Videocoaching in Finland’s ice hockey clubs Teemu Karppinen Bachelor’s Thesis Degree Programme in Sport and Leisure management 2016 Abstract Date of presentation Degree programme Author or authors Group or year of Teemu Karppinen entry DPXI Title of report Number of Videocoaching in Finland’s ice hockey clubs pages and appendices Teacher(s) or supervisor(s) Pasi Mustonen, Jukka Varmanen This bachelor thesis is a study of video coaching in ice hockey in Finland and how it is implemented. Objective is to find a model that the coaches can use in video coaching on a daily basis. The first part of the thesis is a theory part that goes trough the teaching and learning process. It includes theoretical knowledge of how to teach, how people learn effectively, the various forms of feedback and how the feedback should be given. It also discusses motivation and its influence in learning. The theory part also goes trough video technology, and the tools it offers along with their utilization. The second part of this thesis is a research that examines the level of video technology usage among Finnish ice hockey coaches. The research part covers the survey, answers and the conclusions reached through the study. The target group for the study were Finnish national team coaches, Liiga, Mesti, A-jr SM-league, B-jr SM-league and C-jr SM-league coaches. Study was implemented with eletcronic survey that was sent to the coaches via email. The results show that Finnish ice hockey coaches use video in multiple ways to support them in coaching. The coaches experience that video has value to themselves, but also to the players and it is a great tool for developing both indivudual and team skills. Keywords Video, Videocoaching, Learning, Teaching, Motivation, Feedback Table of contents 1 Introduction .......................................................................................................................... 1 2 Teaching ................................................................................................................................ 3 2.1 Physical teaching styles ............................................................................................... 3 2.2 Didactic triangle ........................................................................................................... 7 3 Learning ................................................................................................................................. 9 3.1 Theories of learning .................................................................................................... 9 3.2 Learning styles ........................................................................................................... 10 3.3 Learning elements ..................................................................................................... 11 3.4 Intelligence ................................................................................................................. 13 3.5 Motivation .................................................................................................................. 14 4 Feedback in learning .......................................................................................................... 16 5 Using video in coaching .................................................................................................... 19 5.1 Video Software .......................................................................................................... 19 5.2 Individual athlete environment ............................................................................... 20 5.3 Video coaching in team environment .................................................................... 20 6 The aims and research questions ..................................................................................... 23 7 Research methods .............................................................................................................. 24 7.1 Study design ............................................................................................................... 24 7.2 Data collection ........................................................................................................... 24 7.3 Statistical methods ..................................................................................................... 24 7.4 The target group ........................................................................................................ 24 8 Results .................................................................................................................................. 30 8.1 Technology ................................................................................................................. 30 8.2 Learning environment .............................................................................................. 31 8.3 Time usage with video .............................................................................................. 32 8.4 Video meetings .......................................................................................................... 33 8.5 Feedback and motivation ......................................................................................... 35 8.6 Conclusions ................................................................................................................ 38 Discussion ................................................................................................................................ 39 References ................................................................................................................................ 40 Attachments ............................................................................................................................. 41 1 Introduction Technology is developing and expanding everywhere in today’s world. There are more and more objects that have technology inside or attachted to them. Technology can be helpful, if it’s easy to use and gives value or features but it also can have drawbacks. When tecnhonology is working like it has been designed it eases people’s everyday life. However dysfunctional technology creates more problem than solutions. Video cameras and other technolocigal devices have been used in sports for many years, but today the usage of different technologies is developping faster than ever before. Devices and software offer more tools in sports to assist players and coaching. Technology provides accurate data that can be processed and used to find out what, where, when and how a fact is happening. Different kind of technology are today used more than ever, also in coaching for supporting the coaches to perform better. Video technology is one component that is used a lot in coaching, because it adds value and gives tools and data that the human mind can not generate, process or analyze. Human memory and visual capacity itself are limited, but with the help of video technology those can be almost limitless. Recorded video can be stored on hard drives and that is how it can be used for longer periods of times. The human vision is limited to only one angle of view and it can’t notice everything that is happening during, for example a game, because the limited visual area that the eye has. The following chapter of this thesis goes through the basic teaching-learning procesess including teaching styles, learning habits, feedback and motivating that can be utilized in traditional coaching, but also in video coaching. The next chapter has also information about the technology and software and how coaches use it. The idea of the study presented in chapter 7 and 8 was to find out, how the coaches are using available video technology in their everyday work with the players and with the team. Are they using it and how they use it? The purpose of the survey is to find 1 out if there is some kind of model that could be formed from the answers that the coaches have provided. Those answers were collected with an online survey from the Finnish national team coaches, Liiga, Mestis, A-jr SM-league, B-jr SM-league and C-jr SM-league coaches. 2 2 Teaching Teaching and coaching hold the same basic principle in helping pupils and players to become better. A teacher aims at facilitating new skills to his or her pupils in subjects such as mathematics. In sport, the coach is in charge of the teaching of the players to become better in their field of athletism. The same key components are needed for the process to be at its best. (Armour, 2011, 11-12.) 2.1 Physical teaching styles Muska Mosston (1925-1994) was a physical educator who developed the spectrum of teaching styles in late 1960’s. Mosston was an enthusiastic sportsman and loved physical education. Mosston’s studied at the Wingate Institute in Israel, The City Collage of New York and the University of Jyväskylä in Finland. (Ashworth & Mosston, 2002.) Mosston’s Spectrum of teaching styles had six premises that are the core of the model: 1. The axiom, 2. The anatomy of any style, 3. The decision makers, 4. The spectrum, 5. The clusters and 6. The development effects. (Ashworth & Mosston, 2002, 9-13.) The axiom is that teaching requires decision making one after another. The anatomy of any style is the three basic actions that have to happen during a teaching event. These three actions are pre-impact (objectives), impact (implementation) and post-impact (feedback). The pre-impact phase includes planning the action, impact is the actual action and the