Exploring the interplay between biography, philosophy and contextual demands : a coach’s political use of video-based feedback

Background: While the use of performance analysis technology has become increasingly popular in professional football, there has been little research into its pedagogical use within this context. Initial research has predominantly conformed to the positivistic paradigm, using experimental designs to investigate the benefits of video analysis. While yielding valuable information, scholars have argued that this approach has failed to portray the complex nature of coaching. The recommendation has thus been made for the use of interpretive based research to gain a greater understanding of how video analysis is used and experienced. In more recent research surrounding the use of video analysis, grounded theory has been employed to offer an enhanced understanding of coaches’ pedagogical practices. While grounded theory has been useful in this way, further research is needed to explore the impact of the coach’s biography and context if we are to develop a rich and nuanced understanding of practice.Methodology: Purposive sampling was used to select the participant and context for this study. A two phased multi-method approach was employed. The first phase utilised narrative-biographical interviews. A process of indwelling was adopted, which included inductive content analysis to identify major themes and develop a theoretical exploration. Qualitative observations were used in the second phase of data collection. Deductive analysis was used to confirm or reject the key themes made during the narrative-biographical interviews.Results and Discussion: Findings from the narrative-biographical interviews identified how the current financial situation at the club, and how the youth team were perceived as a stepping stone to the first team, impacted on Terry’s (a pseudonym) pedagogical thinking and practices as the head coach of the academy team. The qualitative observations displayed how Terry had to focus on his better players to prepare them for the first team while maintaining the compliance of the other members of the squad. These findings were explained in relation to theoretical frameworks pertaining to role theory (Callero, 1994), frame analysis (Goffman, 1974), impression management (Goffman, 1959) and micro-political literacy (Kelchtermans & Ballet, 2002a, 2002b).Conclusion: The findings were not only able to provide further empirical evidence in support of the Groom et al. (2011) framework, but also able to contribute to the present findings. While helping in adding to this evolving work, further research is required to seek an emotional meaning to the findings. The use of polyvocal accounts could also be beneficial in acquiring the perspective of all parties involved (i.e. the athlete and analysts)