May 29, 2026 · 1 hr 1 min · 11 segments
In this episode of Coach’s Lab, I’m joined by Darren Lewis, performance analysis consultant and researcher at Atlantic Technological University, to discuss his recently published paper proposing the…
Darren LewisGuest
John MurphyHost
Yeah, I suppose the really positive things that I've seen are when players are, like, hugely engaged and involved in the process.
Um, I think lots of feedback tends to be, um, a display of knowledge from, from the coach's perspective, um, or the analyst or whoever's actually delivering that information.
But, you know, our players and athletes, they're the experts that we, we need to start bringing in.
Um, and, and you know, that was a, a really strong thread throughout the research that players want to be involved in feedback processes.
They want to have a level of involvement, um, a- and there's a perception of increased value when, when there is.
Um, i- in terms of things that, um, I suppose I've seen that haven't been, I suppose in the, in the best practice bracket, you know, showing multiple clips o- of the same type of incident with zero, um, questioning or, or kind of attempts to engage the people in the room.
Um, you know, I think one clip can speak volumes, um, or even just a static picture, you know? And if you can get people talking about what they're seeing, what they're perceiving, that's where, you know, the real, the real value and juice is.
And so I suppose the model is, is, is kind of geared into helping people think about how they best do that, um, so that it helps, you know, ult- ultimately influence people's decisions and behaviors when, when they go and play or perform.
Like I think back to early days of video feedback when I was involved as a player, and it was we play a game at the weekend, we'll train Tuesday night, and then we're gonna stay back after training to watch back the video of the match.
And ultimately, it was just such this value, like this massive chunk of time going into something with little to no real positive benefits coming from it.
And then I think coaches moved to, when they were able to, you know, a lot of this has been coinciding with advancements in technology, um, being able to clip elements up, but then even how those clips and all are used can be positive or negative based on, on how they're done, and, and we look at examples of that.
Before we, we jump into the ACE model itself, or AC- ACE model itself, one really nice, uh, quote I like there in, in your introduction was around a, a pig and a poke.
Do you wanna give us maybe a little bit of an overview what you're, what you're aiming towards there?
A- and the concept here, the concept with that paper was-Um, around investing in sort of technology for your environment without sort of understanding where the value lies with it.
Um, and so this was a study around Danish football where, you know, they were really kind of advocating for understanding where your technology is gonna sit, um, and the, the value that it's intended to have before just going out and investing in the, in the latest shiny thing.
Um, so yeah, that's, that's where that reference has come from, from one of the papers that I reviewed y- in the, in the process, yeah.
That can be applicable across not just a, a video analysis stuff, but even investments in GPS and all other kinds of technology.
Are you truly able to get the value of the, the financial investment you're putting in?
You know, the technology we've got access to now is amazing, and, and the advancements in AI, the ability to process, you know, enormous data sets quickly, um, is really sort of transforming how we work.
Yeah, I suppose the really positive things that I've seen are when players are, like, hugely engaged and involved in the process.
Um, I think lots of feedback tends to be, um, a display of knowledge from, from the coach's perspective, um, or the analyst or whoever's actually delivering that information.
But, you know, our players and athletes, they're the experts that we, we need to start bringing in.
Um, and, and you know, that was a, a really strong thread throughout the research that players want to be involved in feedback processes.
They want to have a level of involvement, um, a- and there's a perception of increased value when, when there is.
Um, i- in terms of things that, um, I suppose I've seen that haven't been, I suppose in the, in the best practice bracket, you know, showing multiple clips o- of the same type of incident with zero, um, questioning or, or kind of attempts to engage the people in the room.
Um, you know, I think one clip can speak volumes, um, or even just a static picture, you know? And if you can get people talking about what they're seeing, what they're perceiving, that's where, you know, the real, the real value and juice is.
And so I suppose the model is, is, is kind of geared into helping people think about how they best do that, um, so that it helps, you know, ult- ultimately influence people's decisions and behaviors when, when they go and play or perform.
Like I think back to early days of video feedback when I was involved as a player, and it was we play a game at the weekend, we'll train Tuesday night, and then we're gonna stay back after training to watch back the video of the match.
And ultimately, it was just such this value, like this massive chunk of time going into something with little to no real positive benefits coming from it.
And then I think coaches moved to, when they were able to, you know, a lot of this has been coinciding with advancements in technology, um, being able to clip elements up, but then even how those clips and all are used can be positive or negative based on, on how they're done, and, and we look at examples of that.
Before we, we jump into the ACE model itself, or AC- ACE model itself, one really nice, uh, quote I like there in, in your introduction was around a, a pig and a poke.
Do you wanna give us maybe a little bit of an overview what you're, what you're aiming towards there?
A- and the concept here, the concept with that paper was-Um, around investing in sort of technology for your environment without sort of understanding where the value lies with it.
Um, and so this was a study around Danish football where, you know, they were really kind of advocating for understanding where your technology is gonna sit, um, and the, the value that it's intended to have before just going out and investing in the, in the latest shiny thing.
Um, so yeah, that's, that's where that reference has come from, from one of the papers that I reviewed y- in the, in the process, yeah.
That can be applicable across not just a, a video analysis stuff, but even investments in GPS and all other kinds of technology.
Are you truly able to get the value of the, the financial investment you're putting in?
You know, the technology we've got access to now is amazing, and, and the advancements in AI, the ability to process, you know, enormous data sets quickly, um, is really sort of transforming how we work.
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