This discursive paper explores the evolving role of the performance analyst and proposes a shift toward a more proactive and pedagogical approach to practice. Rather than solely analysing performance retrospectively, we suggest that performance analysis should employ proactive, evidence-informed pedagogical strategies, instead of being solely focused on the reactive generation of performance metrics. We examine some of the pertinent literature on decision-making in team sports, their relevance to the pedagogically inclined analyst and suggest pedagogical strategies for integration into the analyst’s workflow. As such, we point to gaps in the typical utilisation of performance analysis, emphasising the need for both data collection and pedagogical contribution to player decision-making. Specifically, we explore the use of simulation tools such as ‘Tactical Decision Games’ and the ‘Shadowbox’ method to proactively support meaningful interactions between coach, analyst and player with the aim of enhancing perceptual-cognitive skills and team-shared mental models. Additionally, employing Cognitive Task Analysis to profile players’ knowledge utilisation and decision-making strategies. The aim is to highlight opportunities for analysts to see beyond the normative behavioural lens to better inform coaching pedagogy.