Relevant bibliographies by topics / Sports skills acquisition

Academic literature on the topic 'Sports skills acquisition'

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Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Sports skills acquisition"

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Williams, A. Mark, and Paul R. Ford. "Promoting a skills-based agenda in Olympic sports: The role of skill-acquisition specialists." Journal of Sports Sciences 27, no. 13 (November 2009): 1381–92. http://dx.doi.org/10.1080/02640410902874737.

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Shimada, Satoshi. "7. Acquisition Support of Sports Skills by Communication for the Video." Journal of The Institute of Image Information and Television Engineers 70, no. 9 (2016): 725–28. http://dx.doi.org/10.3169/itej.70.725.

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Aquino, Rodrigo, João Cláudio Machado, Gibson Moreira Praça, Filipe Manuel Clemente, and Luiz Henrique Palucci Vieira. "Editorial: Cognitivist and ecological approaches to sports skills acquisition, development and assessment." Brazilian Journal of Motor Behavior 14, no. 5 (December 1, 2020): 137–40. http://dx.doi.org/10.20338/bjmb.v14i5.227.

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This editorial presented four articles published in special edition of Brazilian Journal of Motor Behavior titled Cognitivist and ecological approaches to sports skills acquisition, development and assessment.
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Kee, Ying Hwa. "Mindfulness and its relevance for sports coaches adopting nonlinear pedagogy." International Journal of Sports Science & Coaching 14, no. 3 (February 24, 2019): 419–27. http://dx.doi.org/10.1177/1747954119830819.

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Nonlinear pedagogy is an approach for structuring skills acquisition that is underpinned by dynamical systems theory and ecological psychology approach of appreciating motor behavior. Given that nonlinear pedagogy calls for a different set of coaching strategies that departs from the traditional prescriptive approach, a heightened level of mindfulness—underpinned by attention/awareness and acceptance (Bishop et al., Mindfulness: a proposed operational definition. Clinical Psychology: Science and Practice 2004; 11(3): 230–241)—on coaches’ part may be particularly pertinent for facilitating this creativity-based and learner-centered approach. In this paper, the relevance of the mindfulness construct is discussed with reference to the need for coaches implementing nonlinear pedagogy to (a) develop sensitivity towards the dynamics of the movement system, (b) be open about impending variability and creativity in learner’s behavior, and (c) be accepting towards learners for who they are. The case for how coaches with heightened mindfulness might be better apt to accomplish the above is put forth. Some suggestions for future work in this area are also suggested. In line with the complex systems perspective in skills acquisition, perhaps it is not too far-fetched to consider a coach’s level of mindfulness during the coaching session as an important control parameter within a larger movement system that has a role in determining learner’s success in skill acquisition.
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Roels, Guillaume. "High-Performance Practice Processes." Management Science 66, no. 4 (April 2020): 1509–26. http://dx.doi.org/10.1287/mnsc.2019.3286.

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Despite their idiosyncrasies, motor and cognitive learning and endurance sports training have in common that they involve repeated practice. While considerable research has been devoted to the effect of practice on performance, little is known about optimal practice strategies. In this paper, we model the practice process for both skill acquisition and retention, and optimize its profile to maximize performance on a predefined date. For skill acquisition, we find that the optimal process involves multiple phases of practice increase and decrease, yielding U-shaped effort consistent with the principle of distributing practice, and that the transitions between phases are smoother for skills that are easily forgotten (e.g., cognitive skills) than for those that are easily retained (e.g., continuous motor skills). In particular for the latter, an extended period of rest should precede an ultimate high-intensity stress. For skill retention, the optimal practice strategy consists of cycles of either constant effort (for skills that are easily forgotten) or pulsed effort (for skills that are easily retained) consistent with the principle of alternating stress and rest. Our parametric model thus indicates when commonly used high-performance practice strategies are indeed optimal. This paper was accepted by Serguei Netessine, operations management.
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Cruz, Madson Pereira, Rodolfo Novellino Benda, Maria Flávia Soares Pinto Carvalho, Guilherme Menezes Lage, Maria Teresa Cattuzzo, and Herbert Ugrinowitsch. "Bandwidth knowledge of results persists on motor skills acquisition." Motricidade 14, no. 2-3 (October 17, 2018): 107–14. http://dx.doi.org/10.6063/motricidade.14294.

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The aim of this study was to investigate the short and long-term effects of the bandwidth KR in learning of the absolute and relative dimensions of a motor skill. Twenty-two undergraduate students divided into two groups: G15 who received KR when the relative error exceeded 15%; and G0, with KR after every trial. The study consisted of an acquisition phase, and the volunteers practiced 100 trials with a target time of 850 ms and relative of 22.2%, 44.4% and 33.3% between the first and second, second and third, third and fourth keys, respectively. This phase, KR related to relative time (relative error) was provided according to the group. KR of total target time was available to both groups after all trials. Three retention tests with ten trials were conducted 10 minutes, 24 hours and one week after the acquisition phase. The results showed that G15 had a smaller relative error than G0. This study allows concluding that bandwidth KR in relation relative time error showed its effects in the consistency of relative time. These effects persisted even after seven days after the acquisition phase in a delayed retention test.
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Hristakieva, Tatiana. "A STUDY ON THE ATTITUDE OF STUDENTS FROM THE NATIONAL SPORTS ACADEMY TO FOREIGN LANGUAGE ACQUISITION IN CONNECTION WITH THEIR FUTURE PROFESSIONAL REALIZATION." Proceedings of CBU in Social Sciences 1 (November 16, 2020): 88–92. http://dx.doi.org/10.12955/pss.v1.52.

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The purpose of the research was to study the attitude of students from the National Sports Academy “V. Levski”, Sofia, to foreign language learning in connection with their future profession as sport specialists, and their interest in using interactive learning techniques in the foreign language courses of the Academy. An enquiry was conducted at the end of the winter term of 2019-2020 academic year with students in the undergraduate programs of the Faculty of Pedagogy and the Faculty of Sport of the National Sports Academy. A questionnaire was used with 12 questions related to the evaluation of students’ foreign language learning needs and the most appropriate sources and strategies for language acquisition. The subjects of the study were 65 students, 44 men and 21 women, at the age of 19-20. The statistical methods used for the research were alternative analysis, variance analysis and Pearson’s chi-squared test (x{\displaystyle \chi ^{2}}χ²).The results from the study show that students are mostly interested in the practical application of foreign language learning. They need to develop their productive language skills - oral communicative and writing skills, in order to use the language directly. Computer games and activities in the internet can act as a close to natural environment enhancing language acquisition. Another important conclusion from the survey is that students recognize using foreign languages as an important part of their professional qualification with reference to future career development.
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Mujika, Iñigo, Shona Halson, Louise M. Burke, Gloria Balagué, and Damian Farrow. "An Integrated, Multifactorial Approach to Periodization for Optimal Performance in Individual and Team Sports." International Journal of Sports Physiology and Performance 13, no. 5 (May 1, 2018): 538–61. http://dx.doi.org/10.1123/ijspp.2018-0093.

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Sports periodization has traditionally focused on the exercise aspect of athletic preparation, while neglecting the integration of other elements that can impact an athlete’s readiness for peak competition performances. Integrated periodization allows the coordinated inclusion of multiple training components best suited for a given training phase into an athlete’s program. The aim of this article is to review the available evidence underpinning integrated periodization, focusing on exercise training, recovery, nutrition, psychological skills, and skill acquisition as key factors by which athletic preparation can be periodized. The periodization of heat and altitude adaptation, body composition, and physical therapy is also considered. Despite recent criticism, various methods of exercise training periodization can contribute to performance enhancement in a variety of elite individual and team sports, such as soccer. In the latter, both physical and strategic periodization are useful tools for managing the heavy travel schedule, fatigue, and injuries that occur throughout a competitive season. Recovery interventions should be periodized (ie, withheld or emphasized) to influence acute and chronic training adaptation and performance. Nutrient intake and timing in relation to exercise and as part of the periodization of an athlete’s training and competition calendar can also promote physiological adaptations and performance capacity. Psychological skills are a central component of athletic performance, and their periodization should cater to each athlete’s individual needs and the needs of the team. Skill acquisition can also be integrated into an athlete’s periodized training program to make a significant contribution to competition performance.
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Rogers, Rebecca G. "Mental Practice and Acquisition of Motor Skills: Examples from Sports Training and Surgical Education." Obstetrics and Gynecology Clinics of North America 33, no. 2 (June 2006): 297–304. http://dx.doi.org/10.1016/j.ogc.2006.02.004.

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Hendrayana, Y. "The Role of Kinaesthetic Perception in Supporting the Acquisition of Skills in Sports Games." IOP Conference Series: Materials Science and Engineering 180 (March 2017): 012228. http://dx.doi.org/10.1088/1757-899x/180/1/012228.

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Dissertations / Theses on the topic "Sports skills acquisition"

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Cooper, Darren James. "The effectiveness of instructional video in the acquisition of cognitive, affective and psychomotor skills in practical sports therapy rehabilitation." Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11498/.

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The use of instructional multimedia, particularly video, within education is steadily increasing although the evidence-base regarding its usage typically only indicates that it is equivalent to or as effective as live demonstration or traditional teaching methods. The current study undertook a longitudinal quasi-experimental crossover study, over three consecutive academic years to evaluate the efficacy of instructional video to teach cognitive, affective and psychomotor skills to level 5 undergraduate sports therapy students. Through the use of a crossover design students undertook both the video and control conditions, they were assessed formatively on a weekly basis to provide a consistent measure of performance throughout the eighteen weeks of data collection within each year. The instructional videos used within the study were based upon (as far as possible) the multimedia principles proposed by Mayer to reduce extraneous cognitive load and maximise essential intrinsic and germane cognitive load. The results from the study were analysed with the use of effect size statistics and interpreted though the use of magnitude based inferences, an emerging alternative to the traditional use of null hypothesis testing. The findings of the study indicate that the use of the instructional videos was beneficial to the vast majority of the students, which builds upon the current evidence-base as it demonstrates that they can be used to enhance academic practice rather than be used as an equivalent resource.
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Gerdsen, Willy. "Investigating suitable pitch sizes for young football players in New Zealand." Click here to access this resource online, 2008. http://hdl.handle.net/10292/399.

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Whilst smaller pitches have become the norm in junior football, they may still be too large for certain ages and levels of skill. To date there has been no research into the relationships between size of the pitch and the technical kicking ability (distance and accuracy) of young players (8 - 14 years of age). The purpose of this investigation was to examine variables that influence actual kicking distance and accuracy and also to measure what differences in play behaviour (passing and dribbling) emerge from self-selected changes in pitch size for different age groups (9 and 10 years of age). Data were collected on 120 (N=120) junior football players: Playing experience (M=2.85 years, SD=2.56), Height (M=1.44 m, SD=1.08), Weight (M=37.8 kg, SD=7.69), Lengths of lower limbs (knee/ankle: M=35.54 cm, SD=4.27; hip/knee: M=35.54 cm, SD=5.25), Step lengths (M=37.66 cm, SD=8.693), Estimated kicking distance (M=31.13 m, SD=16.63). Participants performed a series of three kicks along the ground, using the inside of the foot, and aiming for a target (25 m away). The distance (M=18.04 m; SD=6.56) and accuracy (M=8.32 m; SD=4.38) of each kick were measured. The children (9 and 10 years of age) were then assigned to teams and asked to construct a small-sided game on two different pitch sizes. The first pitch size used was the recommended regulation size. The second pitch size was self-selected by the players. Any changes to the playing dimensions (e.g., width of the pitch) and playing behaviours (e.g., total number of passes, dribbling) were measured and analysed. Kicking distance is best predicted by the player’s height (20.0%, P < 0.000), or a combination of the player’s height and estimated kicking distance (30.0%, P = 0.002). Kicking accuracy can be attributed to the influence of the player’s step lengths (8.1%, P = 0.016) and both their step lengths and estimated kicking distance (15.1%, P = 0.020). Furthermore, our findings demonstrate that the increase in pitch size (18.5% and 25%) resulted in a greater amount of dribbling (63% and 33%) and passing (12%). In general, our results support the idea that young children in New Zealand should be playing on a pitch and at a skill level which matches their football abilities. Grouping young players on a pitch according to their physical (e.g., height) and technical kicking ability (e.g., distance, accuracy) instead of their chronological age, seems to be the key factor to any other set of proposals. The findings of this thesis have important messages that could enhance the effectiveness of coaching, competitive game-play (pitch sizes) and consequently performance at all junior levels of football in New Zealand. Further research should manipulate the number of players per team to see if this factor affects competitive game-play in junior football. Additionally, the mean distances maintained between players in the same team (team-mates) during game play needs to be considered (with regard to the ‘beehive effect’). Further studies should examine different age groups of equivalent skill level and assess their performance in relation to their technical kicking ability on different pitches.
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Downs, Holly Elizabeth. "The Effects of Video Self-Evaluation on Skill Acquisition with Yoga Postures." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4885.

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This study evaluated the use of video self-evaluation and video feedback procedures to enhance the accuracy of yoga poses. In the self-evaluation intervention participants watched their behaviors via video and scored task analyses for feedback for each pose. In the video feedback intervention, the participants and the researcher together scored the task analyses for the behaviors along with practice during video recordings. The interventions were assessed in a multiple baseline across behaviors design. Results showed that both video self-evaluation increased the accuracy of all poses and video feedback further increased the accuracy on one pose for one participant
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Boynewicz, Kara, Amanda Logsdon, Hope Dotson, Alyson Chroust, Brandi Eveland-Sayers, Andy Dotterweich, Sierra Owens, et al. "Motor Skill Acquisition of School-Aged Children in Appalachia." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/8340.

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Ferguson, Taylor Easton. "Using Auditory Feedback to Improve the Performance of Judokas during Uchi Komi." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5014.

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Auditory feedback has been shown to be highly effective at teaching new skills to athletes in a variety of sports. This method consists of targeting a routine, breaking down the specific skills required to complete the routine, and training an individual on those skills using an auditory device to provide feedback on correct responses. This study evaluated the effectiveness of auditory feedback for improving a judo technique. One set of techniques taught in judo are standing throws, which require a partner to receive the technique (uke.) These throws require specific skills to successfully implement the technique. Auditory feedback was evaluated within a multiple baseline across participants design to increase skills for one specific standing throw, ippon seoi nage (one armed shoulder throw.) The skills were scored on a seven item checklist. All participants improved their performance on ippon seoi nage at a quicker pace than what was observed during baseline.
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Mulqueen, Danah. "Using Video Modeling and Video Feedback to Improve Olympic Weightlifting Technique." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5280.

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Behavioral coaching procedures have been evaluated and enhanced over the years to find the most effective interventions for athletic performance in a variety of sports settings. Different types of feedback have been evaluated for effectiveness in teaching and improving skills. The purpose of this study was to examine the effects of video modeling and video feedback to improve technique for three novice individuals in a fitness program incorporating Olympic weightlifting. Two weightlifting events, the clean and jerk and snatch, were targeted for intervention. Each lift was broken down into a task analysis, and trainers used the task analysis to score each lift. Video modeling and video feedback was effective in improving all three participant's lifts from baseline. Annie's lifts improved from 37% in baseline to 79% in intervention for the clean and jerk, and 24% to 75% for the snatch. Rich's lifts improved from 79% in baseline to 95% following intervention for clean and jerk, and 58% to 89% for the snatch. Fran improved from 60% to 87% on the clean and jerk, and from 51% to 84% on the snatch.
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Krukauskas, Frank Krukauskas. "Using Auditory Feedback to Improve Striking for Mixed Martial Artists." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6529.

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The purpose of this study was to evaluate, auditory feedback as a training procedure to increase the effectiveness of throwing a "right cross.” Auditory feedback was evaluated in multiple baselines across behaviors design with 4 mixed martial arts students, two males and two females, 25-54 years old. The percentage of correct steps of the right crosses.” was stable .during baseline for all participants improved substantially following the introduction of the auditory feedback, and maintained at 90 percent or more for all participants during follow-up.
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Freed, Calyn. "Autism and the Performing Arts: Using BST to Teach Dance to Children with ASD." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7025.

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Behavioral skills training (BST) has been proven effective in helping children with autism spectrum disorder (ASD) acquire new skills. Little research had been done to evaluate the effect of BST on the acquisition of sport skills within this population, and no research exists in regards to using BST to teach dance skills to individuals with ASD. The purpose of this study was to evaluate the effectiveness of BST for teaching dance steps to children diagnosed with ASD. This study used a multiple baseline across behaviors design. The dance movements that were targeted consisted of a tap step, a leap, and a turn. Skill acquisition was scored using a task analysis for each dance step to calculate percentage correct. This study found that the use of BST increased the percentage correct of each dance step from baseline levels in all three participants.
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Ortega, Elizabeth. "The Effects of a Task Analysis and Self-Evaluation on the Acquisition of Yoga Postures." Thesis, University of South Florida, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784301.

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There is a growing amount of research evaluating behavioral approaches for skill acquisition in sports. Few of these studies have focused on yoga and skill acquisition. There is a need for a low effort yet effective way to teach yoga postures to individuals who do not take private yoga classes and may practice at home. This study evaluated the effects of using a picture-based task analysis and self-evaluation on the skill acquisition of yoga postures. A multiple baseline across yoga postures was used. During the task analyses intervention, the participants received a task analysis, performed the posture, and scored the task analysis upon the completion of the posture. Results showed that the task-analysis and self-evaluation increased the accuracy of all the poses.

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Barros, Joao Augusto De Camargo. "The Effects of Practice Schedule and Self-Controlled Feedback Manipulations on the Acquisition and Retention of Motor Skills." 2010. http://trace.tennessee.edu/utk_graddiss/677.

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In their challenge-point framework (CPF) Guadagnoli and Lee’s (2004) argue that learning is maximized when a person faces an optimal level of challenge during practice. It is suggested that challenge level can be manipulated through the combination of different practice variables. The purpose of this study was to investigate how practice schedule and self-controlled feedback frequency manipulations affect performance and learning of motor skills. Participants (n=96) attempted to learn three versions of a key-pressing task. The task consisted of pressing five computer keys in specified sequences in a goal criterion time. Participants were assigned to either a blocked practice schedule with self-controlled feedback (BLK-SC), a random practice schedule with self-controlled feedback (RND-SC), a blocked practice schedule with yoked feedback (BLK-YK), a random practice schedule with yoked feedback (RND-YK), a blocked practice schedule and 100 percent feedback (BLK-100), or a random practice schedule with 100 percent feedback (RND-100). Participants in the blocked conditions practiced 30 trials of each task according to a blocked practice schedule. Participants in the random conditions practiced 30 trial of each task according to a random practice schedule. Participants in the self-controlled feedback condition were allowed to choose whether or not to receive feedback on each trial. Yoked participants had their feedback schedule matched to a participant with similar characteristics in the self-control condition. Participants in the 100% feedback condition received feedback after every trial. Participants were also asked to complete the NASA Task Load Index (Hart & Staveland, 1988) and an adapted Perceived Competence for Learning scale (adapted from Williams & Deci, 1996) after the completion of the 5th and 90th trial. After 24 hr participants performed a retention test. The results indicated no difference between groups during retention or for the NASA-TLX and PCL scores. The feedback frequency analysis indicated no differences between BLK-SC and RND-SC groups. In general, the findings of the present study show that the effects of practice schedule conditions can be offset by self-controlled feedback manipulations. They also suggest that a number of different combinations of practice schedules and feedback frequencies can lead to similar challenge levels.
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Books on the topic "Sports skills acquisition"

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McMorris, Terry. Acquisition and Performance of Sports Skills. New York: John Wiley & Sons, Ltd., 2005.

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Ltd, Boulton-Hawker Films. Sports science video 5: Motor skill acquisition, sports safety, preparing for competition. Ipswich: Boulton-Hawker Films Ltd, 1993.

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Hodges, Nicola J., and A. Mark Williams, eds. Skill Acquisition in Sport. Third Edition. | New York : Routledge, 2019. | “First edition published by Routledge 2004”--T.p. verso. | Previous edition: 2012.: Routledge, 2019. http://dx.doi.org/10.4324/9781351189750.

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Skill acquisition in sport: Research, theory and practice. Milton Park, Abingdon, Oxon: Routledge, 2012.

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Davids, K. Dynamics of skill acquisition: A constraints-led approach. Champaign, IL: Human Kinetics, 2008.

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Wiese, diane Marie. The effect of model type on cognitive recognition, form kinetics, and outcome during the initial phase of sport skill acquisition. Eugene: Microform Publications, College of Human development and performance, University of Oregon, 1989.

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Acquisition and Perfortmance of Sports Skills. John Wiley & Sons Inc, 2014.

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McMorris, Terry. Acquisition and Performance of Sports Skills. Wiley & Sons, Incorporated, John, 2007.

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McMorris, Terry. Acquisition and Performance of Sports Skills. Wiley & Sons, Incorporated, John, 2014.

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McMorris, Terry. Acquisition and Performance of Sports Skills. Wiley, 2014.

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Book chapters on the topic "Sports skills acquisition"

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Seifert, Ludovic, Dominic Orth, Chris Button, Eric Brymer, and Keith Davids. "An Ecological Dynamics Framework for the Acquisition of Perceptual–Motor Skills in Climbing." In Extreme Sports Medicine, 365–82. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28265-7_28.

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Gray, Rob. "Sports training technologies." In Skill Acquisition in Sport, 203–19. Third Edition. | New York : Routledge, 2019. | “First edition published by Routledge 2004”--T.p. verso. | Previous edition: 2012.: Routledge, 2019. http://dx.doi.org/10.4324/9781351189750-11.

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Fairbrother, Jeffrey T. "Skill acquisition: The science and practice of teaching sport skills." In APA handbook of sport and exercise psychology, volume 1: Sport psychology (Vol. 1)., 531–55. Washington: American Psychological Association, 2019. http://dx.doi.org/10.1037/0000123-027.

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Anderson, David I., Richard A. Magill, Anthony M. Mayo, and Kylie A. Steel. "Enhancing motor skill acquisition with augmented feedback." In Skill Acquisition in Sport, 3–19. Third Edition. | New York : Routledge, 2019. | “First edition published by Routledge 2004”--T.p. verso. | Previous edition: 2012.: Routledge, 2019. http://dx.doi.org/10.4324/9781351189750-1.

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Ford, Paul R., and Edward K. Coughlan. "Operationalising deliberate practice for performance improvement in sport." In Skill Acquisition in Sport, 183–200. Third Edition. | New York : Routledge, 2019. | “First edition published by Routledge 2004”--T.p. verso. | Previous edition: 2012.: Routledge, 2019. http://dx.doi.org/10.4324/9781351189750-10.

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Memmert, Daniel, and Stefan König. "Models of game intelligence and creativity in sport." In Skill Acquisition in Sport, 220–36. Third Edition. | New York : Routledge, 2019. | “First edition published by Routledge 2004”--T.p. verso. | Previous edition: 2012.: Routledge, 2019. http://dx.doi.org/10.4324/9781351189750-12.

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Williams, Andrew Mark. "Perceptual-cognitive expertise and simulation-based training in sport." In Skill Acquisition in Sport, 237–54. Third Edition. | New York : Routledge, 2019. | “First edition published by Routledge 2004”--T.p. verso. | Previous edition: 2012.: Routledge, 2019. http://dx.doi.org/10.4324/9781351189750-13.

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Beattie, Stuart, Lew Hardy, Andrew Cooke, and Daniel Gucciardi. "Mental toughness training." In Skill Acquisition in Sport, 255–70. Third Edition. | New York : Routledge, 2019. | “First edition published by Routledge 2004”--T.p. verso. | Previous edition: 2012.: Routledge, 2019. http://dx.doi.org/10.4324/9781351189750-14.

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Fawver, Bradley, Garrett F. Beatty, Derek T. Y. Mann, and Christopher M. Janelle. "Staying cool under pressure." In Skill Acquisition in Sport, 271–90. Third Edition. | New York : Routledge, 2019. | “First edition published by Routledge 2004”--T.p. verso. | Previous edition: 2012.: Routledge, 2019. http://dx.doi.org/10.4324/9781351189750-15.

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Mang, Cameron S., Michael R. Borich, Katie P. Wadden, Lara A. Boyd, and Catherine F. Siengsukon. "Motor skill learning and its neurophysiology." In Skill Acquisition in Sport, 293–312. Third Edition. | New York : Routledge, 2019. | “First edition published by Routledge 2004”--T.p. verso. | Previous edition: 2012.: Routledge, 2019. http://dx.doi.org/10.4324/9781351189750-16.

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Conference papers on the topic "Sports skills acquisition"

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Novan, Novrizal Achmad, Amung Ma’mun, and Nuryadi Nuryadi. "Constraints-led Practices and Motor Ability on Basic Footwork Skills Acquisition in Fencing." In 2nd International Conference on Sports Science, Health and Physical Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007071108140817.

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Ishida, Kazunari. "IoT Application in Sports to Support Skill Acquisition and Improvement." In 2019 IEEE 12th Conference on Service-Oriented Computing and Applications (SOCA). IEEE, 2019. http://dx.doi.org/10.1109/soca.2019.00034.

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Tatsuno, Sho, Tomohiko Hayakawa, and Masatoshi Ishikawa. "Supportive training system for sports skill acquisition based on electrical stimulation." In 2017 IEEE World Haptics Conference (WHC). IEEE, 2017. http://dx.doi.org/10.1109/whc.2017.7989946.

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Namvar, Fereshteh, Mahdi Rezaei Estakhroueieh, Hossein Lanjanian, and Peyman Hasani Abharian. "Autistic Children Skill Acquisition In Sport: An Experimental Study." In 2020 27th National and 5th International Iranian Conference on Biomedical Engineering (ICBME). IEEE, 2020. http://dx.doi.org/10.1109/icbme51989.2020.9319458.

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Ogai, Yuta, Sha Rin, Sayaka Tohyama, and Masayuki Yamada. "Development of a Web Application for Sports Skill Acquisition Process Visualization System." In 2021 International Symposium on Educational Technology (ISET). IEEE, 2021. http://dx.doi.org/10.1109/iset52350.2021.00056.

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Hayashi, Isao, Toshiyuki Maeda, Masanori Fujii, Shuoyu Wang, and Tokio Tasaka. "Acquisition of embodied knowledge on sport skill using TAM network." In 2009 IEEE International Conference on Fuzzy Systems (FUZZ-IEEE). IEEE, 2009. http://dx.doi.org/10.1109/fuzzy.2009.5277228.

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Asaka, Yusuke, Keiichi Watanuki, Shuichi Fukuda, Keiichi Muramatsu, and Kazunori Kaede. "Human Action Modeling and Application to a Control System Using the Mahalanobis-Taguchi System." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-60021.

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This paper discusses human action modeling and its application to a control system that uses the Mahalanobis – Taguchi System (MTS). In this study, we define embodied knowledge as being included in tacit knowledge. We also define a set of skills based on experiences and intuitive sense as seen in creating an art, sport, craft, or other skilled task. Embodied knowledge is difficult to express explicitly. As our goals, we analyze embodied knowledge acquisition for human action modeling and apply to a control system by using MTS. An analysis of embodied knowledge using devices and pattern-recognition techniques to recognize un-explicit knowledge are being developed owing to recent improvements in technology. Embodied knowledge acquisition element of recognition can be represented as a pattern recognition technique. In this paper, we confirm that MTS is an adaptive method for recognizing pattern in human action modeling. We set up a control model including a controller using the MTS, which is modeled after an internal model of the cerebellum. We apply the controller based on the Recognition Taguchi (RT) method to invert the control of the pendulum. The result indicate that the controller is capable of detecting disturbance.
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Regazzoni, Daniele, Andrea Vitali, Caterina Rizzi, and Giorgio Colombo. "A Method to Analyse Generic Human Motion With Low-Cost Mocap Technologies." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-86197.

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A number of pathologies impact on the way a patient can either move or control the movements of the body. Traumas, articulation arthritis or generic orthopedic disease affect the way a person can walk or perform everyday movements; brain or spine issues can lead to a complete or partial impairment, affecting both muscular response and sensitivity. Each of these disorder shares the need of assessing patient’s condition while doing specific tests and exercises or accomplishing everyday life tasks. Moreover, also high-level sport activity may be worth using digital tools to acquire physical performances to be improved. The assessment can be done for several purpose, such as creating a custom physical rehabilitation plan, monitoring improvements or worsening over time, correcting wrong postures or bad habits and, in the sportive domain to optimize effectiveness of gestures or related energy consumption. The paper shows the use of low-cost motion capture techniques to acquire human motion, the transfer of motion data to a digital human model and the extraction of desired information according to each specific medical or sportive purpose. We adopted the well-known and widespread Mocap technology implemented by Microsoft Kinect devices and we used iPisoft tools to perform acquisition and the preliminary data elaboration on the virtual skeleton of the patient. The focus of the paper is on the working method that can be generalized to be adopted in any medical, rehabilitative or sportive condition in which the analysis of the motion is crucial. The acquisition scene can be optimized in terms of size and shape of the working volume and in the number and positioning of sensors. However, the most important and decisive phase consist in the knowledge acquisition and management. For each application and even for each single exercise or tasks a set of evaluation rules and thresholds must be extracted from literature or, more often, directly form experienced personnel. This operation is generally time consuming and require further iterations to be refined, but it is the core to generate an effective metric and to correctly assess patients and athletes performances. Once rules are defined, proper algorithms are defined and implemented to automatically extract only the relevant data in specific time frames to calculate performance indexes. At last, a report is generated according to final user requests and skills.
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