
was no really improvement in performance, but stated it as a limitation and noted it
for future research to increase the period of matches. As for their findings from the
motivational videos prior to the match for the players were distracting and made
them over think. Therefore I feel it comes down to knowing your athletes and their
learning styles and routines. This is because in another case of pre-match
motivational videos it worked, as FC Barcelona in the 2009 UEFA Champions
League Final in Rome (p.g. 121-122, Hunter, 2012). The manager of the team
showed a video of their road to the final and related it to the movie ‘The Gladiator’. A
Spanish newspaper stated how the players were ‘crying and their shouts indicated
that the aim had been achieved’ (El Pais, 2009).
In Murray et al’s work (1998), they looked at both elite and sub-elite and focused on
quantitative feedback and the influence of it on the players. They based it on Brown
and Hughes’ work (1995), with junior squash players and the effects of both
quantitative and qualitative feedback. The findings in that study showed that there
was no change in the overall group, only one player showed a slight improvement.
They wanted the squash players to produce more total winners and decrease their
total errors. They recorded it over four matches and found that the sub-elite players
showed a greater improvement in the specific shot types and that the elite players
only displayed a slight increase in performance. I feel this study is the most relevant
to mine, in that it is not just looking at elite level and it was recorded over a small
period, four matches.
Going back to football, Laird and Waters (2008) used Franks and Millers (1986)
Eyewitness Recollection work as a basis for their research and assessed
experienced, qualified football coaches to recollect critical events from a 45 minutes
of a football match. However, they were allowed to take notes during the video
before answering the questionnaire. The results showed that the probability of
qualified, experienced football coaches recalling critical events accurately is 59.2%
(SD ± 15.3) therefore being 17.2% greater than the novice coaches from the Franks
and Miller study (1986). Concluding that qualified coaches who have a greater
familiarity with the sport have a greater recall accuracy.
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16. All these researches are similar to my overall aim, to prove the effectiveness of
videotape feedback and match statistics at half-time as a source of feedback. The
previous researches are looking at the coaches’ ability to recall during a half of a
match in order to develop their feedback to the players during the break. This piece
is a foundation of an on-going project to reach that aim. As stated prior, this part is
looking at what coaches do and say in their team talks. As it is an independent study,
I have only been able to do it with one coach and one team at a university level,
therefore in order to improve the reliability; I can return and sample more coaches,
maybe at different levels over more games.
All these researches are similar to my overall aim, to prove the effectiveness of
videotape feedback and match statistics at half-time as a source of feedback. The
previous researches are looking at the coaches’ ability to recall during a half of a
match in order to develop their feedback to the players during the break. This piece
is a foundation of an on-going project to reach that aim. As stated prior, this part is
looking at what coaches do and say in their team talks. As it is an independent study,
I have only been able to do it with one coach and one team at a university level,
therefore in order to improve the reliability; I can return and sample more coaches,
maybe at different levels over more games.
2.0: Method
This research project is set in a case-study manner as the definition stated by
Gratton and Jones (2004) involves a study of a specific case. That case being a
sports team; a men’s university football team. Gratton and Jones (p.g. 97, 2004)
stated that the use of the case study design is based upon the argument that
understanding human activity requires analysis of both its development over time
and the context within which the activity occurs. The overall aim in gaining the
holistic understanding of a set of issues, that being what is included in a university
football half-time team talk? Why I have chosen to use a case study design, Yin
(1994) provided three instances in the reasoning of using a case-study method.
From the three instances I felt the final two applied to this study; ‘to be able to
describe and explain a unique situation’ and ‘to describe and explain a case that has
yet to be studied in any detail.’ As looking through the previous research, they are
focusing more within elite sports with different methods.
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17. The research will be primarily qualitative; transcribing the pre-interview along with
the two half-time team talks, however there will be some quantitative results in terms
of match statistics. Nau (1995, In: Gratton and Jones, 2004; p.p. 25) suggested that
‘blending qualitative and quantitative methods of research can produce a final
product which can highlight the significant contributions of both’. Therefore the
qualitative data can support the quantitative research.
Reading these relevant literatures has provided me with a platform and ideas for how
to approach it. With Franks and Miller’s (1986, 1991) and Laird and Waters (2008),
they did theirs over a period of a match, which is the route I decided to use, as I want
to know what is said in a half time talk and whether it is valid, it will be about the first
half, lasting 45 minutes. However they used questionnaires to data collect, where I
decided to use videotape and attempt to cross-reference the key themes from the
team talk with the video of the first half. Inevitably subjectivity comes in, and that is
why further research is needed in this idea, however it does provide a basic picture
of the validity of a half-time team talk.
All of these had similar outcomes in that they wanted to seek a coach’s recall ability
and prove the effectiveness and usefulness of videotape feedback. Therefore this
part of the on-going study is focusing on a sole member, and the idea of it is to seek
whether videotape feedback is needed within a sporting context?
2.1: Subjects
The participant was a university Men’s football team, with one manager and a squad
of 14 players. Usually within an university setting, the squads are inconsistent and
change quite a lot within the other teams, however the two matches recorded were
back to back and fortunately the squad was the same. The players are numbered
Player 1 to Player 9 in both matches, and this indicates that five of the 14 players do
not interact within the team talk, attributing maybe to social groups and hierarchy.
Something I can feed back to the coach to consider. As for the manager, he is
labelled Coach.
2.2: Reliability and Validity
Gratton and Jones (p.g. 104, 2004) noted mistakes in selecting a sample and some
apply to this and are reasons for future research in this on-going project. A previous
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18. relationship with the subjects with knowledge of the project may prove behavioural
changes and affect the validity of the results.
However as it is an independent research project with a view of future research,
recognising the limitations, I will be able to overcome the barriers when I return.
2.3: Procedure
Prior to the data collection, I wanted to know the coach’s philosophy towards half-
time team talks and perceptions to video tape feedback. I asked him what he would
typically do at his half-time team talk and replied:
‘…at the break I would always first ask the players how they thought they’d done.’
(see Appendix G2, p.g. 10, Line 12)
So straight away you can see he gives the players responsibility to reflect the first
half. And from this within my data collection I would pick out key, critical incidents
from both the players and the coach. This study is focused on the first half of the
match and what is said at the half-time team talk. However wanted to know what he
did at the end of the match, whether he provided feedback or just if he just let the
match end and to move one, he answered:
‘I’ve got to say I’m not much into discussing and feedback after games.’
(see Appendix G2, p.g. 12, Line 6)
The interview was set in a semi-structured manner, with the topics emailed to him
prior to the interview (see Appendix G1). I decided to use a semi-structured
technique as it allows flexibility and further follow up questions that may not have
been originally planned (Gratton and Jones, 2004; p.g.141). The pre-interview was
set face to face with a table in the middle and lasted for 41 minutes.
Gratton and Jones (p.g. 142, 2004) provided advantages and disadvantages of
using the interview methods. Here below is a table of advantages and disadvantages
of the interview method (see Table 1);
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19. Advantages Disadvantages
Enables the participant to talk about their As the interviewer, I may add bias
own experiences in their own words. unconsciously, such as encouraging
answers that I may want.
A face to face interview allows you to This can also work in the other way, in
assess the participant’s body language, that the interviewee wants to ‘look good’
facial expressions, one of voice, etc. and give the right answer, instead of a
which may be useful in some cases. true answer.
Interviews allow unexpected data to The quality of the data is dependent on
emerge. the responses of the interviewee.
Table 1
Knowing his philosophy and method towards half-time team talks, it provides me an
indication of how it will run for when I am analysing the data. Also within this
interview, we would have generally meetings during training, giving me an
opportunity to agree upon certain terms, such as a cross, a dribble and so forth.
From this we also agreed what is successful and not, which provides a limitation as
with other samples they may find something we feel is successful as being
unsuccessful. We based the definitions on Dunn et al (2003) (see Appendix 2),
Tenga (p.g. 41-46, 2009) and Taylor et al (2004) and adapted them to our agreed
versions. Here are the basic definitions we concluded (see Table 2):
Successful Shot A shot that is on target, resulting in either a goal
or a save from the opposition’s goalkeeper.
Unsuccessful Shot A shot that is off target, resulting in a change of
possession.
Successful Pass A pass made from one player to another player,
resulting in retained possession.
Unsuccessful Pass A pass that either does not reach the player
due to; technique, power and/or direction or the
receiving player having a poor ball control, all
resulting in a change of possession.
Successful Cross Referring to the pitch map (Figure 6), zone 1
and 3 (flanks), a delivery from one player
reaching another player. Subjectivity comes
into this and an unsuccessful cross, as me and
the coach felt if the delivery is good and it was
the fault of the player’s positioning and the off
the ball movement, then the player who played
the cross was not at fault.
Unsuccessful Cross A cross made from zones 1 and 3 (Figure 6)
that is of a poor quality, such as; going out of
play, overhitting or underhitting it.
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20. Successful Dribble From the first touch of the player to their last
resulting in retained possession or an end
product, such as; a pass to another teammate,
a shot, a cross, winning a foul.
Unsuccessful Dribble Same as above, however resulting in a change
of possession, such as; being tackled, dribbling
out of play, unsuccessful pass or cross as the
end product.
Table 2 – Definitions of certain Football Skills
As for recording the half-time team talk, both of them took place on the side of the
field, not in the changing rooms. I used a standard Dictaphone and stood near the
group as they spoke. Referring back to Table 2, the quality of the data is dependent
on the responses and from the two matches they varied in quantity
2.4: Data Collection
As stated previously the study was conducted over two matches, one being home
and the next match followed the week after which was away. Does the match
location influence the performance? Home advantage? (Taylor et al., 2008)
something I have considered as future research. This again relates to the coach
knowing his athletes, in terms of what he is going to say at half-time. The players will
all have different mental states depending on the match status, the score, being
home or away and many more factors. As a result, the coach will need to be
cautious of what feedback to provide.
When video recording the two matches, I used a video camera that had internal
memory and recorded it at a standard quality. This was due to the high quality not
being able to record the full match. There were two match analysis systems I had the
availability to use within university; Dartfish and Gamebreaker (see Figure 4).
Dartfish was used on a Windows computer, whereas Gamebreaker was only
compatible with an Apple MacBook. Prior to the data collection, I tested different
cameras and the two systems to seek which was the best in both productivity and
quality. Even though I preferred using Gamebreaker, the software was only
compatible with video cameras that used DV Tapes that were highly unreliable and
the quality was poor. As a result, I used the video camera with internal memory and
after the game I was able to plug it up to a computer that had Dartfish installed and
download the game.
20

21. During the matches, I would have normally used scaffolding, in order to get a better
view and angle of the game. However, with the change in management, I was
unable to get scaffolding and as a result I had to record it from pitch level, using the
tripod at its highest point. The first game was at the opposition’s pitch, and it was
played on artificial surface, 3G. The second match was the week after and was
played at our home pitch which was on grass. Whilst videoing the game, I would
primarily follow the ball action, which led to restrictions of the ball, for example if we
were attacking and in the half-time team talk, the team states how we were
positioned well or bad at the back, there would not be any footage to back it up or
contradict it. Also, whilst being on internships with a professional football team,
working with a professional performance analyst, they provided me with an insight in
what they would focus on, for example with a corner, they would zoom in on the
penalty area, instead of getting the whole picture.
2.5: Data Analysis
The data were analysed manually from transcribing the half-time team talks, to
cross-referencing the critical points that arose to the videotape of the first half. As it
is done manually, the data and results are subjective and therefore may be invalid;
however there were agreed definitions with the coach.
The first game, as stated before, took place at the opposition’s pitch. After
transcribing the half-time team talk, I picked out eight critical points to find within the
first half period (see Appendix H1, p.g. 3, Line 7). The five critical points are as
followed:
 Had 10 shots
 They had 1 chance
 Passed it well through midfield
 Pressed them well
 Gave the ball away to cheaply
 Scored in the last 10
 Opposition formation uncertainty
 WM doing tricks and when should be easily taking him on without using tricks,
but pace.
21

22. The team’s half-time team talk only lasted 04:10 minutes, comparing to the FIFA’s
15 minute regulation (see Appendix 3), it was an interesting observation, that they
used so little time.
As for the second match, it took place at our home pitch a week after the first match.
In this team talk, there were less content and critical points to analyse. The team talk
only lasted 03:23, so again a short period compared to the regulated time period.
There were eight points I picked out of the team talk (see Appendix I1, p.g. 2, Line
11), here as followed:
 Constant pressure even from front
 Unorganised in 1st ten minutes?
 Their 32 (best player?) wants to cut inside
 Winning a lot in midfield
 Gave away a key FK to them
There were more to find in the first than the second, showing that there is no real
pattern in terms of their team talks, however to improve the reliability, I would need to
do more than two games. It is also dependent on the philosophy of the coach, as
another coach may want to take the lead and so the content and duration would
vary. Furthermore, the match status and score as well needs to be taken into
consideration. In these two games, our team was leading in both at the end of the
first half. However, would the content and duration change if they were losing?
(Taylor et al., 2008).
Once I transcribed the two team talks and analysed them I would go through the first
half of both games, twice, in order to improve the validity and match up or notate the
incidents stated at the half time team talk and seek the legitimacy of their words. As
stated prior, subjectivity comes into it, as I may deem a successful shot differently to
someone else, however using the literature’s definitions (Dunn et al., 2003; Tenga,
2009; Taylor et al., 2004), and agreeing upon them with the coach allows for more
stability and inevitably it is unique with this coach and team.
3.0: Results
As you can see in the Data Analysis (see Section 2.5), there were eight critical
points in the first game and five in the second.
22

23. 3.1: First Match
Looking at the first game, there were three more key points to analyse than the
second game. The first point was that we had ten shots, stated by one of the players
(see Appendix H1, p.g. 1, Line 1). As a result, I went through the game and
evidenced every shot our team took, by taking a screen shot of each one (see
Appendix H1, p.g. 1-3). We actually had nine shots, not the ten that one of the
players thought we had. However, as I want to prove the effectiveness of videotape
analysis and match statistics, correcting a player’s guess and only by one, is not
proving its worth. Therefore, I broke down each shot, such as;
 On/Off Target
 Inside/Outside the Penalty Area
 The build-up towards the shots
o Where and How we retained it
o How many players were involved
o How many passes took place
Once I had the results of each individual shot (see Table 3) I then made it look more
presentable for the manager, and potentially the players, by putting the data onto a
pitch map. The pitch map was adapted by me from an internship I had within a
performance analysis company (see Figure 6).
Our Zone Ball How Players Passes Shot Shot Shot
Shots Retention Retained Involved Zone Location Outcome
1 D2 Loose 3 2 B1 BR On Target -
Ball Goal
2 E11 Throw 5 6 D2 Left Off Target
3 D2 FK 1 0 D2 TR On Target -
Save
4 E22 Loose 5 4 D1 Left Off Target
Ball
5 E22 Loose 1 0 D1 Over Off Target
Ball
6 E13 Tackle 5 3 B2 Blocked Blocked
7 D3 Loose 2 1 D2 Over Off Target
Ball
8 E12 Loose 6 8 C2 Over Off Target
Ball
9 I2 GK 5 9 B2 MR On Target -
Goal
Table 3 – Breakdown of Our Shots
23

24. Another point made by the team was that they felt that the opposition only had ‘one
chance’ (see Appendix H1, p.g. 1, Line 24). Therefore, I went through the same
process as with my team for the opposition (see Table 4). And input their data along
with our data onto the pitch map (see Figure 6). Looking at Table 4, you can see that
they had more than ‘one chance’ and using the Figure 6, shows the coach and the
team where and how they had them, in order to counter it.
Their Zone Ball How Players Passes Shot Shot Shot
Shots Retention Retained Involved Zone Location Outcome
1 D3 Throw 3 2 D3 BL On Target –
Save
2 A2 Loose 1 0 A2 BL On Target –
Ball Save
3 A3 CK 3 2 A2 Over Off Target
4 E22 Loose 6 6 B2 Left Off Target
Ball
Table 4 – Breakdown of Opposition Shots
A B C D F G H I
3
7
Opp.
6 4
Opp.
2
9
2
3
Opp.
2
3
Opp.
8
1
1 5
4
1
E1 E2
Figure 6 – Pitch Map of both teams’ shots
24

25. Along with the pitch map, I could provide a shot analysis for our team (see Figure 7),
displaying which shot went where; all being referenced with a key (see Figure 8).
Figure 7 – Our Team’s Shot Analysis
Figure 8 – Key for the Pitch Map and Shot Analysis
So in conclusion of the shots of both teams, it was evident looking at the pitch map
that 0.56 of our shots were from outside the area and on the left side of the field.
Also 0.67 of the shots were off target, so even though we had a lot of shots, we were
not clinical with them. This is highlighted through the use of performance analysis
and videotape, which can then aid the coaching process for training and future
matches (Bishop, n.d.; Thelwell, 2005).
25

26. Another point raised by the team, was that we ‘passed the ball well through the
midfield’ (see Appendix H1, p.g. 2, Line 1-2). Therefore, I would do a notation of all
our passes, open play (see Table 6) and split them into three zones of the pitch;
Defensive, Middle and Attacking. Looking at Table 5, you can see how many passes
our team make, and a breakdown within each zone.
Leeds Met. Successful Unsuccessful
All 129 39
Defensive 3rd Pass 19 6
Middle 3rd Pass 70 20
Attacking 3rd Pass 40 13
Table 5 – Breakdown of our Passes
As you can see in Table 5, 54% of all the passes were from the Middle third, 77.7%
of the Middle third passes proving successful. To make it look more presentable, I
can insert the data onto a pitch map (see Figure 9).
Figure 9 – Breakdown of Our Passing Success
An interesting point was brought up by the coach to a certain individual on the team,
in that he was not being as confident as the coach knew he could be (see Appendix
26

27. H1, p.g. 2, Line 7-9). He felt that the opposite player marking this certain player was
not at the same calibre, and so he should be able to take the ball past him more than
he did in the first half (see Appendix H1, p.g. 2, Line 11-12). This is a great
opportunity to take the individual to the side and show all the dribbles he did and to
focus on the opposition’s body shape and technique in tackling, in order to counter in
the second half. I notated every dribble this player, whether they were successful or
not (see Table 2, p.g. 20) and the results showed that the player dribbled the ball
successful 50% of the time (see Table 6).
Player Successful Unsuccessful
Dribbles 5 5
Table 6 – Breakdown of our Player’s Dribbling Success
Another point that arose from the team talk in the first match was that we closed
down well (see Appendix H1, p.g. 1, Line 16). A great way to prove the effectiveness
of videotape replay, would be to show clips of our team doubling, even tripling up on
the player on the ball, leading them into making a mistake.
3.2: Second Match
As for the second game, they stated how they closed down the opposition’s
defenders (see Appendix I1, p.g. 1, Line 8). Another one of the critical points was
regaining possession a lot in the midfield (see Appendix I1, p.g. 1, Line 27), so there
was a theme of the team working hard, and as I result I combined these two together
and notated every time one of our players won the ball in the middle and final third of
the field. I created a simple pitch map that was equally divided into three zones (see
Figure 10).
27

28. Figure 10 - Basic Pitch Map
As you can see in Figure 10, the results show that 62% of ball retention between in
the middle and final third took place in the middle. As a result, relating that to Player
8 stating,
‘You three are winning a lot in midfield, well done…’
(see Appendix I1, p.g. 1, Line 27)
Therefore, I can provide the manager with the numbers and he can then decide
whether to use them or not.
The next point was that we were unorganised in the first ten minutes of the match
(see Appendix I1, p.g. 1, Line 9) and after viewing the match, from a personal view, I
did not feel that this was a case. Consequently, I could provide video highlights of
our shape within the first ten minutes.
One of the main critical points from the second game was the team and coach
picking up on a certain opposition player (see Appendix I1, p.g. 1, Line 12-16) and
stating how to counter him. The coach stated how the player wanted to ‘go inside’
(see Appendix I1, p.g. 1, Line 13) and therefore I notated how many times the player
either went inside or outside on the flank.
Goes Inside 6
Goes Outside 1
Table 7 – Opposition Player’s Dribble Outcome
28

29. As you can see from Table 7, the coach was right in that the opposition’s player
wanted to go inside, as 86% of his dribbles resulted with the player going inside.
The final point of the second match, was giving away a key free kick (see Appendix
I1, p.g. 1-2, Line 31, 32, 1-3). In terms of presenting this as result, was only to
provide it as a video. As you can see in the transcript, one of the players asks,
‘When was that’, (see Appendix I1, p.g. 2, Line 1). Therefore, uncertainty took place,
and with the access to video replay, I could present it to them.
4.0: Discussion
When I first went through the two first-halves and matched up the video to the
critical points. The results were fairly accurate to the teams’ recall and so not really
proving the effectiveness of videotape analysis and match statistics. For example, in
the game, when one of the players stated that ‘we must have had about then shots
there’ (see Appendix H1, p.g. 1, Line 15) and the results showed that they actually
only had nine, does not prove the effectiveness of the video analysis. As a result,
you can see in the Results section (see 3.0), that I then went into further analysis,
using the tool of the videotape and DartFish. Consequently, I can then provide this to
the coach, who can decide whether to use the feedback during the team-talk, also
has the opportunity to use it after in training (Bishop, n.d.; Thelwell, 2005). As a
result, this shows some sign of effectiveness with videotape analysis.
Looking at what is deemed successful or not is a subjective decision as stated
before, me and the coach agreed upon definitions from the literature (Table 2, p.g.
20) and he trusted me when analysing the matches.
It is easy to say that live coding is clicking what you see, however it is very complex
process in which you need to be familiar with the product and lots of practice is
needed. Creating your own tagging panel that suits your own needs is imperative, in
order to know where everything is and so when that action occurs in the match, you
can code it as close to action as possible. Looking back at the Manchester City video
(2011), they have the resources of having multiple members of staff, who can focus
on different areas of the match, one for the team, another on the opposition, another
on set-pieces and so forth. As for this project is based on university level, it would
not be difficult to have multiple people to volunteer and to be assigned to different
areas, however, the differences between this and Manchester City would be that
29

30. their staff are experienced and qualified, where the volunteers at university may not
have the knowledge and training. Also the software for live coding is expensive and
therefore another limitation.
Having the clips, whether they can be provided at half time or after the game can be
motivational for the players (Jenkins et al., 2007). However in their piece, they stated
how it can be distracting for the players if played prior to the game, and as a result
could have similar implications at half time, prior to the second half. Nevertheless, I
feel it comes down to the player and therefore as the manager knowing your
athletes. Some players may enjoy seeing themselves, where others may feel
intimidated and be under the ‘Big Brother Effect’.
The aim of this project was to not to test the team’s recall ability, but to seek what
they say in a half-time tea talk and whether videotape analysis and match statistics
can be provided as a tool to the coach. Inevitably, each half-time team talk is
different, but examples in this project, such as breaking down the shots and passes
and presenting them on pitch maps, show how the performance analysis can be
used.
5.0 Conclusion
This small study is part of a big picture. I wanted to know what was included within a
typical team talk and whether the feedback was valid to the videotape. Initially, I was
looking if the team were valid in their observations, however when the results didn’t
show significant findings, I felt it was necessary to show how performance analysis is
used and how it can be an effective tool for the coach to use in his/her half-time team
talk.
There are many factors to consider prior to a match and during, such as; the
location, the opposition, the status of the match, the score and even the weather
(Taylor et al, 2008). As a result, I return to the coach needing know each individual in
the team and their learning styles. If the team are losing, should he provide long
video highlights of why they are doing badly? Again, that comes down to the coach’s
philosophy.
Overall, this is an on-going project to seek whether videotape feedback along with
stats can be effective at half-time in providing validity to the manager and the
30

31. players’ opinion of the first half. Of course there will be for’s and against’s toward the
idea, however it is important to remember that it is a tool and therefore it is not
mandatory to use it. Consequently, it is the manager’s decision and therefore as the
analyst, I would need to ensure that the information is there for the coaches and the
players, if needed.
5.1 Limitations
Many of the limitations were mentioned throughout this report;
 Subjective Analysis of the Videotape
 Change in Management, affecting the playing style
 Participants’ knowledge of the project, affecting their behaviour
 Different team-talks with different coaches and teams
5.2 Future Research
As this was a basic individual case study, the need for further research is a given.
 Increasing the sample size – vary in philosophies
 More matches - increase reliability
 Players’ perspective similar to Jenkins et al’s work (2007)
 Vary the level of the teams
 Actually carrying out the experiment of live coding and providing video
highlights and match statistics to the team at half-time
6.0: Personal Reflection
Throughout my time with this research project I have been able to develop my
independence in many factors. I was able to plan, research, collect data and analyse
it along with similar literature, independently.
All of this is relevant and helpful for my future aspirations working in professional
football. My aim is to become a performance analyst and within the role I need to
collate stats for the players and team and keep them up to date. This project is
relevant to what I have done in my time on internships with professional football
clubs, where I provide information to the coach and players.
31

32. Doing this project has opened my eyes and made me aware of limitations and
barriers to overcome for future work. For example, ensuring the results mean
something and taking it that extra mile in ensuring my role as an analyst is beneficial.
In this report I stated how one of the players said that ‘we had ten shots’ whereas we
only had nine. Now is that useful information to the coach and players? For me, it
certainly corrects the player’s observation however I feel it is not beneficial to team to
go into the second half or future matches. Therefore as the analyst, I can go further
into detail, such as on target or off, shot location, build-up and more information.
Through my experience with this research and my internships, I realise that it is only
a tool and the manager will have the final say.
Overall, this research and other extra, related activities have provided me a
foundation for my aspirations in working as a performance analyst in professional
football. I have developed my data collecting and analysing skills which has made
me become more meticulous and aware in ensuring that the information is valid and
meaningful for the team.
If I was to do this project again I would do more games in order to seek reliability
and find trends such as is feedback affected by the score or the opposition or match
location? Is there a ‘home advantage’? (Taylor et al., 2008).
32

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38. Appendix
Appendix 1 – Dunn et al., 2003; p.g. 42
38

39. Appendix G1
Interview Questions (Semi-Structured)
Coaching Pathway
 Participation and Coaching – Sampled other sports?
 Qualifications – FA? Any others?
 Experience – How many years?
o Why did you start? Role Models?
Coaching Philosophy
 Where does it derive from? Role Models? Others? Experience?
 Do you feel it always changes?
 Do you believe in Ericsson et al.’s theory (1991) of 10 years deliberate practice to become
expert?
Style of Play
 What would be your preferable style of play?
 Is that what you instil into your team or do you believe you need to have the players’ of
certain technical ability?
o Therefore do you play with what you have or use the tactics you feel is best even if
the players cannot carry them out?
What indicators do you focus/look out for during a match?
 Do you take notes?
 What do you generally say in your team talks?
o Motivational? Tactical? Individual? Criticism? Any others?
o Do you feel its dependant on the result of the game?
Video Analysis
 Pre-conceived beliefs of videotape feedback
 Pros and Cons
 Have you had any experience with it?
Are you hoping that the Videotape Feedback (Objective) can replace/aid your Subjective
Observations?
39

40. Appendix H2
Key Points:
 Had 10 shots (Objective) - 9 Shots
 They had 1 chance (Objective (Subjective) – 4 Shots
 Passed it well through midfield (Subjective (Objective) – Middle 3rd Pass Success Rate 77.7%
 Pressed them well (Subjective) Watch the video to see how we win the ball back
 Gave the ball away to cheaply (Objective (Subjective) – Pass Success Rate = %
 Scored in the last 10 (Objective) - Scored in last 5mins = 43:30
 Opposition formation uncertainty (Subjective) Watch video where opp. is in poss. and not
 WM doing tricks and when should be easily taking him on without using tricks, but pace.
(Objective and Subjective) – Dribble Success Rate = 50%
As for the oppositions chances, one of the players said they only had one chance, however looking
back, you can see they had 3 chances, with a total of 4 shots. With the video, it can make the
defence aware of how the opposition are creating their chances in order to counter it.
Shot Leeds Met. Newcastle
On Target 3 2
Off Target 5 and 1 Blocked 2
Shot Leeds Met. Newcastle
Inside Area 4 3
Outside Area 5 1
Breakdown of Shots
Our Zone Ball How Players Passes Shot Shot Shot
Shots Retention Retained Involved Zone Location Outcome
1 D2 Loose Ball 3 2 B1 BR On Target -
Goal
2 E11 Throw 5 6 D2 Left Off Target
3 D2 FK 1 0 D2 TR On Target -
Save
4 E22 Loose Ball 5 4 D1 Left Off Target
5 E22 Loose Ball 1 0 D1 Over Off Target
6 E13 Tackle 5 3 B2 Blocked Blocked
7 D3 Loose Ball 2 1 D2 Over Off Target
8 E12 Loose Ball 6 8 C2 Over Off Target
9 I2 GK 5 9 B2 MR On Target -
Goal
40

41. Their Zone Ball How Players Passes Shot Shot Shot
Shots Retention Retained Involved Zone Location Outcome
1 D3 Throw 3 2 D3 BL On Target –
Save
2 A2 Loose Ball 1 0 A2 BL On Target –
Save
3 A3 CK 3 2 A2 Over Off Target
4 E22 Loose Ball 6 6 B2 Left Off Target
A B C D F G H I
3
7
Opp.
6
 Opp.
4
 2
9
 2
3

 2 Opp.
3
 8 Opp.
 1
 1 5
4
1
E1 E2
8 OVER 7 1 – (Shot Number) Shot Location
5
2  3
TL TM TR

LEFT ML MM MR 9 RIGHT – Shot Off Target
4 1
BL BM BR – Shot On Target
Instead of just providing meaningless information, such as ‘we had nine shots not ten’, I had the
ability to pause the footage and break each shot down in order to find trends. I devised a pitch map
which is adapted from my time with a media company. Also having visuals, such as pitch maps with
drawings of shots, can allow it be easier to process for the players and manager. So looking at the
visual on the pitch map, it gives the manager and the team an impression that most of the shots are
41

42. coming from the left, outside of the area and off target. And therefore it can provide a foundation
for feedback.
Looking at the results, yes we had more chances but breaking them down you can see that 56% of
the shots were outside of the area compared to 25% of the opposition. Other trends that were
found that the opposition gave the impression that they were more direct in that their shots came
from possession build-up of less than two passes 75% of the time and got into the penalty area
75% of the time, compared to our 44%. However the most important stat is the amount of goals
and from having more shots we increased our likelihood of scoring. But having this information
can indicate the manager to be more clinical.
Penalty Area Entries (Passes, Crosses and Dribbles):
Pen. Area Entry Successful Unsuccessful
Pass 9 6
Cross 4 3
Dribble 1 2
Looking at the first half subjectively, they definitely created chances and played balls into the
attacking third (see Penalty Area Entries Table). In the half time team talk, one of the players stated
that we had ten shots and he wasn’t far off with nine shots, so his recall memory wasn’t too invalid.
However, with live coding and notating, I could break their shots down, tell them where they were
striking; inside or outside of the area, whether they were on target or not, or whether they were
from open play or set-pieces, with video highlights to back them up.
Therefore having instant notational stats and video highlights to prove it, it can show the team; ‘yes
you are getting to these dangerous areas, but you are not finishing your chances’. A successful entry
would apply similarly to Dunn et al (2003) and Taylor et al (2004) definitions, in that success is where
possession is maintained. As for the penalty area entry, it is something from outside the area
entering into it. Again this would be agreed with the manager.
Wide Midfielder Dribble Success Rate – 50%
Relating again to Dunn et al (2003) and Taylor et al (2004) works on defining actions in football, for a
successful dribble, they state that the player has to hold onto the ball for more than four seconds,
however after telling the coach this definition and explaining that didn’t agree with it, he agreed
with me and we agreed upon our own definition for a dribble as the first touch of the player to the
last. A successful one then is a player holding onto a ball and either passing, crossing or shooting,
whereas an unsuccessful one being tackled or losing control of the ball.
The coach stated how this player could do better in taking on the opposition using his speed and not
skill. As you can see he achieved a 50% success rate in dribbling in the first half.
Having video footage, I can clip the dribbles from this player and he can look through what he is
doing wrong or what the manager deemed he needed to improve on. It also provides the player with
knowledge of hi opposition, to seek their technique in order to overcome.
42

43. Giving the Ball away to Easily
Passing Well through the Midfield
Leeds Met. Successful Unsuccessful
Pass 129 39
Leeds Met. Successful Unsuccessful
Defensive 3rd Pass 19 6
Middle 3rd Pass 70 20
Attacking 3rd Pass 40 13
The passes notated were from open play (not including free kicks, goal kicks and corners) and the
validity of the results are tested to determine what is a successful pass and not. Looking at Dunn et
al (2003) and Taylor et al (2004) they characterised a pass as an attempt to kick the ball to a
teammate (picture from on email). They stated that a successful ball is where the receiver receives
the ball and possession is maintained and therefore an unsuccessful pass is where the pass is not
met and possession is lost. Me and the coach also decided it is not just down to the passer, it’s also
whether the receiver comes to the ball or his first touch is good enough whether the pass is
successful or not.
Products such as Prozone will do it for you if you have the money, however, going through the
match, similar to the shots, I can break them down. I have already looked at success and the
location, however I could further in distances of passes. Using the product of Prozone on a course,
they categorised a short pass as <10 metres (m), medium is 10-25m and long 25>m.
76% 77.7% 75%
43

44. The diagram above shows the pass success rate in each third of the pitch. It is also a nice visual for
the players to see, as it is very basic and easy to interpret.
Closing Down Well
Would be difficult to code live with just one person, considering some many aspects, however
looking through the video, our players are closing down quickly and sometimes are doubling if
tripling up on the opposition with the ball.
Player Successful Unsuccessful
Dribbles 5 5
Conclusion
First ten minutes, the opposition could not get the ball out of their half and Leeds Met had four
shots, one of them being a goal. The oppositions first entry into Leeds Met defending third created
two shots on target, one of them being one v one.
44

45. Appendix I2
Key Points
 Constant pressure even from front – 13 Ball Retentions
 Unorganised in 1st ten minutes ?
 Their 32 (best player?) wants to cut inside – 86% of his dribbles, he cut inside
 Winning a lot in midfield – 21 Ball Retentions
 Gave away a key FK to them – 37:21
Ball Retention/Opposition Mistakes
Att. Third: 13
Mid. Third: 21
62% 38%
Also can clip highlights of the forward’s constant pressure, causing mistakes from the opposition.
Watching the first half, there is constant closing down from the midfield and attack.
Oppoistion No. 32
Right midfielder
Cut Inside: 6
Goes Outside: 1
86% goes inside
With the video, I can clip all his dribbles and show the players who will counter him, such as the left
back. This way they can evaluate him and provide an insight for themselves.
Unorganised in First Ten Minutes
Go through the video and related to original manager’s formation and strategy.
From a personal point of view, Leeds were in control of possession in the first ten minutes, scoring a
goal and restricting them of chances and entries.
45

46. Opposition’s Key FK
There would be a video highlight of the foul and the free kick. From the free kick, the opposition
didn’t succeed with the opportunity and the hit the wall, and we countered them.
37:21
46