Principles for technology use in athlete support across the skill level continuum

Abstract

A major challenge to sport practitioners working across all levels of sport is ensuring that technological platforms are integrated effectively to assist learning along the development pathway. Under the framework of ecological dynamics, we introduce technology as a support opportunity for athletes to learn to become better attuned to, and utilise, key sources of information to self-regulate their actions. Importantly, technology not only supports learning, but also serves as a tool to encourage active engagement in learning from early childhood to late adulthood. Coaches also need to be wary of the potential perils of the mismanagement of technology use and how it can act as a learning rate limiter. Misuse of technological tools may inhibit the learning process by inhibiting an athlete’s ability or willingness to explore and exploit available information in the performance environment, as well as stimulate possible feelings of control and surveillance. By illustrating how technology may complement athlete learning under the guidance of the theoretical framework of ecological dynamics, it is intended that coaches may gain a better understanding of how technological tools can be used more strategically to enhance learning.

The impact of augmented feedback (and technology) on learning and teaching cricket skill: A systematic review with meta-analysis

“…Subsequently, a total of 28 points were available. For quality assessment comparisons, study appraisal scores were graded based on the following Kennelly categories [39], in line with previous studies that utilised the modified Downs and Black checklist [37,40]: good (�20), fair (15)(16)(17)(18)(19), or poor (�14). Further, six question's (16, 18, 20, 21, 22 and 25) from the checklist which assessed internal validity (bias and confounding) were used to determine a risk of bias score [37].…”

“…Following, the coach was able to provide augmented feedback during the training intervention based on this technology-derived information, aimed to improve these attributes and overall skill performance. Although unclear the specifics of how the technology was utilised during the training intervention, from an ecological dynamics perspective, technology such as this would be viewed as a support opportunity if harnessed appropriately [18]. Specifically, this type of smart technology could be used to explore bowling delivery adjustments to enable the athlete to self-regulate movement solutions.…”

“…Applied learning and teaching frameworks (e.g., non-linear pedagogy, constraints-led approach, ecological dynamics) have interpreted these positive aspects of augmented feedback on learning as facilitating processes that characterise expertise acquisition [16]. Specifically, feedback improves learning in how it facilitates exploration toward identifying more useful information to regulate goal-supportive movement [17,18]. This is particularly critical in sport contexts, such as in cricket, where there is a need for a tight coupling between information and movement, and where significant variation in task, individual, and environmental constraints creates uncertainty around what and when information-movement couplings can be useful to the athlete [19][20][21].…”

“…Modified Downs and Black[35] checklist was used for the assessment of methodological quality and risk of bias. For quality assessment comparisons, study appraisal scores were graded as: good (�20), fair(15)(16)(17)(18)(19), or poor (�14) based on Kennelly et al[39]. https://doi.org/10.1371/journal.pone.0279121.t002…”

Vision-based movement recognition reveals badminton player footwork using deep learning and binocular positioning

“…To enhance skill, expertise, and development of badminton players it is important to ensure that technological developments are based on strong theoretical principles of motor learning [12]. In this study we used an ecological framework to investigate how badminton players solve specific movement problems by coordinating actions during performance and exploiting movement pattern variability [10,13,14].…”