Author(s): ANDRONIKOS, G., CUNNIGHAM, I. , Institution: EDINBURGH NAPIER UNIVERSITY, Country: UNITED KINGDOM, Abstract-ID: 1736

INTRODUCTION:
Recent research has identified the benefits of 3D video immersion in sport coaching situations for strengthening coach observation (Lombard et al., 2022) and assessing expertise differences (Nishihara et al., 2022). 360° video captures an omnidirectional view of the natural environment that can be later used in reflection and education of professional practices, as evidenced teacher education and other work analysis fields. The aim of this case study was to investigate the bi-modal use of 2D video and 360° video images by developing football coaches to explore its acceptability and usability as a reflective practice tool as part of their UEFA B Licence.
METHODS:
Micro-coaching sessions were captured through a head-mounted, mobile 360° video recording approach (from the student coaches moving perspective). Video was later synchronised with a VEVO gantry perspective video recording of the same session. Later, collective allo-confrontation interviews as outlined by Mollo and Falzon (2004) were conducted with student-coach dyads to elicit their perceptions and attitudes about the observed novice coach. This involved 3 independent focus groups which included 6 student-coaches, a coach educator, and the researcher. The interview guide consisted of open-ended questions and students had the autonomy to alter between the 360° video (freely rotating and searching the image) and the fixed video, pause and discuss points of interest.
RESULTS:
Student-coaches outlined that the immersive angle allowed them to grasp the interactions between coach and players through an enhanced emotional immersion in the coaching situation. This was highlighted by increased noticing behaviour demonstrated by the student coaches through the bi-modal use of the video provided to detect and more deeply interpret social cues of the observed coaching situation. This facilitated a better understanding in relation to the manner of coaching which is a key criterion for the UEFA B Licence requirements but also an essential element of effective coaching in general.
CONCLUSION:
Limitations associated with recording and other pragmatic factors are discussed concerning 360° video capture and use. Implications of this case study suggest that 360° video has strong potential within the coach education process of developing coaches (for example, as a pedagogical tool through an Extend Reality (XR) curriculum) or could also be a valuable tool for evaluation purposes within elite academies.

References

Lombard, G., Dejong, B., Mouton, A., & Cloes, M. (2022). Evaluation of the volleyball coaches’ experience in a 3-dimensions environment. Movement & Sport Sciences, (1), 33-42.

Nishihara, Y., & Uchiyama, W. (2022). Characteristics and Differences in the Verbal Responses of Expert and Novice Basketball Coaches Elicited by Cognition of Fixed Camera Images and VR Images. International Journal of Sport and Health Science, 20, 181-192.