Results
Joint Coding Tree
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Graph 2: Number of Code Per Theme Comparing Expert 1, 2 & 3
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Graph 1: Number of Code Per Theme Comparing Novice 1 & 2
Graph 3: Number of Code Per Theme Comparing Expert & Novices
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Graph 4: Total Number of Code Per Themes
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Game play and tactics
Gameplay and tactics allow athletes to work together effectively to outmaneuver their opponents. There was a theme in the novice condition whereby stronger opponents were discovered early on and steer clear of in gameplay. It was discussed among novice team members to play around stronger players and target weaker opponents. Contrastingly, the experts had an existing skillset and therefore were able to divert their mental focus away from hitting the ball and put it towards tactics such as placing the shuttle and distracting the opponent. The experts evaluated in depth the opponents' ability including both physical and mental strength and weaknesses (see video 1). Both teammates demonstrated efficiency throughout their gameplay and could anticipate their opponents’ moves, reacting quickly to changing situations (see video 3). All participants showed a pattern of observing opponents and noting any strengths or weaknesses. All participants gave directions and used communication to better disperse themselves on the court (see video 2). Using tactical methods such as playing ‘front and back’ allowed them to be accessible for calculated shots. Although game play and tactics were demonstrated throughout the data, there were strong differences to where the focus was directed, the novices at simple game play, and the experts at more complex planning and tactical approaches.
Gameplay and tactics allow athletes to work together effectively to outmaneuver their opponents. There was a theme in the novice condition whereby stronger opponents were discovered early on and steer clear of in gameplay. It was discussed among novice team members to play around stronger players and target weaker opponents. Contrastingly, the experts had an existing skillset and therefore were able to divert their mental focus away from hitting the ball and put it towards tactics such as placing the shuttle and distracting the opponent. The experts evaluated in depth the opponents' ability including both physical and mental strength and weaknesses (see video 1). Both teammates demonstrated efficiency throughout their gameplay and could anticipate their opponents’ moves, reacting quickly to changing situations (see video 3). All participants showed a pattern of observing opponents and noting any strengths or weaknesses. All participants gave directions and used communication to better disperse themselves on the court (see video 2). Using tactical methods such as playing ‘front and back’ allowed them to be accessible for calculated shots. Although game play and tactics were demonstrated throughout the data, there were strong differences to where the focus was directed, the novices at simple game play, and the experts at more complex planning and tactical approaches.
Video 1: Expert Tactics and Gameplay
Video 2: Novice Tactics and Gameplay
Video 3: Expert Tactics and Gameplay
Feedback and encouragement
Feedback and encouragement are crucial components of team sport. They allow athletes to identify areas where they can improve and build confidence in their abilities. In the novice condition, encouragement was consistently given by novice 1 to motivate novice 2, who was insecure in her ability and had low confidence. This positive reinforcement gave the teammate a sense of accomplishment which was then linked to a better performance (video 6). Constructive criticism, although beneficial in some settings, was kept at a minimum between novice participants. This limited judgment overall and therefore the focus could be on confidence building. Furthermore, by providing a supportive nurturing environment both teammates could lower their anxiety towards the game and help each other reach their full potential (see video 4 & 5). Experts utilised constructive criticism/feedback whereby the stronger participant of the two-player team took the lead by instructing and guiding the other teammate. This leadership made gameplay cohesive between the two players. Consistent communication was a similarity between the two conditions, where all participants supported and helped one another with mental blocks. Ultimately, feedback and encouragement were essential in both conditions for building moral and creating a sense of culture.
Feedback and encouragement are crucial components of team sport. They allow athletes to identify areas where they can improve and build confidence in their abilities. In the novice condition, encouragement was consistently given by novice 1 to motivate novice 2, who was insecure in her ability and had low confidence. This positive reinforcement gave the teammate a sense of accomplishment which was then linked to a better performance (video 6). Constructive criticism, although beneficial in some settings, was kept at a minimum between novice participants. This limited judgment overall and therefore the focus could be on confidence building. Furthermore, by providing a supportive nurturing environment both teammates could lower their anxiety towards the game and help each other reach their full potential (see video 4 & 5). Experts utilised constructive criticism/feedback whereby the stronger participant of the two-player team took the lead by instructing and guiding the other teammate. This leadership made gameplay cohesive between the two players. Consistent communication was a similarity between the two conditions, where all participants supported and helped one another with mental blocks. Ultimately, feedback and encouragement were essential in both conditions for building moral and creating a sense of culture.
Video 4: Novice Feedback and Encouragement
Video 5: Novice Feedback and Encouragement
Video 6: Novice Feedback and Encouragement
Internal Drive and self-talk
Internal drive and self-talk were identified under the following four categories; focus on self, self-awareness, perceived ability and positive/negative self-talk. Both novice team members showed a similar level of focusing on their gameplay and staying motivated and resilient in the face of adversity (see video 7). Both novices mentioned having low-perceived ability, which lead to giving up early on when winning a game seemed out of reach. Expert three showed the strongest sense of internal drive, where they pushed themselves harder to overcome obstacles that may have otherwise held them back. There was a pattern of negative self-talk which was the result of participants having to overcompensate for ‘bad hits,’ ‘mistakes’ and ‘dodgy' returns (see video 8). This was observed to be due to the team aspect of the study, with the weaker players feeling guilty over letting their team mates down. It was observed that internal drive and positive self-talk were challenging for both novices and experts. In the occasion a participant engaged in positive self-talk, it built confidence, a determined mindset and kept the participant mentally sharp for the rest of the game. By incorporating self-talk into gameplay, the participant appeared to increase internal drive and developed mental toughness that is necessary for sustained motivation.
Internal drive and self-talk were identified under the following four categories; focus on self, self-awareness, perceived ability and positive/negative self-talk. Both novice team members showed a similar level of focusing on their gameplay and staying motivated and resilient in the face of adversity (see video 7). Both novices mentioned having low-perceived ability, which lead to giving up early on when winning a game seemed out of reach. Expert three showed the strongest sense of internal drive, where they pushed themselves harder to overcome obstacles that may have otherwise held them back. There was a pattern of negative self-talk which was the result of participants having to overcompensate for ‘bad hits,’ ‘mistakes’ and ‘dodgy' returns (see video 8). This was observed to be due to the team aspect of the study, with the weaker players feeling guilty over letting their team mates down. It was observed that internal drive and positive self-talk were challenging for both novices and experts. In the occasion a participant engaged in positive self-talk, it built confidence, a determined mindset and kept the participant mentally sharp for the rest of the game. By incorporating self-talk into gameplay, the participant appeared to increase internal drive and developed mental toughness that is necessary for sustained motivation.
Video 7: Novice Self Talk
Video 8: Expert Negative Talk
Environmental/External Factors
Environmental/external factors were considered factors that influenced a participant's gameplay in any manner which were not controlled by the participants themselves. Examples of environment included weather, temperature, external noise and atmosphere, and examples of external factors included, opponents, other people, distractions, choice of outfit, and the I-Vue glasses. Novice 1 found themselves more sensitive to these factors than the other participants (video 9 & 10). They expressed concerns about the lighting in the room and how it prevented them from playing at their best. The experts reported environmental and external distractions that influenced their performance, though expert 3 was considerably more sensitive to these factors. Expert 2 continually worried about the glasses, he expressed how uncomfortable they were and how they were reducing his vision of the shuttle. Expert 1 did not mention any external or environmental factors, this may be due to their difficulty ‘thinking aloud’ or they did not experience this distraction.
Environmental/external factors were considered factors that influenced a participant's gameplay in any manner which were not controlled by the participants themselves. Examples of environment included weather, temperature, external noise and atmosphere, and examples of external factors included, opponents, other people, distractions, choice of outfit, and the I-Vue glasses. Novice 1 found themselves more sensitive to these factors than the other participants (video 9 & 10). They expressed concerns about the lighting in the room and how it prevented them from playing at their best. The experts reported environmental and external distractions that influenced their performance, though expert 3 was considerably more sensitive to these factors. Expert 2 continually worried about the glasses, he expressed how uncomfortable they were and how they were reducing his vision of the shuttle. Expert 1 did not mention any external or environmental factors, this may be due to their difficulty ‘thinking aloud’ or they did not experience this distraction.
Video 9: Novice External Factors
Video 10: Novice External Factors
