Dynamics of visual feedback in a laboratory simulation of a penalty kick
01 Jan 2002-
TL;DR: In this paper, the authors used a paradigm simulating a penalty kick in the laboratory to investigate the dynamics of the closed-loop strategy in these controlled conditions, and the probability of correctly responding to the simulated goalkeeper motion as a function of time available followed a logistic curve.
Abstract: Sport scientists have devoted relatively little attention to soccer penalty kicks, despite their decisive role in important competitions such as the World Cup. Two possible kicker strategies have been described: ignoring the goalkeeper action (open loop) or trying to react to the goalkeeper action (closed loop). We used a paradigm simulating a penalty kick in the laboratory to investigate the dynamics of the closed-loop strategy in these controlled conditions. The probability of correctly responding to the simulated goalkeeper motion as a function of time available followed a logistic curve. Kickers on average reached perfect performance only if the goalkeeper committed him or herself to one side about 400 ms before ball contact and showed chance performance if the goalkeeper motion occurred less than 150 ms before ball contact. Interestingly, coincidence judgement - another aspect of the laboratory responses - appeared to be affected for a much longer time (>500 ms) than was needed to correctly determine...
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01 Jan 2012
TL;DR: This presentation will consider what performance analysis is, what biomechanical and notational analysis have in common and how they differ, and argue that performance analysts require a unified approach, examining interactions between players and their individual skill elements.
Abstract: This presentation will consider what performance analysis is, what biomechanical and notational analysis have in common and how they differ. The main focus will be how they have helped, and can better help, coaches and athletes to analyse and improve sports performance. Biomechanics, notational analysis and motor control all involve the analysis and improvement of sport performance. They make extensive use of video analysis and technology. They require careful information management for good feedback to coaches and performers and systematic techniques of observation. They have theoretical models - based on performance indicators – amenable to AI developments and strong theoretical links with other sport science and IT disciplines. They differ in that biomechanists analyse, in fine-detail, individual sports techniques and their science is grounded in mechanics and anatomy. Notational analysts study technical and tactical patterns in soccer, gross movements or movement patterns, and is primarily concerned with strategy and tactics and has a history in dance and music notation. Notational analysts are gradually establishing their own methodoligial processes and interlinking these with developing theories for the specific problems associated with their data analyses. The practical value of performance analysis is that well-chosen performance indicators highlight good and bad techniques or team performances. They help coaches to identify good and bad performances of a player and facilitate comparative analysis of teams and players. In addition, biomechanics helps to identify injurious techniques while notational analysis helps to assess physiological and psychological demands of sports. Drawing on a range of examples, it will be argued that performance analysts require a unified approach, examining interactions between players, and their individual skill elements. Of fundamental importance is the need for us to pay far greater attention to the principles of providing feedback - technique points that a coach can observe from video and simple counts of events are unlikely to enhance individual or team performance.
50 citations
01 Jan 2012
TL;DR: Results showed how different instructions constrained participant movements during performance, although players’ performance efficacy remained constant, reflecting their adaptive variability.
Abstract: The influence of different instructional constraints on movement organisation and performance outcomes of the penalty kick (PK) was investigated according to participant age. Sixty penalty takers and twelve goalkeepers from two age groups (under 15 and under 17) performed 300 PKs under five different task conditions, including: no explicit instructional constraints provided (Control); instructional constraints on immobility (IMMOBILE) and mobility (MOBILE) of goalkeepers; and, use of keeper-dependent (DEP) and independent (INDEP) strategies by penalty takers. Every trial was video recorded and digitised using motion analysis techniques. Dependent variables (DVs) were: movement speed of penalty takers and the angles between the goalkeeper's position and the goal line (i.e., diving angle), and between the penalty taker and a line crossing the penalty spot and the centre of the goal (i.e., run up angle). Instructions significantly influenced the way that goalkeepers (higher values in MOBILE relative to Control) and penalty takers (higher values in Control than in DEP) used movement speed during performance, as well as the goalkeepers' movements and diving angle (less pronounced dives in the MOBILE condition compared with INDEP). Results showed how different instructions constrained participant movements during performance, although players' performance efficacy remained constant, reflecting their adaptive variability.
20 citations
01 May 2016
TL;DR: Results revealed a significant interaction between time and group from pretest to post-test in anticipating the correct direction (but incorrect height) of the penalty kicks in the computer-based task, however, the improvements observed for the experimental group in theComputerbased task did not transfer to the actual onfield penalty kick task.
Abstract: In this study an attempt was made to determine if a sport-specific anticipation training program using implicit guidance would improve anticipatory performance on a computer-based soccer penalty kick task, and also if that same program would improve performance in an actual on-field penalty kick situation. Twelve soccer goalkeepers were matched into two groups: an experimental group and a placebocontrol group. Prior to the training intervention both groups completed a computerbased penalty kick anticipation test and an actual on-field penalty kick test. During the training intervention, the experimental group viewed temporally occluded videos of penalty kicks combined with implicit guidance, whereas the placebo-control group only completed the preand post-tests along with receiving generalized vision training. Results revealed a significant interaction between time and group from pretest to post-test in anticipating the correct direction (but incorrect height) of the penalty kicks in the computer-based task. However, the improvements observed for the experimental group in the computer-based task did not transfer to the actual onfield penalty kick task. Acknowledgements I would like to thank my instructors, Árni Kristjánsson, Hallur Hallsson, and Ómar Ingi Jóhannesson, for important and useful guidance throughout this experiment. I would like to thank all the participants for giving their time and effort. Further, I thank all the coaches for allowing me to attend practices to collect data as well as all the outfield players who took penalty kicks. I thank my family and close friends for all their support for the last three years. Finally, I would like to give special thanks to my girlfriend Sigrún Ella for all her patience, constructive criticism and endless support and encouragement throughout this whole process.
3 citations
Journal Article•
TL;DR: In this article, the effects of visual, verbal and verbal-visual feedback on the success of serve and bump skills training in volleyball were examined, and it was found that the use of verbal visual feedback styles that were given by teachers' instructions and video records can positively affect the learning process of bump and serve skills in volleyball.
Abstract: Background: The purpose of the present study is to examine the effects of visual, verbal and verbal-visual feedback on the success of serve and bump skills training in volleyball. Methods: The total participants of the study were 42 university students. All the participants attended the PE lectures during the 2012-2013 academic years in a form of 3 different classes which consisted of 14 students per each. Each class was assigned as an experimental group and received different feedback styles for bump and serve skills in volleyball. The feedback was as follows: verbal feedback (mean age= 12.28 ± 0.46; sport age=1.85 ± 0.62), visual feedback (12.14 ± 0.37; 1.66 ± 0.44) and verbal-visual feedback (12.21 ± 0.42; 1.91 ± 0.38). Considering the pre-test/ post-test design, the data collected from students’ test scores in cognitive domain and video records were assessed and scored by experts related to the achievements in the psychomotor area. Descriptive statistics and TTest analysis was used to investigate if there were any significant differences between pre-test and post-test scores of each experimental group. Also, an ANOVA Test was conducted to assess the significant differences between groups. Results: Results showed that there were meaningful differences between the levels of success in verbal, visual and verbal-visual feedback of pre-test and post-test scores of each group in terms of cognitive domain [F(39,2)=26.87;p=0.001] and [F(39,2)=7.807;p=0.001]. For each type of evaluation, all feedback styles increased the success levels of bumps and serve skills of the participants. Conclusions: Consequently, the findings of the present work suggested that the use of verbal-visual feedback styles that were given by teachers' instructions and video records can positively affect the learning process of bump and serve skills in volleyball.
3 citations
Dissertation•
05 Sep 20153 citations
References
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TL;DR: An inventory of 20 items with a set of instructions and response- and computational-conventions is proposed and the results obtained from a young adult population numbering some 1100 individuals are reported.
33,268 citations
TL;DR: In this paper, the authors present a theory of the inhibition of thought and action to account for people's performance in situations with explicit stop signals, and apply it to several sets of data.
Abstract: Many situations require people to stop or change their current thoughts and actions. We present a theory of the inhibition of thought and action to account for people's performance in such situations. The theory proposes that a control signal, such as an external stop signal or an error during performance, starts a stopping process that races against the processes underlying ongoing thought and action. If the stopping process wins, thought and action are inhibited; if the ongoing process wins, thought and action run on to completion. We develop the theory formally to account for many aspects of performance in situations with explicit stop signals, and we apply it to several sets of data. We discuss the relation between response inhibition and other acts of control in motor performance and in cognition, and we consider how our theory relates to current thinking about attentional control and automaticity.
3,095 citations
TL;DR: A combination of sensory integration and motor planning could reflect the conversion of visual motion information into a categorical decision about direction and thus give insight into the neural computations behind a simple cognitive act.
Abstract: To make a visual discrimination, the brain must extract relevant information from the retina, represent appropriate variables in the visual cortex and read out this representation to decide which of two or more alternatives is more likely. We recorded from neurons in the dorsolateral prefrontal cortex (areas 8 and 46) of the rhesus monkey while it performed a motion discrimination task. The monkey indicated its judgment of direction by making appropriate eye movements. As the monkey viewed the motion stimulus, the neural response predicted the monkey’s subsequent gaze shift, hence its judgment of direction. The response comprised a mixture of high-level oculomotor signals and weaker visual sensory signals that reflected the strength and direction of motion. This combination of sensory integration and motor planning could reflect the conversion of visual motion information into a categorical decision about direction and thus give insight into the neural computations behind a simple cognitive act.
924 citations
TL;DR: MEL provides a systematic approach to dealing with nine concerns in running an experimental laboratory and includes a Pascal-like programming language and can call routines written in standard languages.
Abstract: Micro Experimental Laboratory (MEL) is a third-generation integrated software system for experimental research. The researcher fills in forms, and MEL writes the experimental program, runs the experiments, and analyzes the data. MEL includes a form-based user interface, automatic programming, computer tutorials, a compiler, a real-time data acquisition system, database management, statistical analysis, and subject scheduling. It can perform most reaction time, questionnaire, and text comprehension experiments with little or no programming. It includes a Pascal-like programming language and can call routines written in standard languages. MEL operates on IBM PC compatible computers and supports most display controllers. MEL maintains millisecond timing with high-speed text and graphics presentation. MEL provides a systematic approach to dealing with nine concerns in running an experimental laboratory.
759 citations
TL;DR: Examination of skill-based differences in anticipation and visual search behaviour during the penalty kick in soccer found expert goalkeepers were generally more accurate in predicting the direction of the penaltyKick, waited longer before initiating a response and made fewer corrective movements with the joystick.
Abstract: We used a novel methodological approach to examine skill-based differences in anticipation and visual search behaviour during the penalty kick in soccer. Expert and novice goalkeepers were required to move a joystick in response to penalty kicks presented on film. The proportion of penalties saved was assessed, as well as the frequency and time of initiation of joystick corrections. Visual search behaviour was examined using an eye movement registration system. Expert goalkeepers were generally more accurate in predicting the direction of the penalty kick, waited longer before initiating a response and made fewer corrective movements with the joystick. The expert goalkeepers used a more efficient search strategy involving fewer fixations of longer duration to less disparate areas of the display. The novices spent longer fixating on the trunk, arms and hips, whereas the experts found the kicking leg, non-kicking leg and ball areas to be more informative, particularly as the moment of foot-ball contact approached. No differences in visual search behaviour were observed between successful and unsuccessful penalties. The results have implications for improving anticipation skill at penalty kicks.
580 citations