Purpose: Performance analysis is a key tool within the coaching process used to provide purposeful information to enhance performance. Coaches have been making use of various PA techniques for years within practice, however, what remains unclear is the extent to which coaches utilise these tools/techniques and the precise nature of coaches` interactions with PA. The coach is often the link between practitioner and athlete; therefore It Is important to further understand their views regarding PA practice within elite sport. However, despite their critical role in the feedback process, the views of elite coaches have been rarely reported within academic writing. Many of the studies investigating coach/analyst/athlete perceptions have primarily focused on larger-team based sports. To enhance feedback, we must identify what information, processes, and techniques the coaches' desire within their practice. Therefore, the alms of this study are to outline; what coaches` value from the PA/feedback service, understand how coaches utilise PA. and what affects their ability to feedback. Methods: Eighteen coaches (Experience; 16.1 ± 7.4 years) working within Olympic/ Paralympic sport completed an online questionnaire including. 1) demographics. 2) feedback structure, and 3) analysis provision and the influencing factors. Likert scales were used for answers to closed questions to facilitate cross-sport comparison. Open question aspects (e.g. Why?) were included to enable expanded participant responses and allow individual reflections/experiences to be provided. Results: A wide spectrum of PA and feedback techniques were utilised; however, consistent themes emerged throughout. Namely, the majority of coaches stated training goals. Interaction and philosophy/experience influenced analysis direction. Time was the most significant constraint impacting feedback provision. Coaches with greater experience (> 8 years) delivered significantly more feedback sessions within 1-hour post performance. Balanced and mostly positive feedback sessions (< 20-minutes) were generally employed, however, athlete emotional state was a key factor within session design. Conclusion: The findings identify key areas coaches` value from the PA service and would aid practitioners/educators` within the target/design of appropriate support to more effectively prepare their practice for the demands associated with applied PA support.
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