Performance Analytics and Pedagogy

Some recent posts have encouraged me to think about pedagogy for a new age of performance analytics in sport.

It started with Mine Cetinkaya-Rundel‘s speakerdeck Let them eat cake (first)! (link). Slide 16:

Slide 61 really pushed me to think about how we might share with a different kind of pedagogy:

… and brought back memories of Jo Ito‘s observation “education is what people do to you, learning is what you do to yourself”.

Next up was Karen Gold’s Transforming the First Ten Minutes of Class (link). In her post, she notes:

After attending Penny Kittle’s workshop on 180 Days: Two Teachers and the Quest to Engage and Empower Adolescents last summer, I made the decision to shift my teaching-. Like most teachers, I’ve done a lot of professional development. I’d come away refreshed and excited to try something new, but too often, it was challenging to incorporate a big, new idea into the fast-paced routine of school. Penny’s workshop was different. Something resonated with me that summer morning, and I thought, “I can do this. I WILL do this.”

Karen’s story shares her experiences of encouraging children to read at the start of a lesson. Day 1:

Instead of going over a syllabus or introducing course expectations, the librarians and I gave brief book talks, sharing novels we had read or that we knew were well-received by young adults.

This sounded like Mine’s cake to me. As did Solomon Kingsworth’s discussion of reading comprehension (link), he proposed:

If reading comprehension relies on background knowledge and mental models of the world, then the purpose of our lessons should be to leave the child with more knowledge and mental models.

Solomon talks about the pedagogy that shares the treasure that lies within each book.

This pushed me to think how we share treasure in our domain and epistemic culture in a new information age. And how, as The Economist suggested recently, our first step is “to understand that it is not data that are valuable. It is you” (link).

Three examples from sport appeared as I was pondering these issues:

Laura Seth shared news of a webinar hosted by the FA in January to discuss Performance Analysis & Effective Observations (link).

Mladen Jovanovic published Predicting non-contact hamstring injuries by using training load data and machine learning models (link).

Sam Robertson tweeted a list “of the type of sports science/analytics research I think we need to see more of in 2019”:

  • Optimising the structure, efficiency and communication practices of practitioner teams
  • More club, institution, university and manufacturer collaboration to address ‘whole of sport’ problems
  • Longitudinal skill/learning interventions in team sport settings.
  • New and better methods for coaches to improve communication, rapport & trust with athletes
  • Analysis of raw tracking data.
  • Interdisciplinary collaboration,  psychophysics (utility of visuals in reporting and learning), cognitive science.
  • Field application of work undertaken in other disciplines (deep learning & unstructured data), automation and semi-automation of many manual processes currently faced by sports practitioners, and human and machine integration.

Laura, Mladen and Sam are actively engaged in service delivery in high performance sport. As I read their posts I was thinking about how a pedagogy of praxis might engage the next generation of performance analytics.

I am thinking that my pedagogy will move even more strongly to an unmeeting approach with lots of mention of cake.

Photo Credit

Person holding black fruit near cake  (Alex Loup on Unsplash)

#coachlearning: when Thomas meets Adam and friends

I tend to listen to classical music whenever I am travelling. I feel really comfortable with that kind of music.

Over the years I have thought about the connections that might be made in coach learning with composers, conductors and musicians.

There are lots of posts on Clyde Street about my imagined connections between classical music and coaching. Last year, for example, motets struck me as a way to discuss coaching. I included this quote about the Thomas Tallis Spem in Alium (written for 40 voices):

The work is a study in contrasts: the individual voices sing and are silent in turns, sometimes alone, sometimes in choirs, sometimes calling and answering, sometimes all together, so that, far from being a monotonous mess, the work is continually presenting new ideas.

I particularly like the idea of performance “presenting new ideas”. In this example, the motet is sung by 700 rather than 40 voices, and raised for me the idea about the scalability of performance:

Occasionally, I break away from classical musical and end up meeting other musicians like the Pierce Brothers and Tash Sultana. They helped me think about performances of understanding.

This week, I discovered, Adam Levine and Maroon 5.

I have had the good fortune to work with many female athletes and coaches of female athletes. When I saw Maroon 5’s Girls Like You video, I immediately thought about how a coach might support the diversity of talents and life experiences in a team.

The video is 4 minutes 30 seconds long and has a remarkable cast. I have replayed the video many times now and it is strikes me forcefully what we might learn from it to support coaches as they explore their practice and their performances.

If you would like to learn more about the people who appeared in the video, you might find this Billboard article of interest (link).

I am delighted Thomas has met Adam via a short detour with the Pierce Brothers and Tash. I think we have lots to learn within sport from outside experiences of performance and how we might enable a commonwealth of talent.

Portals and portkeys

I sat in on a presentation yesterday.

My colleague Scott Nichols , Director of Student Connect at the University of Canberra, shared progress on a new student portal that aims to provide a single point of entry that supports choice of course, enrollment, studying, graduation and on-going alumna/alumnus connection.

The portal will respond dynamically to each student log in and provides an exciting approach to supporting personal learning journeys. I hope this access can be available for the lifetime of the learner.

Scott’s presentation was shared in confidence so I am unable to provide the detail of a platform that will be launched in 2019.

I was fascinated by Scott’s talk and I focused on the personal potential of the platform. It will provide a data rich environment, that with students’ informed consent, could lead to a profoundly ethical resource to support personal learning journeys and personal learning environments.

I believe that the impact of such a portal could be amplified if we are able to appreciate the success of the national Vocational Education Training’s Unique Student Identifier (USI) registration scheme.

At present, six million students who are taking or have taken nationally recognised training opportunities have a USI. This is a reference number that:

  • creates a secure online record of recognised training and qualifications gained in Australia, from all training providers
  • gives access to training records and transcripts
  • is accessed online, anytime and anywhere
  • is free and easy to create
  • stays with you for life

These ten numbers become a portkey in my vision for innovations at the University of Canberra. The USI transcript service that became available in May 2017 underscores this portkey potential.

With the appropriate checks and balances in place, the USI connects school, tertiary and lifelong learning in a wonderfully transparent way.

The announcement of the USI transcript service included these observations:

  • Training participants and graduates can view, download or print their USI Transcript and share it electronically with future training providers if they wish.
  • It will help training participants and graduates when enrolling in further training or applying for jobs as well as support Australian businesses to get a better understanding of their employees’ level of training.
  • The service will enable the Federal Government and policy makers to get a clearer picture of the skills pathways that Australians pursue, and importantly, the ones that work.

In this context, the University of Canberra portal becomes part of a nationwide and global learning network. It has portkey potential (“an enchanted object that when touched will transport the one or ones who touch it to anywhere on the globe decided on by the enchanter).