Implementing biomechanical analyses for indigenous athlete development: Lessons from applying the Knowledge-to-Action framework with a remote First Nation hockey team

Abstract

Biomechanical analyses can greatly enhance athlete development by enabling coaches to create tailored training programs for individual athletes and teams. Knowledge Translation (KT)—the process of developing and implementing research—facilitates the integration of these programs through community partnerships. This paper explores how KT of emerging sports science technologies can support Indigenous athletes and shares lessons from applying the Knowledge-to-Action (KTA) framework with coaches from a remote First Nation hockey team in northern Québec, Canada. Involving ten U18 male athletes and four coaches, the KTA process assisted in creating an athlete testing program that included analyses of skating and shooting techniques. While effective, the KTA process highlighted the need for additional tools to navigate complex dynamics in Indigenous research translation contexts. We recommend that researchers consider frameworks like Indigenous Science, Technology, and Society (Indigenous STS), which prioritize Indigenous expertise and governance in research collaborations, ensuring that Indigenous peoples can develop and use sciences and technologies on their own terms.

Background

In 2015, Canada's Truth and Reconciliation Commission emphasized the vital role that sport can play in promoting reconciliation between Indigenous and non-Indigenous peoples. Call to Action #88 insisted that all levels of government “take action to ensure long-term Aboriginal athlete development and growth.” Call to Action #89 further insisted that the federal government “promote physical activity as a fundamental element of health and well-being” and “reduce barriers to sports participation” for Indigenous athletes. However, Indigenous control over athlete development remains in decline for many communities. For example, elite-level athletes must often leave their home communities to seek training opportunities in major urban centers, where they can access top-tier coaching, personalized fitness programs, and advanced sports facilities.

This rural-to-urban transition presents significant challenges for young athletes and their families, including financial strain, travel risks, and disruptions to education. Athletes may also experience increased anxiety due to family separation and disruptions in their family and community identity. These challenges can be even more pronounced for many Indigenous athletes, who may face cultural disconnection, systemic and interpersonal racism, and sexism upon leaving their home communities to pursue their sporting aspirations.^1–3

When introducing athlete development interventions, researchers can draw on knowledge translation (KT) to ensure research is relevant and effectively applied. KT refers to the process of developing, implementing, and sustaining research findings for the benefit of end users. ⁴ Various frameworks, models, and theories have been established to support a more intentional and systematic approach to KT, including the Knowledge-to-Action (KTA) framework. The KTA framework is the adopted model of the Canadian Institute of Health Research ⁵ and includes two core components: the knowledge creation funnel, where evidence is generated and refined, and the action cycle, where knowledge is adapted and applied with end users. ⁶ The flexibility of the KTA framework allows it to be tailored to local contexts, and it has shown effectiveness across various domains, including sport.^7–9

While KT has been utilized in Indigenous health research to improve health outcomes, it has also been critiqued for its lack of transparency and insufficient documentation during the translation and application processes. ¹⁰ Scholars have called for KT approaches that are specifically designed for and evaluated within Indigenous contexts, with control remaining in Indigenous hands.^10–12 For example, Kosmenko et al. ⁹ recommended adapting the KTA framework to better fit cultural contexts – such as aligning activities with community schedules and including phases for identifying and mobilizing local resources. However, more focus has been on the knowledge creation component of the KTA framework, highlighting a continued need for in-depth analysis of the action cycle.

The paper has two primary objectives: (1) to explore how emerging sports science and technologies can support Indigenous athletes within their communities when guided by the KTA framework, and (2) to describe lessons learned by applying the KTA framework in partnership with the coaches of a remote First Nation hockey team. We specifically analyze the utility of the KTA action cycle, assessing its strengths and limitations as a method of knowledge translation in this context. Our approach is guided by Indigenous Science, Technology, and Society (Indigenous STS), which critiques colonial power structures in science and asserts the rights of Indigenous peoples to shape the development and application of knowledge affecting their lives and communities. ¹³ By centering locally identified priorities, knowledge systems, and goals, Indigenous STS seeks to reorient technoscience in ways that challenge and transform the colonial dynamics embedded in knowledge production and translation.

In collaboration with local leaders and coaches from a northern Québec First Nation, we co-developed Remote Presence Sporting Technology (RPST), a community-led tool designed to support athlete development through remote biomechanical analysis. RPST connects rural athletes to high-performance resources while enabling them to remain rooted in their communities. Remote tools—such as Dartfish software—were used for qualitative movement and performance analysis ¹⁴ and supported coaches in implementing both individualized and team training programs using locally collected data. However, translating sports science findings into practical application remains challenging, as they are not always effectively communicated to end users. ¹⁵ This underscores the importance of KT methods to strengthen communication among researchers, coaches, and athletes across geographic distances.

Many lessons from our project may resonate across both Indigenous and non-Indigenous contexts, emphasizing the “density” of Indigeneity rather than the “difference." ¹⁶ Indigenous communities share similarities with non-Indigenous communities; however, this does not diminish the unique contexts in which Indigenous peoples live and operate, nor does it negate the ongoing colonial dynamics that often frame them as fundamentally different. In sharing insights from this project, our goal is not to highlight the remoteness or distinctiveness of our Indigenous setting. Instead, we aim to illuminate the multiple, layered factors that influence our use of the KTA framework, and to reflect on the sustainability of our practical and theoretical goals throughout this work.

Community partnership & program development

KT is reciprocal, meaning that partners learn from and with one another. Thus, the most crucial aspect of integrated KT is the relationship between researchers and the community. This is particularly important when conducting research with, by, and for Indigenous communities, as these relationships and social networks are fundamental not only to the research process but also closely tied to various Indigenous ways of life. ¹⁰

For this study, community engagement and relationship building began well before our first visit to the community. Through the second author's sporting network, we connected with an Indigenous community member from northern Québec who expressed a strong interest in remote performance analysis for young hockey players. This community member became integral to the project, serving as a “knowledge champion” and key local support person. ¹⁷ Over the course of roughly 18 months, we engaged in virtual conversations with him and other community members to establish the project's initial framework and direction.

After securing funding, we planned four visits to the community starting in June 2019. Our first two-day trip focused on meeting various community leaders, including band councillors, the community recreation manager, the ice hockey program coordinator, and several coaches. Upon our arrival in the community, we prioritized meetings with band council members to ensure they were fully informed about our presence and had the opportunity to provide feedback on the project's framework.

Our community liaison, with whom we had worked closely over the previous 18 months, advised us to host several informal presentations for key decision-makers. These presentations were designed to elaborate on the project's goals and solicit feedback on potential methodologies. These meetings were crucial for securing band council and community support and understanding the community's needs and concerns regarding athlete performance analysis.

During our second visit to the community in August 2019, we reconnected with key community partners and stakeholders, including the band council's recreation manager, the ice hockey program coordinator, and the coaches. Our objective for this trip was to gain deeper insights into the logistics and scheduling of the ice hockey programs, building on the information we had gathered during our initial visit. This visit also allowed us to familiarize ourselves with the ice hockey facilities and better understand the equipment and infrastructural needs of the project. The coaches assisted us in selecting the most appropriate on-ice and off-ice tests for their team.

By the end of this second visit, we had developed a data collection plan for our next (third) trip, considering the community's needs and their hockey schedule. The university research team held several meetings to finalize the on-ice and off-ice testing protocols, collaborating with other coaching experts while actively discussing our plans with our community partners. Our initial testing protocol included four off-ice tests and three on-ice tests that the athletes would find engaging, could be set up quickly, and allowed for test/retest capability to track the players’ performance progress as monitored by the coaches over time. It was agreed that the results from these tests would inform the development of a tailored training program for the athletes, including off-ice training to support their athletic development during the off-season. Once the coaches approved the testing protocols, we ordered the necessary equipment and began preparations for our third community trip.

An essential consideration for program development within the KTA framework is assessing barriers to knowledge use. We examined barriers at the coaching, athlete, and community levels by conducting informal interviews with coaches and our community champion. During our discussions, one common barrier identified at all three levels was the difficulty in effectively communicating the potential benefits of biomechanical interventions to increase support from young athletes and other community members.

To address this, it was crucial to build rapport with the team. Enhancing trust is vital to project success and can facilitate more open communication and create a comfortable environment for both coaching staff and athletes to ask questions. ¹⁸ The research team consistently engaged with coaches and players, providing information and addressing inquiries about the potential benefits of biomechanical analysis for hockey players.

Other notable challenges faced by coaches included a lack of confidence in their procedural knowledge and uncertainty or reluctance to incorporate interventions into their routines. Athletes also faced a significant challenge related to sensitivity concerning being analyzed or critiqued. This sensitivity is common among athletes but may have been pronounced in this context, given the long history of Indigenous communities with colonial sciences and their treatment as subjects of research by outside researchers.^19,20 Players may have felt uneasy with the research team predominantly made up of white settler researchers from major urban centers.

Coaching intervention

Ten male athletes under the age of 18 and four coaches participated in the initial phase of this project, which was led by a multidisciplinary team of Indigenous and non-Indigenous university researchers, hockey coaches, and community leaders. The athlete testing was divided into off-ice and on-ice components. On-ice skating and shooting tests were recorded using an iPad Pro 11 ²¹ and analyzed with Dartfish mobile software. ²² Videos from the on-ice testing were uploaded to the DartfishTV channel ²³ and reviewed by a team of ice hockey coaches and biomechanics specialists to provide individual feedback and identify common training themes.

Our primary objective was not to assess Indigenous athletes through biomechanical testing, but to support community control of sports and athlete development. Accordingly, data collected from both on-ice and off-ice assessments were not subjected to performance-based analysis or used as metrics of athletic ability. Instead, the testing served as a tool to support the coaching staff in shaping training programs that align with community-defined priorities and values. Our analysis centers on the process of knowledge translation, emphasizing how scientific tools and practices were adapted in partnership with coaches to ensure that implementation of the testing program was culturally responsive, contextually relevant, community-driven, and informed by a critique of power.

Implementing the analysis program

During phase one of the analysis program, the university research team travelled from Montréal, Québec, to the community for four days with the primary goals of building relationships with the athletes and conducting testing. Before the scheduled practice, we met with the coaching staff to reintroduce ourselves, familiarize everyone with the testing protocols, answer questions, and create a general plan for testing and data collection. Our collective decision to conduct data collection during regular practice times (90 min) was a strategic move to maximize player attendance. Ultimately, a majority of the team was able to be involved with little disruption to their typical schedule.

Prior to data collection, we briefly met with parents and athletes to explain the purpose of the project and create space for any questions or concerns. Once parental consent and minor assent forms were signed, we began the off-ice testing in the hallways and locker rooms of the community's hockey arena. This decision not only allowed us to interact more closely with the athletes but also fostered a stronger rapport and created a quieter, less distracting environment. Spending quality time in person with athletes and coaches was effective in strengthening the connection between the research staff, coaching staff, and the hockey team. As the teams spent more time together, there was an overall improvement in openness and willingness to engage.

During data collection, coaches acted as intermediaries between the research team, athletes, and parents. They translated testing instructions into the Cree language and reinforced that this project aimed to support community control and governance over sport through access to new sporting technologies; it was not about conducting research on Indigenous youth.

Phase two of the analysis program involved training the coaches to collect and analyze data independently, without the university research team present. In-person sessions were deemed the most effective method for conveying this knowledge, as they allowed for real-time questions, provided hands-on practice, and strengthened the relationship between researchers and coaching staff. We began preparing for this phase during phase one by actively communicating and collaborating with the coaches during the testing protocols.

During phase two, the university research team further trained the coaches on all data collection procedures. This training included an off-ice session where the coaches familiarized themselves with the testing equipment, as well as a subsequent on-ice session with athletes during their next regularly scheduled practice. The research team was present to assist with any questions. The coaches were instructed on how to upload videos to the shared “DartfishTV” channel, which both the research and coaching teams could access. Uploading videos from data collection sessions would allow the university research team to analyze them remotely alongside the coaching staff, alleviating the burden of costly and sometimes dangerous travel to major urban centers like Montréal. Additionally, the coaching staff was encouraged to independently explore and utilize the software's built-in analysis tools.

To support off-season development, the research team also introduced a customized off-ice training program for coaches to implement with their athletes. This program was specifically tailored to the team's unique needs, drawing on individual and team data collected during phase one, while also considering athlete preferences and available equipment. Coaches and athletes received hands-on, in-person demonstrations of each exercise, complemented by a comprehensive library of instructional videos. These videos focused solely on proper technique and execution, empowering teams to follow best practices confidently and independently, without requiring direct research team oversight.

A key principle of knowledge translation is that interventions should be customized to meet the specific needs of the community. ²⁴ Throughout the implementation phases, the research team continuously reassessed the barriers to knowledge use faced by community members to better support the goals of the hockey program. These barriers were assessed through a combination of personal experiences by the research team and informal discussions with staff and the community.

For instance, coaches and athletes had numerous responsibilities beyond hockey, which limited the time available for testing or learning new technologies. Additionally, internet availability and speed in the community posed significant challenges to the effective implementation of the analysis program. Uploading the videos collected during practice took about three times longer than it would in an urban center, highlighting a broader structural issue around network access that many rural and remote Indigenous communities encounter.^25,26

Although frequent or longer in-person visits could have helped us overcome many of these obstacles, logistical challenges such as funding constraints and teaching commitments on campus made this difficult. As a result, we opted to host several online workshops and tutorials for coaches; however, these proved to be less effective than in-person visits.

Program evaluation & sustainability

Unfortunately, due to the timing of the COVID-19 pandemic, it was impossible to monitor knowledge usage and evaluate the outcomes of this project as planned. Government restrictions forced the hockey program to halt indefinitely, causing us to lose the momentum we had built during our field visits. However, the project was designed with several sustainability considerations in mind:

The training provided to the coaches taught them how to collect, upload, and analyze data. This enabled them to conduct future testing and analysi s independently, without needing to coordinate with university researchers.

The equipment supplied to the community was theirs to keep, ensuring that data collection materials were always available for any new tasks they wished to evaluate or for any retesting they wanted to conduct.

The university research team maintained contact with the coaching staff. If the pandemic had not temporarily halted the hockey program, this ongoing communication would have allowed the research team to check regularly on how the materials were being used and whether any data needed to be assessed.

Following the pandemic, the hockey program experienced significant changes. Many of the coaches and community leaders we worked with either changed jobs or relocated. Additionally, numerous players graduated from high school and transitioned out of the hockey program to pursue other opportunities.

Youth sports programs in different regions often face challenges with high staff and volunteer turnover. Our project, however, was especially dependent on establishing coaching and community support through relationship-building. This process also improved the technical skills needed for on-ice testing and helped communicate the importance of biomechanical testing to athletes and future coaches.

Unfortunately, our project was hindered because nearly all the partners who were initially involved in getting the project started had moved on from their positions before the hockey program could restart after the COVID-19 pandemic and the lifting of restrictions on in-person gatherings. However, the pandemic also highlighted the need for projects that promote athlete training and development through remote delivery. In response, we have begun developing online training resources to support RPST, including a free online course that coaches and players can access at their convenience.

Benefits of using KTA to implement biomechanical analyses

When conducting biomechanical analyses with a remote Indigenous community, we encountered unique challenges that required a flexible approach to KT. Fortunately, the KTA framework includes steps designed to encourage adjustments, ensuring that the applied knowledge aligns closely with the community's specific context.

We found these steps particularly useful for our project, especially considering the technological aspects of working with a remote hockey team, such as internet accessibility, the use of hardware and software, and maintaining an ongoing virtual partnership with the research team. These technological challenges may vary depending on the context of the community.

The flexibility of the KTA framework also allowed us to adapt to challenges beyond the control of both the research team and community partners, including the COVID-19 pandemic and the subsequent lockdowns. Although the KTA framework does not provide specific steps or recommendations for Indigenous communities, its knowledge creation funnel and action cycle—especially the step focusing on adapting knowledge to local contexts—promotes the integration of community-based knowledge and local circumstances into project design.

Furthermore, the framework emphasizes the importance of community leadership, ensuring that researchers recognize local social conditions and understand local priorities and protocols. A significant advantage of the KTA framework is its comprehensive approach to the application process, which covers everything from problem identification to sustainability. This detailed guidance serves as a valuable roadmap for researchers.

However, one significant limitation of the KTA framework is that it does not provide guidance on how to select community members, rights holders, or stakeholders from Indigenous communities to engage in the research process. Given the diversity within Indigenous communities and their unique contexts, a one-size-fits-all approach is unlikely to be effective. Additionally, as previously mentioned, using a uniform strategy for Indigenous-driven research can reinforce colonial narratives that view diverse Indigenous groups as a single, homogeneous entity. This view undermines the importance of genuine local engagement and the need for a variety of research methods and culturally specific protocols. In contrast, an Indigenous STS framework challenges knowledge and ethical norms rooted in non-Indigenous epistemologies and principles. It advocates for relational methodologies that adapt to the specific circumstances of each project or community. ¹³

While the KTA framework was effective in our case and shares some similarities with other contexts—both Indigenous and non-Indigenous—this may not always hold true. Therefore, we encourage researchers to be aware of potential diversity both between and within specific Indigenous communities before engaging in this type of research or implementing applied sports science training programs.

Challenges of using KTA to implement biomechanical analyses

When applying scientific knowledge and biotechnologies in Indigenous contexts, it is essential for researchers to align their methodologies and objectives with Indigenous interests. Prioritizing Indigenous expertise, leadership, and governance in these projects is crucial. ¹³ For example, rather than presenting biomechanical knowledge as the only way to enhance athletic performance, the focus should be on equipping the community with additional tools that support their existing athlete development systems. This approach involves familiarizing them with standard athlete development practices and technologies while promoting Indigenous control over sports.

Although the KTA framework is flexible and can facilitate the integration of various knowledge systems (such as community-based, scientific, social, and traditional knowledge), it currently lacks clearly defined tools or steps for achieving this integration. Previous critiques of the KTA framework in Indigenous contexts have highlighted several critical components that are missing.^9,10,12 Most importantly, a revised framework must include steps for building and sustaining relationships within Indigenous communities.

In line with recommendations from Blodgett et al., ²⁷ we stress that academic researchers should strive to understand the community's history, protocols, and activities. This understanding is best achieved by spending time within the community, building trust with key partners, and engaging with the community as a whole. Such engagement is vital for establishing a solid foundation for knowledge translation initiatives.

Another major challenge faced by the university research team was sustaining the enthusiasm of coaches, many of whom were already overextended in their roles. This threatened the long-term viability of the training program. Although the team initially established strong relationships with coaches, athletes, and community leaders, the program's sustainability weakened as key personnel changed over time—a situation worsened by the high turnover rates during the COVID-19 pandemic. Continuity is crucial for maintaining momentum, fostering peer support, and transferring institutional knowledge to new partners. A decline in enthusiasm may also signal that the project is losing relevance within the community. This underscores the need for researchers to regularly reevaluate the authenticity and impact of their community engagement efforts—independent of funder expectations or concerns about how terminating a project might affect their careers.

The importance of open and ongoing communication between partners cannot be overstated. While the KTA framework includes a step focused on sustaining knowledge use, it would be valuable to provide clearer recommendations or adaptable guidelines to support this process across diverse contexts. Importantly, we must reiterate that although the KTA framework proved generally effective within this specific Indigenous sport initiative, its applicability elsewhere should not be assumed. Every Indigenous community has its own distinct history, culture, geography, and governance systems—each of which must be centered throughout relationship- and project-building efforts. Recognizing and embracing this density from the outset and allowing it to guide the work, is essential for fostering authentic and meaningful engagement. This approach offers a more responsive and transformative alternative to over-reliance on a standardized evaluation framework, no matter how useful that framework may be.

Conclusions

In conclusion, the KTA framework proved effective in supporting biomechanical analyses with a remote First Nation hockey team in northern Québec. Central to this success was the ability to tailor knowledge to the local context during the knowledge creation phase and to remain flexible throughout the action cycle. These elements ensured the research remained relevant, responsive, and grounded in the needs and priorities of the community.

To optimize knowledge translation, we recommend pairing the KTA framework with Indigenous-specific frameworks like Indigenous STS, which centers Indigenous agency in the use and development of scientific knowledge and technologies. These frameworks can offer valuable guidance, advocating for KT strategies that are culturally grounded and context-specific. Considering the relational growth of scientific fields and colonialism, it is essential that anti-colonial approaches center Indigenous expertise, leadership, and governance in Indigenous research and training initiatives.

A key lesson from this project was the need to proactively address structural barriers faced by community members and knowledge users. While strong relationships facilitated adaptation, the onus remains on researchers to navigate and reduce systemic challenges. Additionally, respecting Indigenous knowledge systems, community histories, and protocols is essential – especially in remote settings where trust and a considerable amount of in-person collaboration are vital to creating the conditions for sustainable knowledge use and implementation. ²⁸

Finally, the project revealed that programs focused on long-term skill development tend to be more beneficial than isolated interventions. Embedding opportunities for learning and applying new skills into sports science initiatives helps build community capacity and fosters greater local control over ongoing projects and future training efforts. Although such programs may not be universally applicable, in this case, a sustainable, skill-based approach better met the needs and goals of the community than a standalone intervention. Ultimately, applying sports science and RPST in alignment with Indigenous control can enhance athlete development through culturally and contextually grounded approaches.