By Jack Blyth – Applied Professional Practice placement student 2023/2024 at the University of Birmingham
My student placement in the performance analysis discipline has been an enriching and enlightening experience. Through learning by doing, I have developed both my professional and personal competencies; from knowing little about the subject in September, to gaining the important understanding of key aspects that has landed me an internship in professional football, with Stoke City.
The opportunity presented was to work with the University of Birmingham Men’s First Football team as a performance analyst for the 23/24 season. After an introductory week in the Summer, I realised that I was not too familiar with the range of software used, key filming techniques or interpreting performances for the benefit of coaches and players. I attempted to read relevant literature and learn more about these fundamental areas, but struggled to pinpoint where I could make a crucial contribution to the team and support their preparation for matches.
However, through research, I did learn a plethora of key principles regarding the PA (performance analysis) domain that prepared me well for my placement setting. Performance analysis can be a subjective matter, contrasting to the objectivity of data. It requires analytical interpretation and a strong understanding of football. The role of the analyst is like that of a coach, literature describing the two as subordinate, often emphasising that an analyst ought to think like a coach when looking at specific elements of play.
After starting my role in the team, I quickly noticed that the more analysis I carried out, the better and easier my understanding was becoming. I was seeing critical, analytical components through watching more and more games as the weeks advanced. By learning from and working with other analysts, my capabilities in using practical software such as Hudl and Coach Logic improved, allowing me to conduct comprehensive analysis in a range of contexts. Through experiential learning, I could compile the clips and images from matches in a detailed, annotated presentation to deliver to the team in meetings. As the weeks progressed, my presentation and communication skills were significantly enhanced.
By the end of the placement, I felt as though I was an accomplished analyst with an array of knowledge and capabilities of the PA domain. The student placement was an opportunity to learn from others, be independent and develop practical, professional, and personal skills. The best advice I can give to a new placement student is to grasp the opportunity, do not wait for someone to tell you what to do, but to ask questions, absorb knowledge from people around you, construct meaning and practice without fear of getting things wrong.
J.L.Kyte@bham.ac.uk