Visual and Auditory Information During Decision Making in Sport

Is Anticipation Skill Learning Bayesian?

Purpose: The aims of this study were to examine the learning of anticipation skill in the presence of kinematic and outcome probabilities information, and to see if this learning exhibited characteristics of Bayesian integration. Method: Participants with no competitive tennis playing experience watched tennis player stimuli playing forehand tennis shots and were tasked with predicted shot outcomes. Accuracy, response times and perceived task effort were recorded, pre, post and during four acquisition blocks where outcome feedback was provided. In both Experiment 1 and 2, kinematic information about shot direction was either present in the training group stimuli or absent. In Experiment 1, left/right shot probability information remained equi-probable for both groups. In Experiment 2, both groups also trained with a bias in the shot outcome probability toward one shot direction on 80% of the trials across acquisition blocks (and were not told about this manipulation). Results: Pre-to-post anticipation performance improved in the presence of kinematic (EXP 1) or both information sources (EXP 2). Pre-to-post improvements in the presence of shot outcome probability information were congruent with the bias in the shot direction trained (EXP 2). Superior anticipation performance was found when both information sources were present. The presence of kinematic information resulted in increased perceived effort during early training (EXP 1 & 2). Bayesian odds ratios indicated that shot direction probabilities and kinematic information were integrated during anticipation skill learning. Conclusion: Learning with shot direction probabilities and kinematic information shows characteristics of Bayesian integration.

Attention Load Regulates the Facilitation of Audio-Visual Information on Landing Perception in Badminton

Based on the role of the high temporal sensitivity of the auditory modality and the advantage of audio-visual integration in motion perception and anticipation, we investigated the effect of audio-visual information on landing perception in badminton through two experiments; and we explored the regulatory role of attention load. In this study, experienced badminton players were asked to predict the landing position of the shuttle under the conditions of video (visual) or audio-video (audio-visual) presentation. We manipulated flight information or attention load. The results of Experiment 1 showed that, whether the visual information was rich or not, that is, whether or not it contained the early flight trajectory, the addition of auditory information played a promoting role. The results of Experiment 2 showed that attention load regulated the facilitation of multi-modal integration on landing perception. The facilitation of audio-visual information was impaired under high load, meaning that audio-visual integration tended to be guided by attention from top to bottom. The results support the superiority effect of multi-modal integration, suggesting that adding auditory perception training to sports training could significantly improve athletes' performance.

Perceiving the inertial properties of actions in anticipation skill

Inertial properties of throwing or striking actions constrain action outcomes, but their role in anticipation skill has not been investigated yet. Therefore, the aim of this study was to systematically investigate the effect of inertial constraints on anticipation skill. Fifteen semi-professional and fifteen novice soccer players were tasked with determining the kick direction of penalty kicks occluded at 160 ms, 80 ms before ball-foot contact, at ball-foot contact, or 80 ms after ball-foot contact. The inertial constraints were manipulated by loading the kicking leg with a 2.25 kg weight around the shank of the kicking leg and were compared with unloaded kicks. Anticipation accuracy of kick direction, response time, and decision confidence were recorded. It was found that loaded kick directions were anticipated more accurately, faster, and at earlier occlusion periods than unloaded kicks. The higher accuracy for the loaded kicks was found in the earlier occlusion conditions in experts compared to novices, as were the positive relationships between accuracy and confidence. It was concluded that the perception of the inertial constraints of the kicking action allowed for earlier anticipation of kick direction. It is proposed that accurate perception of the biomechanical property radius of gyrations in the body segments linking proximal to distal towards the kicking foot may provide this information.

Gaze behavior in social interactions between beach volleyball players—An exploratory approach

Previous research has indicated that social interactions and gaze behavior analyses in a group setting could be essential tools in accomplishing group objectives. However, only a few studies have examined the impact of social interactions on group dynamics in team sports and their influence on team performance. This study aimed to investigate the effects of game performance pressure on the gaze behavior within social interactions between beach volleyball players during game-like situations. Therefore, 18 expert beach volleyball players conducted a high and a low game performance pressure condition while wearing an eye tracking system. The results indicate that higher game performance pressure leads to more and longer fixation on teammates’ faces. A higher need for communication without misunderstandings could explain this adaptation. The longer and more frequent look at the face could improve the receiving of verbal and non-verbal information of the teammate’s face. Further, players showed inter-individual strategies to cope with high game performance pressure regarding their gaze behavior, for example, increasing the number of fixations and the fixation duration on the teammate’s face. Thereby, this study opens a new avenue for research on social interaction and how it is influenced in/through sport.

Personality Traits and Emotion Regulation Styles of Elite Beach Volleyball Dyads: Examination of Intra-Team Differences, Performance and Satisfaction Levels

The current study was designed to assess the personality traits and emotion regulation styles of elite beach volleyball players. Intra-team differences were examined with three primary objectives: (i) to create a personality profile of elite beach volleyball players, (ii) to examine the relationship of this profile in relation to performance and satisfaction levels, and (iii) to highlight the similarities in personalities of members of successful teams. A total of 82 elite beach volleyball players were asked to fill out the Big Five Inventory, the Personality Adjective Scale, and the Affective Style Questionnaire. In addition to these, the overall satisfaction and performance level of these athletes were measured. Results indicated a higher manifestation of warmth, liveliness, emotional stability and reasoning, along with lower levels of neuroticism in successful athletes. The players used a variety of emotional regulation styles and reported being moderately to highly satisfied with their team. A repeated-measures MANCOVA revealed no significant differences in personality traits between the team members. This study generates valuable insights into the personality of elite beach volleyball players and can be useful for coaches, sport psychologists, and academics for practical application and further scientific research.

What do you hear? The effect of stadium noise on football players' passing performances

Stadium noise - created by spectators and fans - plays a critical part in the reality of professional sports. Due to a lack of research on the impact of these auditory cues and multimodal environments on motor performance, it is currently unclear how professional athletes experience and perceive stadium noise and how this potentially affects performance in practice. In order to explore the effect of stadium noise on athletes' performance, this paper presents an experimental design using the unique and standardised football training tool known as the "Footbonaut". Specifically, fifteen skilled German football players engaged in a standardised football-specific technical training programme while subjected to four different auditory training conditions; these included both "positive" and "negative" stadium noise conditions, a "baseline" condition providing auditory guidance, and a "no (auditory) cue" condition. Performance data for passing accuracy and passing time were measured for training in each auditory condition. A repeated measures MANOVA revealed a significant main effect for passing time. Specifically, participants showed faster passing times in the baseline compared to the negative and no auditory cue conditions. Findings are presented and discussed from a constraints-led perspective, allied to principles of ecological dynamics and nonlinear pedagogy. Particularly, the use of representative training experiences (including multimodal sensory and emotional information) appears to underline training to refine expert athletes' adaptive coordination of complex motor actions.

When and How to Provide Feedback and Instructions to Athletes?-How Sport Psychology and Pedagogy Insights Can Improve Coaching Interventions to Enhance Self-Regulation in Training

In specialist sports coaching, the type and manner of augmented information that the coach chooses to use in communicating and training with individual athletes can have a significant impact on skill development and performance. Informed by insights from psychology, pedagogy, and sport science, this position paper presents a practitioner-based approach in response to the overarching question: When, why, and how could coaches provide information to athletes during coaching interventions? In an ecological dynamics rationale, practice is seen as a search for functional performance solutions, and augmented feedback is outlined as instructional constraints to guide athletes' self-regulation of action in practice. Using the exemplar of team sports, we present a Skill Training Communication Model for practical application in the context of the role of a specialist coach, using a constraints-led approach (CLA). Further based on principles of a non-linear pedagogy and using the recently introduced Periodization of Skill Training (PoST) framework, the proposed model aims to support practitioners' understanding of the pedagogical constraints of feedback and instruction during practice. In detail, the PoST framework's three skill development and training stages work to (1) directly impact constraint manipulations in practice designs and (2) indirectly affect coaches' choices of external (coach-induced) information. In turn, these guide practitioners on how and when to apply different verbal instruction methodologies and aim to support the design of effective skill learning environments. Finally, several practical guidelines in regard to sports coaches' feedback and instruction processes are proposed.