Visual Observation Patterns of Tennis Teachers

Petrakis, Elizabeth

doi:10.1080/02701367.1986.10605406

Cited by 20 publications

(13 citation statements)

References 8 publications

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“…In comparison, novice search strategies concentrate around the racket and ball areas, although their search is somewhat inconsistent and, in general, they use cues that are less predictive. A study carried out with tennis coaches revealed that the level of expertise did not influence the number or duration of fixations (Petrakis, 1986). In this study two variables have been found to be affected by the effect of dimensionality: the number of visual fixations on the perform-arm and the duration of these fixations on the upper-body, with significant differences between video-based and live conditions.…”

Section: Discussionmentioning

confidence: 77%

“…Some studies in this direction have been applied to teachers and tennis coaches (Ávila & Moreno, 2002;Petrakis, 1986), return of serve in tennis (Moreno, Oña, & Martínez, 2002;Reina, Luis, Sanz, & Moreno, 2004b;Singer, Williams, Frehlich, Janelle, Radlo, Barba, & Bouchard, 1998;Williams, Singer, & Weigelt, 1998) or wheelchair tennis (Reina, Moreno, Sanz, & Luis, 2004b). However, this study does not only attempt to simulate a video-based situation similar to a real world situation, but rather it also attempts to study the effect on the visual behaviour when coaches observed tennis serves in front of different conditions.…”

Section: Introductionmentioning

confidence: 99%

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Visual behaviour of tennis coaches in a court and video-based conditions. (Análisis del comportamiento visual de entrenadores de tenis en situaciones de pista y videoproyección.)

Moreno¹,

Romero²,

Vaíllo³

et al. 2006

Rev. int. cienc. deporte

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Visual behaviour of tennis coaches in a court and Visual behaviour of tennis coaches in a court and video-based conditions. video-based conditions. Análisis del comportamiento visual de entrenadoresAnálisis del comportamiento visual de entrenadores de tenis en situaciones de pista y videoproyección. de tenis en situaciones de pista y videoproyección. Este estudio analiza el comportamiento visual realizado por entrenadores de tenis, con diferente nivel de experiencia, cuando observan segundos servicios liftados en situaciones de videoproyección y campo durante un proceso de detección de errores. Se empleó el sistema de seguimiento de la mirada ASL SE5000 para la recogida de datos y posterior análisis de los puntos de fijación visual sobre la escena que los entrenadores observaron. Se desarrolló un diseño experimental de medidas repetidas con tres tomas de datos (A-B-A´): una situación de videoproyección en laboratorio (2D), una situación en pista (3D) y otra nueva situación en laboratorio (2D´).Los entrenadores experimentados realizaron un menor número de fijaciones visuales que los entrenadores noveles en todas las situaciones de medida. Entre las dos situaciones en videoproyección, los entrenadores realizaron fijaciones visuales más largas en la segunda de ellas, con mayores diferencia obtenidas en el grupo de entrenadores experimentados. Ambos grupos realizaron el mayor número de fijaciones visuales sobre el miembro superior, con valores superiores sobre esta localización para el grupo de entrenadores noveles. Si la localización con mayor tiempo de fijación visual fue el miembro superior, la localicen que menos tiempo recibió fue la bola. El número de fijaciones visuales realizadas por ambos grupos disminuyó a medida que se sucedieron las situaciones de medida. Las dos variables que fueron más sensibles al efecto de la dimensionalidad de la escena fueron el número de fijaciones visuales sobre el brazo que sostiene la raqueta y el tiempo de fijación visual sobre el miembro superior. This study analyses the visual behaviour performed by tennis coaches with different levels of experience, when they shown a second top-spin serves in a video-based and court situations during a performance error detection process. The ASL SE5000 eye tracking system was used to detect and record the point of gaze in the visual field. Three experimental measures were carried out (A-B-A'): a two-dimensional situation in a laboratory (2D), a three-dimensional situation on court (3D) and another two-dimensional situation in a laboratory conditions (2D'). R e s u m e nThe visual fixations performed by the expert coaches were lesser than the novice ones in all conditions. Between the two video-based conditions, the coaches performed longer visual fixations in the second one, with greater differences in the experienced group. Both groups performed the highest number of visual fixations on the upper body, with higher scores by the novice group. The location with longer fixation time was the upper body, whereas the location with shorter fixat...

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Section: Discussionmentioning

confidence: 77%

Section: Introductionmentioning

confidence: 99%

Visual behaviour of tennis coaches in a court and video-based conditions. (Análisis del comportamiento visual de entrenadores de tenis en situaciones de pista y videoproyección.)

Moreno¹,

Romero²,

Vaíllo³

et al. 2006

Rev. int. cienc. deporte

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show abstract

“…Readers who approach a text with different tasks in mind (e.g., reading for enjoyment vs. for obtaining information that must be recalled subsequently) evoke differential cognitive strategies (Palincsar & Brown, 1984). We can also assume that high-knowledge, experienced viewers-like highknowledge, experienced readers-bring richer sets of expectations to the viewing task and are better able to integrate components of the performance than are their low-knowledge, inexperienced counterparts (Bisanz & Voss, 1981 (Abernethy & Russell, 1987;Starkes & Deakin, 1984); had a greater capacity to chunk, encode, and retrieve structural aspects of a performance (Allard & Burnett, 1985); and employed differential, especially compact ocular scanning patterns (Bard, Fleury, Carriere, & Hall, 1980;Imwold & Hoffman, 1983;Petrakis, 1986Petrakis, , 1987.…”

Section: Evaluating Kinetic Performancementioning

confidence: 97%

The Heuristic Value of regarding Classroom Instruction as an Aesthetic Medium

Kagan¹

1989

Educational Researcher

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“…Results consistently revealed that experts made greater use of ad-vance cues (Abernethy & Russell, 1987;Starkes & Deakin, 1984); had a greater capacity to chunk, encode, and retrieve structural aspects of a performance (AUard & Burnett, 1985); and employed differential, especially compact ocular scanning patterns (Bard, Fleury, Carriere, & Hall, 1980;Imwold & Hoffman, 1983;Petrakis, 1986Petrakis, , 1987.…”

Section: Evaluating Kinetic Performancementioning

confidence: 99%

The Heuristic Value of Regarding Classroom Instruction as an Aesthetic Medium

Kagan

1989

Educational Researcher

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one defines classroom instruction as an aesthetic medium, a lesson can be evaluated alternatively as a kinetic performance, a message, and a work of art. Viewed as a kinetic performance, a lesson might be evaluated in terms of the cognitive activities of an evaluator. Research in athletics suggests that process tracing and memorial tasks could be used to uncover schemas that experienced evaluators unconsciously invoke to help interpret incoming information. As a symbolic medium of communication, classroom instruction follows certain grammatical rules of structure that students must negotiate to learn from lessons. Studies of the film/TV medium illustrate how unfamiliarity with grammatical rules can impair the extraction of information. Analogous studies might be designed to examine the ability of low-achieving students to decode the structures found within classroom lessons. Finally, as a work of art, a lesson contains spatial and temporal patterns that might be judged in terms of symmetry, balance, and parsimony. I place these and other suggested avenues of inquiry in the context of existing research in the fields of teacher evaluation and instructional supervision.

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Visual Observation Patterns of Tennis Teachers

Cited by 20 publications

References 8 publications

Visual behaviour of tennis coaches in a court and video-based conditions. (Análisis del comportamiento visual de entrenadores de tenis en situaciones de pista y videoproyección.)

Visual behaviour of tennis coaches in a court and video-based conditions. (Análisis del comportamiento visual de entrenadores de tenis en situaciones de pista y videoproyección.)

The Heuristic Value of regarding Classroom Instruction as an Aesthetic Medium

The Heuristic Value of Regarding Classroom Instruction as an Aesthetic Medium

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