OPRES (Otago Polytechnic theses)
Athletes' perceptions of performance
24 February 2022
Ellis, B. (2021). Athletes' perceptions of performance. (A thesis submitted in fulfilment of the degree Master of Applied Science at Otago Polytechnic, Dunedin, New Zealand) https://doi.org/10.34074/thes.9481
Performance analysis is a growing field, with the aim of improving sporting performance through the examination of technical, tactical, physical, and psychological skills. With research and practice beginning to move away from the traditional approach of performance indicators, a greater understanding of athletes’ perceptions is important to ensure the statistical needs of the athletes and coaching staff are still being met. This thesis aimed to explore athletes’ perceptions of performance, the factors that influence performance and discuss the implications of these findings in performance analysis. A systematic review of the current literature highlighted a complex and dynamic system of sporting performance and a gap in knowledge around athletes’ perceptions of performance-influencing variables. The review also revealed a lack of understanding of how athletes perceive performance analysis as a tool to improve performance. The main study of this thesis is a prospective cohort study with a focus on semi-elite netballers perceptions of their own performance. The results indicated that players experiences, and frequency of skill within a match can affect the degree in which an athlete can perceive their performance. Results from this thesis reinforces that sport is multifaceted, with multiple performance influencing factors. Further research is needed to improve the practice and evidence around performance analysis in netball.
Keywords: performance analysis, sports performance, performance perceptions, netball, athlete performance
Brianna's research was supervised by Codi Ramsay and Hayden Croft.
This thesis is publically available under a Creative Commons Attribution-NonCommercial-NoDerivatives licence CC BY-NC-ND 4.0 International.