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Performance Profiling

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If a 1500 metre runner appeared to lack speed towards the end of a race, an effective
coach would observe this and design a training program to address this situation.
Similarly, if psychological factors require attention, the intervention must be tailored to
specific needs. However, where as speed, or lack of it, can be directly observed,
psychological factors are often hidden.

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A key problem for coaches seeking to

problem is when they cannot observe
question does not always provide the
initially, to discuss such things. An
Performance Profiling.

address such issues is how to work out what the

what is going on in their athlete's mind. A direct
full facts since athletes can be reluctant, at least
approach that is becoming popular in sport is

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Over the past few years, Performance Profiling has become a new tool in the athlete &
coach's armoury. Performance Profiling has three major purposes:
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To aid in identifying an appropriate intervention

To maximise the athlete's motivation and adherence to the program
To monitor any changes over time

Process
Performance Profiling comprises of four steps:

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Step 1 - Coach outlines the Performance Profiling process

Step 2 - Athlete identifies the characteristics of an elite athlete for his/her
sport/event
Step 3 - Athlete rates each in terms of level of importance and self assessment
Step 4 - Athlete and Coach analyse the results and agree a way forward

Step1
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The first step is for the coach to introduce to the athlete the idea of Performance
Profiling and how it can help to direct training to areas of specific need. This process can
be aided by a sense of mutual trust, and it should be made clear that any information
gained about the athlete will remain strictly confidential. Coaches should stress that
there are no right or wrong answers involved in the process but that honest appraisal
will facilitate a more productive outcome. The coach needs to explain that the process
will focus on the athlete's current feelings regarding their preparation for competition.

Step2
The athlete becomes actively involved in this step of the process, and the following
question should be directed to the athlete:
Whatinyouropinionarethefundamentalqualitiesorcharacteristicsofanelite
athleteinyoursport/event?
Spend five to ten minutes listing the qualities or characteristics that the athlete feels are
important. If an athlete finds this difficult, the coach can use prompts, but it is for the
athlete to decide on what characteristics are chosen. The coach should try to get the
athlete to list the key psychological factors, but the same process can be applied to

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technical skills or physical attributes, such as strength, speed, agility, balance etc. In
this step, the athlete should try to identify 15 to 20 characteristics.

Step3
The next step is for the athlete to rate each of the identified characteristics.
On a scale of zero (not at all important) to 10 (extremely important), the athlete
rates the perceived importance of each characteristic for an elite performer in their
particular sport/event.
The athlete uses the same zero to 10 scale to rate their current perception of
themselves in relation to an ideal state of 10.
A calculation is then carried out to determine the 'Discrepancy' value. The higher
discrepancies indicate areas that may need to be addressed through training or
other intervention.

Step4
The table below provides an example of these calculations for part of an athlete's
performance profile.
Characteristics identified
by the athlete

Athlete's perceived
level of importance
(API)

Athlete's self
assessment
(ASA)

Discrepancy
(10-ASA)
API

Confidence

10

20

Concentration

36

Control

10

30

Commitment

18

Refocusing after errors

45

Enjoyment

16

For this particular athlete refocusing after errors and concentration are key concerns
that could be addressed. This can be via intervention strategies such as self-talk or a
quick set routine, depending on the exact circumstances and preferences of the athlete.
Reassessment should always relate to the same characteristics identified in the initial
profiling process and be conducted every four to eight weeks.

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Alternativeapproach
Coach outlines the Performance Profiling process
The athlete identifies a set of characteristics
The athlete assesses his/her performance against each characteristic (self
assessment)
The coach assesses and rates the athlete against each characteristic
The athlete and coach analyse the results and agree a way forward
The coach-athlete relationship is much stronger when goals and targets are shared and
agreed in this way.
The figure below illustrates a tennis player's self-assessment (yellow) and the coach's
assessment (red) in relation to the athlete's backhand strokes on a scale of 0 (very
poor) to 10 (excellent). This shows that the coach and athlete are in general agreement
over most of the relevant characteristics but in major disagreement over the backhand
volley. In such circumstances, video analysis of the player's performance might be a
good way to resolve such differences and produce agreement on how to proceed.

Benefits
Performance Profiling can help coaches develop a better understanding of their athletes
by:
Highlighting perceived strengths and weaknesses
Clarifying the athlete's and coach's vision of the key characteristics of elite
performance, and highlighting any differences
Highlighting discrepancies between the athlete's and coach's assessment of
performance
Providing a means of monitoring progress

GeneticprofilingforAthleticsandSportsPerformance
Our genes control our biological systems such as muscle, cartilage and bone formation,
muscle energy production, lactic acid removal, blood and tissue oxygenation. Research
[2]
by Kambouris (2011)
identified that variations in the DNA sequence of these genes
have an impact on an individual's components of fitness (endurance, speed, strength
etc.), vulnerability to sports injury and nutritional requirements.
Knowledge of the appropriate gene DNA structure suitable for an athletic event or sport
and the athlete's gene DNA may allow an athlete to select the most appropriate sport for
them and plan their training and nutritional programmes to optimise health and
performance.
[3]

Mauffulli & Merzesh (2007) found that mutations in collagen called COL5A1 led to the
structure that supports the tendon being more loosely connected, making the tendon
less stable and perhaps more susceptible to injury.

References
1. CRUST, L. (2002) Performance profiling: a coaching tool for pinpointing strengths
and weaknesses, designing training strategies and building better communication
with athletes. Peak Performance, 183, p. 7-9
2. KAMBOURIS, M. (2011) Predictive genomics profiling in athletics and sports
performance. Br J Sports Med, 45 (2), lecture 27
3. MAUFFULLI, N & MERZESH, M. (2007) Genetic aspects of tendinopathy. Journal of
Science and Medicine in Sport, 11 (3), p. 243-247

RelatedReferences
The following references provide additional information on this topic:

 BUTTERWORTH, A. et al. (2013) Performance profiling in sports coaching: a

review. International Journal of Performance Analysis in Sport, 13 (3), p. 572-593
WESTON, N. et al. (2013) A review of Butler and Hardy's (1992) performance
profiling procedure within sport. International Review of Sport and Exercise
Psychology, 6 (1), p. 1-21
WESTON, N. J., GRENLEES, I. A. and THELWELL, R. C. (2011) The impact of a
performance profiling intervention on athletes' intrinsic motivation. Research
quarterly for exercise and sport, 82 (1), p. 151-155

ArticleReference
[1]

Some of the information on this page is adapted from Crust (2002)

permission of Electric Word plc.

with the kind

PageReference
If you quote information from this page in your work then the reference for this page is:
MACKENZIE, B. (2003) Performance Profiling [WWW] Available from:
https://www.brianmac.co.uk/perprofile.htm [Accessed 22/10/2016]

RelatedPages
The following Sports Coach pages provide additional information on this topic:

Articles on Coaching
Books on Coaching
Coaches Corner
Coaching Philosophy
Coaching Resources
Coaching Skills and Roles
Coach Assessment
Communication Skills
Coaching Styles
Code of Ethics and Conduct for Sports Coaches
Principles of Training

AdditionalSourcesofInformation
For further information on this topic see the following:
BEASHEL, P. and TAYLOR, J. (1996) Advanced Studies in Physical Education and
Sport. UK: Thomas Nelson and Sons Ltd.
BEASHEL, P. and TAYLOR, J. (1997) The World of Sport Examined. UK: Thomas
Nelson and Sons Ltd.
BIZLEY, K. (1994) Examining Physical Education. Oxford; Heinemann Educational
Publishers
DAVIS, B. et al. (2000) Physical Education and the Study of Sport. UK: Harcourt
Publishers Ltd.
GALLIGAN, F. et al. (2000) Advanced PE for Edexcel. Oxford; Heinemann
Educational Publishers
McARDLE, W. et al. (2000) Essentials of Exercise Physiology. 2nd ed. Philadelphia:
Lippincott Williams and Wilkins

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