De resultaten van dit proefschrift hebben een breed scala aan praktische implicaties. Ten eerste adviseren we om het meten van prestaties in teamsporten op het veld uit te voeren en niet door middel van videotesten. De prestaties van de spelers moeten in alle rollen van het spel gemeten worden: dus zowel met als zonder bal en in aanval en verdediging. Dit kan worden gedaan met het door ons ontwikkelde notatie-analysesysteem. Spelers zullen hier nauwelijks iets van merken en het is makkelijk in te passen in reguliere trainingen. Ondanks dat het notatiesysteem nu nog erg arbeidsintensief is, zullen technologische vernieuwingen het snel mogelijk maken om het proces te automatiseren. Het notatiesysteem kan dan voor diverse doeleinden gebruikt worden. Het kan bijvoorbeeld ingezet worden in aanvulling op beoordelingen van scouts, om talenten
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te identificeren, om teams te selecteren, om spelers te volgen in hun ontwikkeling, om individuele sterktes en zwaktes in kaart te brengen, om doelen te stellen, en om tegenstanders te screenen.
Mobiele kijkgedragapparatuur kan gebruikt worden om het kijkgedrag van spelers tijdens het spel op het veld te meten. Dit kan worden gebruikt om inzicht te krijgen in waar spelers kijken tijdens het spel en om vervolgens trainingsinterventies te ontwikkelen die gericht zijn op het verbeteren van het kijkgedrag van de spelers. Dit kan bijvoorbeeld gedaan worden met visuele occlusiebrillen waarvan het gebruik al effectief is gebleken bij bijvoorbeeld het trainen van het basketbalschot.
In de sportpraktijk is de tot nu toe meest gangbare methode van gebruik van videofeedback dat de coach bepaalt welke fragmenten van de wedstrijd of training worden terug gekeken en deze fragmenten zijn vaak situaties waarin iets niet goed gaat, zodat de coach dit kan laten zien en kan uitleggen hoe het beter moet. Dit blijkt echter niet overeen te komen met de voorkeur van spelers om juist goede pogingen terug te zien op video. Bovendien heeft eerder onderzoek al aangetoond dat feedback na goede pogingen effectiever is dan na zwakke pogingen. We adviseren daarom om vaker fragmenten te selecteren van goede pogingen. Dit betekent niet dat alleen goede aspecten van de poging kunnen of moeten worden besproken. Ons onderzoek laat zien dat ondanks dat speelsters vooral kozen om de goede pogingen terug te zien, zowel de goede als minder goede aspecten werden besproken en hoe die verbeterd konden worden. Daarnaast raden we aan om spelers vaker de mogelijkheid te geven om zelf te kiezen wanneer ze videobeelden willen terug kijken, want dit leidt tot meer actieve betrokkenheid van spelers bij hun eigen leerproces, wat speciaal voor talentenontwikkelingsprogramma’s zeer waardevol is.
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