Skill adaption in sport and movement: Practice design considerations for 360° VR

Lindsay, Riki; Spittle, Sharna; Spittle, Michael

doi:10.3389/fpsyg.2023.1124530

Cited by 4 publications

(5 citation statements)

References 28 publications

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“…Paradoxically, despite evidence displaying movement variability even in closed tasks, practical applications often witness repetitive iterations of purportedly "ideal" yet non-functional movement solutions. To break this cycle, the environment must serve as both a guide and a constraint, nurturing learning without redundantly reiterating the same movements (Lindsay, Spittle, & Spittle, 2023). Central to the efficacy of the dynamic ecological approach lies participant interaction and teaching style.…”

Section: Navigating Complexity In Motor Learning: Embracing a Dynamic...mentioning

confidence: 99%

Addressing complexity in motor learning: Practical strategies for teachers and coaches

Cereda

2024

Am J Cre Edu

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This research embarks on an exploration delving into the intricacies of motor skill acquisition and its versatile application across various contexts. Its core objective resides in fostering a robust discourse within this domain. Emphasizing the qualitative dimension of mastering motor skills underscores an urgent need for evidence-backed teaching methodologies that boast universal applicability. In the realms of physical education and sports, a profound comprehension of fundamental theoretical frameworks stands as a pivotal requirement to facilitate effective pedagogy. The continuous evolution of innovative teaching approaches within motor and sports education accentuates the necessity for a meticulous examination of the foundational theoretical underpinnings supporting these advancements. The principal aim of this investigation primarily revolves around distilling the fundamental principles embedded within the ecological-dynamic approach to learning. Furthermore, it endeavors to illuminate actionable directives tailored for instructional purposes. These directives aspire to cultivate adaptive learning environments conducive to the acquisition of motor and sports skills, prioritizing flexibility over rigidity and nurturing an environment that encourages perpetual learning experiences. To achieve this ambitious goal, an exhaustive scrutiny of recent literature has been undertaken, placing significant emphasis on notable contributions propelling the ongoing discourse forward. This comprehensive review endeavors to enrich the dialogue surrounding evidence-based teaching methodologies within the realm of motor skill acquisition and sports education.

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Section: Navigating Complexity In Motor Learning: Embracing a Dynamic...mentioning

confidence: 99%

Addressing complexity in motor learning: Practical strategies for teachers and coaches

Cereda

2024

Am J Cre Edu

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“…Moreover, in addition to former studies (25)(26)(27)(28) the results provide further evidence supporting the notion that perception-action coupling through motor responses is not necessary for sufficiently valid sport-specific 360°VR tools. Thus, perception-action coupling processes may already be initiated by the exploration of the HDM presented 360°environment with head movements (14) or by action planning processes as the motor system is active before an action is actually carried out (12).…”

Section: Diagnostic and Prognostic Validity (Objective 2 And 3)mentioning

confidence: 99%

“…This restricts a realistic presentation of the respective game-situation shown to the players in two ways: First, when filming real decision-making situations to create video stimuli only the environment within the corresponding camera recording angle is captured and, second, when engaged in the experiment participants' head movements do not correspond to a change in the visual field ( 13 ). As a result, participants are potentially confronted with less realistic environments, thus limiting the ecological validity of the diagnostic setting ( 14 , 15 ). This limitation of video screens leads to insufficient opportunities to simulate players' 360° view on the pitch.…”

Section: Introductionmentioning

confidence: 99%

“…New technologies such as 360° video footage and head-mounted displays (HMD) enable researchers to design laboratory settings that allow participants an all-around view of simulated soccer situations from a first-person perspective. According to Lindsay et al ( 14 ), this 360° VR technology creates more realistic and immersive test or training environments by “providing visual information that is more representative of competitive experiences” (p. 1). Representative stimuli are supposed to promote ecological validity in terms of transfer to real sport situations [for an overview see Hadlow et al ( 20 )].…”

Section: Introductionmentioning

confidence: 99%

“…Attributes of representative stimuli are, for example, the presentation of real-world situations from a first-person perspective ( 21 ), a high degree of realistic visual information from these situations ( 22 ), and different opportunities for action (as in real game-situations) ( 23 ). As a further indicator for representative experimental settings used to investigate decision-making skills in sport, Lindsay et al ( 14 ) point out that 360° VR technology potentially supports perception-action coupling processes ( 24 ). As such, environmental information presented in the 360° video stimulus regulate head movements (i.e., motor processes) directly influencing the information picked up during the decision-making situation.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Do you have a good all-around view? Evaluation of a decision-making skills diagnostic tool using 360° videos and head-mounted displays in elite youth soccer

Höner,

Dugandzic,

Hauser

et al. 2023

Front. Sports Act. Living

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Elite youth players’ decision-making skills are considered important predictors of adult performance in soccer. The presentation of 360° videos in head-mounted displays offers new potential for the diagnostic of these skills in talent development programs. This study evaluated a new diagnostic tool using soccer-specific 360° videos for assessing decision-making skills in youth academy (YA) players. The evaluation consisted of players' subjective feedback as well as the analysis of diagnostic and prognostic validity. It was hypothesized that high-level YA players achieve better diagnostic results than regional-level players, and U19 outperform U17 players. Moreover, YA players' diagnostic results should be positively associated with future adult performance level. During the 2018/19 season, N = 48 youth players participated in the diagnostic procedures (split-half reliability r = .78). Participants were shown 54 videos which terminated when the central midfielder received a teammate's pass. Participants were then asked how to best continue playing. The subjective evaluation explored YA players' experiences with the diagnostic tool via quantitative ratings (e.g., “How exciting was the task?”, “How involved did you feel in the game situation?”) and additional interviews. Diagnostic validity was examined in a balanced cross-sectional 2 × 2-design (performance level x age group) and prognostic validity in a 3-year prospective design. Sensitivity and case-by-case analyses completed the evaluation. The YA players provided positive quantitative ratings regarding their experienced immersion into the environment. Players’ qualitative feedback indicated general acceptance of the diagnostic tool as well as it offered recommendations for improvements. Confirming the diagnostic validity, ANOVA revealed significant main effects for performance level (p < .001, η2 = .29) and age group (p < .01, η2 = .14). Contributing to the prognostic validity, the diagnostic results discriminated between YA players achieving a higher and a lower adult performance level (“League 1–4” vs. “League 5 or below”) in adulthood (p < .05; d = 0.80). A ROC curve and the AUC showed that the correct assignment to the adult performance levels is possible with a 71% probability. YA players with a high decision-making accuracy had a six times higher chance of playing in “League 1–4”. The results demonstrated empirical evidence for the new diagnostic tool in terms of YA players' acceptance and validity coefficients exceeding effect sizes of former studies. The technology provides opportunities to test soccer-specific situations demanding an all-around view that were not testable in former experimental settings. Further technological advancements will enable the realization of improvements recommended by the players. Nonetheless, case-by-case analyses suggest caution in using such a diagnostic as a selection tool in talent development programs.

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A 360° video as visual training support for independent movement acquisition—benefit evaluation with the TAM

Rosendahl,

Müller,

Wagner

2024

Ger J Exerc Sport Res

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A 360° video combines the potential of conventional video technology with immersive–interactive design opportunities. The multi-perspective viewing option within a 360° video also enables possible applications as visual training support for motor learning. There are already first methodological–didactic approaches to movement learning; nevertheless, research on 360° video technology can largely be classified as exploratory. This article presents the use of 360° video as a visual training aid for the independent movement acquisition of various fascial movement exercises. In an intervention study, two randomized groups (N = 48) were used to evaluate the subjective benefit. Following the technology acceptance model, subjective benefit perception and rating of format were compared after two crossover interventions with 360° videos and/or conventional training videos. No significant differences were found for perceived usefulness (z = −1.014, p = 0.31, r = 0.105) or perceived ease of use (z = −1.278, p = 0.201, r = 0.132). The same applies for intensity of use (z = −0.247, p = 0.805, r = 0.025) and overall subjective rating (z = −1.745, p = 0.081, r = 0.18). Although no significant differences were found in the evaluation of benefits, the participants tended to use 360° videos as visual training support (M = 3.4, SD = 1.581) on a 7-point scale (1 = 360° videos). Although a generalized statement on 360° videos as visual training support is not possible due to low effect strengths, it can be stated that 360° videos are perceived at least as useful as visual training tools.

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Skill adaption in sport and movement: Practice design considerations for 360° VR

Cited by 4 publications

References 28 publications

Addressing complexity in motor learning: Practical strategies for teachers and coaches

Addressing complexity in motor learning: Practical strategies for teachers and coaches

Do you have a good all-around view? Evaluation of a decision-making skills diagnostic tool using 360° videos and head-mounted displays in elite youth soccer

A 360° video as visual training support for independent movement acquisition—benefit evaluation with the TAM

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