Mitchell Profeit, Luc Martin

Introduction: Interdependent sport team athletes must frequently interpret cues and coordinate their responses with teammates during time sensitive situations. Given the salience of such decisions within high-performance sport, video-based team debriefs are increasingly used to review and analyze decision quality/effectiveness. Interestingly, despite their widespread usage in practice, limited research has explored how video-based debriefs develop team cognition and decision-making skills or facilitate learning transfer between reflective (e.g., video) and competitive (e.g., in-game) environments. Further, the video room itself represents a complex social environment in which cooperation, competition, conflict, and broader team dynamics shape how athletes receive feedback, interact, and develop shared understandings of performance. Purpose: This proposed research will explore how pedagogically informed adjustments to video-led team debriefing can influence team cognition, decision-making, and team dynamics across an ice-hockey season. Method: Guided by an action research framework (Coghlan & Brannick, 2014), cycles of constructing the issue, planning action, taking action, and evaluating action will be completed collaboratively with coaches, video staff, and athletes from a single high-performance team. These cycles will include pedagogical video-based strategies (e.g., games or simulations) that encourage recognition, team cognition, and engaged participation in debriefs. Data concerning decision quality, transfer, and team cognition will be collected iteratively through qualitative interviews, brief quantitative assessments, and observational field notes. Implications: Findings could provide insights into how to better structure video-led debriefing to promote greater team cognition, recognition, and decision-making skills (e.g., near- and far-transfer), as well as more effective team dynamics within the film room.