PES6252 Chap.6 Interaction Analysis and Segment Based Recording
Interaction Analysis and Segment Based Recording
An instrument built for a classroom, working in a gym
Four classic systems are examined in this course, and the way to learn them is by what each takes the unit of coaching to be. The first was drawn up to record the exchange between a teacher and students inside a classroom, by watching and analysing what was said.
It asks three things of every few seconds: who is speaking, at what point, and whether what is said opens the room up or closes it down. Coaching borrowed it because a session has the same shape as a lesson, and it remains the reference point the sport specific systems reacted against.
The borrowing set the shape of the field: an instrument for a room where almost everything that matters is said aloud arrived in a hall where much of what matters is shown, happens while athletes move, and is aimed at one person out of twenty.
Each later instrument recovers one of those losses.
Ten categories, and the ratio they exist to produce
Seven categories are coach talk, two are athlete talk and one is silence or confusion. Categories one to four count as indirect and widen the room an athlete has to act in: taking feelings seriously, encouraging, working with what an athlete offered, and asking.
Categories five to seven are direct influence and restrict it: lecturing, directing and criticising. Direct and indirect are about what an act does to the athlete room to act rather than about tone, so a warmly delivered instruction is still direct.
Athlete talk splits into response, where the coach initiated the contact, and initiation, where the athlete did, and the second is the category an indirect climate is supposed to produce.
What this chapter covers
- 01
Four classic systems, sorted by the unit of coaching each one assumes
- 02
How a classroom instrument arrived in coaching, and what it lost on the way
- 03
The ten categories: seven coach, two athlete, one silence
- 04
Direct and indirect influence as a statement about athlete freedom to act
- 05
Three second interval coding and the ten by ten interaction matrix
- 06
The five assumptions, and which two break in a sport hall
Compute an influence ratio and say what it cannot show
- 3Compute the two block totals and the ratio between them.
- 3State the strongest claim the numbers carry.
- 3State the limits in the same breath, including the one about sequence.
Key terms
- Indirect Influence
- The categories that widen the room an athlete has to act in: taking feelings seriously, encouraging, working with what an athlete offered, and asking.
- Direct Influence
- The group of categories that restrict an athlete freedom to act, covering lecturing, giving directions and criticising or justifying authority.
- Athlete Initiation
- Talk an athlete begins of their own accord rather than in reply, treated as the behavioural sign that an indirect climate is actually working.
Interaction Analysis and Segment Based Recording FAQ
Why is an indirect to direct ratio not enough on its own?
Because the block totals merge categories that behave very differently. Two coaches can share a ratio while one asks many questions and never builds on the answers and the other asks fewer and takes up what athletes say, since questioning and using athlete ideas both sit inside the indirect block. Only the second requires the athlete contribution to change what happens next.
Report the category breakdown beside the ratio, and report the athlete initiation count, because that is the behaviour an indirect climate is supposed to produce.
What do I do if a session has no warm up or cool down?
Two responses are defensible and one is not. You may redefine the segments before observing, using boundaries the session actually has such as successive game constraints, and report that the standard four did not apply. Or you may change instrument, since a session with a single continuous phase removes the only thing this form adds.
What is not defensible is assigning boundaries after watching the footage, because the requirement that segments are predetermined exists to stop a coder placing a boundary where the behaviour changed, which would guarantee the finding.
Assessment move
Build a blank ten by ten matrix on one sheet of paper and code five minutes of any coaching video into it. Five minutes is a hundred intervals, which is enough to see that the matrix, not the totals, is where the interesting pattern lives, and it is the fastest way to understand why a tally sheet feels informative and is not.
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