USING REAL-TIME BIOMECHANICAL FEEDBACK TO CHANGE ERGOMETER ROWING TECHNIQUE

Study focuses on improving ergometer rowing technique using biomechanical feedback. Kinetic and kinematic data are acquired during rowing, processed, and compared with reference models based on skilled rowers. Feedback information provides knowledge of performance using concurrent feedback, video feedback, video modelling, and error correction strategies. Based on the real-time feedback, the rower modifies movement towards a proper technique. 36 participants in three groups took part in an evaluation study. One group trained without supervision, one with a trainer, and one with the realtime biomechanical feedback. The results show that participants were able to utilize the provided feedback. The results of training with the biomechanical feedback were much better than training without supervision and comparable to training with a trainer

The effects of biofeedback on performance and technique variables during the boxing jab

A growing body of research has addressed the application of movement-based biofeedback techniques for improving sports performers’ gross motor skills. Unlike in previous research, we aimed in this study to quantify the effects of this “external” biofeedback on selected performance and technique variables for the boxing jab among both novices and experts. The technical setup included two inertial measurement units linked wirelessly to a video game system with audio output. The units were configured to provide auditory external biofeedback, based on the peak acceleration of the bag (i.e., biofeedback with an external attentional focus). Sixteen participants (8 novices and 8 experts) performed boxing jabs against the bag in blocked phases of biofeedback. When compared to baseline, the acute effects of externally focused biofeedback on peak bag acceleration were possibly positive in both retention phases for novices (d = 0.29; d = 0.41) and likely positive for experts (d = 0.41; d = 0.30), respectively. The experts’ performance improvements were accompanied by substantive increases in trunk rotation, though this was not true for the novices. Thus, technique improvements can be promoted indirectly via externally focused biofeedback, but only when these actions are within the performers’ motor repertoire. Overall, biofeedback via inertial sensors appears to be a potent technique for modifying human movement patterns in both experts and novices. This low-cost technology could be used to support training across sports, rehabilitation and human-computer interactions

O efeito de um programa de treinamento de totalmente imersivo do Playstation VR no desenvolvimento das habilidades perceptivas das crianças no Voleibol.

This study examined the impact of two different educational interventions, a program that were based on full immersive virtual reality games (FIVE) and a typical training program (TT), in Depth Perception (DP) and Anticipation Reaction Time (ART) of forty eight female volleyball players aged 8-10 years old. The players were randomly separeted into three individual groups of 16 children each, two experimental groups (FIVE, TT) and one control group. The FIVE group attended, for 6 weeks, twice a week and 24 min per session, a full immersive program in Playstation4VR and the TT group a typical training to the court, based to improve DP and ART. The control group did not receive any structured DP and ART training program. Before the interventions, after and one –month after, DP was estimated using Electric Depth Perception Tester and ART using Bassin Anticipation Timer. Were conducted Two-Way analyses of variance with repeated measures, to demonstrate the impact of educational interventions measurements across the two movements on DP efficacy and the two speeds (5mph and 10mph) on ART performance. The post and the retention tests DP in both movements scores were remarkably greater than pre-test for FIVE and TT groups but not for the control group. Additionally, on the ART scores, it was observed that only at a speed of 10 mph did the post and retention test scores show a significant increase compared to the pre-test scores for both experimental groups, while no such increase was observed in the control group. To conclude, exergames VR and a typical training are effective tools for improving DP and ART in volleyball players aged 8-10 years –old.Este estudio examinó el efecto de dos intervenciones educativas, un programa basado en juegos de realidad virtual totalmente inmersivos (FIVE) y un programa de entrenamiento típico (TT), en Percepción de profundidad (DP) y Tiempo de reacción de anticipación (ART) de cuarenta y ocho jugadoras de voleibol de 8 a 10 años. El grupo FIVE asistió a un programa inmersivo completo en Playstation4VR y el grupo TT a un entrenamiento típico en la cancha, basado en mejorar DP y ART durante 6 semanas, dos veces por semana durante 24 min cada vez. El grupo de control no recibió ningún programa estructurado de formación en PD y ART. Antes, después y un mes después de las intervenciones, se calculó la DP utilizando el Probador de Percepción de Profundidad Eléctrica y el ART utilizando el Temporizador de Anticipación de Bassin. Se realizaron análisis de varianza bidireccionales con medidas repetidas, para determinar el efecto de los grupos de programas de entrenamiento y las mediciones en los dos movimientos en el rendimiento de DP y las dos velocidades (5 mph y 10 mph) en el rendimiento de ART. Las puntuaciones de las pruebas posteriores y de retención DP en ambos movimientos fueron notablemente mayores que las de las pruebas previas para ambos grupos experimentales, pero no para el grupo de control. Además, en las puntuaciones de ART, sólo en 10 mph, las puntuaciones de las pruebas posteriores y de retención fueron notablemente mayores que las puntuaciones previas a la prueba para ambos grupos experimentales y no para el grupo de control. En conclusión, los exergames VR y un entrenamiento típico son herramientas efectivas para mejorar el DP y ART en jugadores de voleibol de 8 a 10 años de edad.Este estudo examinou o efeito de duas intervenções educativa, um programa baseado num jogos de realidade virtual total imersivos (RVTI) e um programa de treinamento típico (TT), em Percepção de Profundidade (PP) e Tempo de Reação de Antecipação (TRA) de quarenta e oito voleibolistas com idades entre 8 e 10 anos. Divididos de forma randomizata em três grupos individuais de 16 crianças cada, um controle e dois grupos experimentais (RVTI, TT). O grupo RVTI participou de um programa total imersivo em Playstation4VR e o grupo TT um treinamento típico para quadra, com base de melhorar PP e TRA durante 6 semanas, duas vezes por semana durante 24 min cada vez. O grupo de controle não recebeu nenhum programa estruturado de treinamento em PP e TRA. Antes, após e um mês após da intervenção, o PP foi estimado usando o Electric Depth Perception Tester e o ΤΡΑ usando o Bassin Anticipation Timer. Foram conduzidas análises de variância de duas vias com medidas repetidas, a determinar οs efeitos da grupos de programas de treinamento e medições entre os dois movimentos em desempenho de PP e as duas velocidades (5 mph e 10 mph) em desempenho de TRA. O pós-teste e os testes de retenção DP em ambos os escores de movimentos foram notavelmente maiores do que o pré-teste para ambos os grupos experimentais, mas não para o grupo de controle. Além disso, nas pontuações de ART, apenas em 10 mph as pontuações do pós e do teste de retenção foram notavelmente maiores do que as pontuações do pré-teste para ambos os grupos experimentais e não para o grupo de controle. Em conclusão, os exergames VR e um treinamento típico são ferramentas eficazes para melhorar a DP e ART em jogadores de voleibol de 8 a 10 anos de idade

Seeing a drummer’s performance modulates the subjective experience of groove when listening to popular music drum patterns

Spontaneous rhythmical movements, like foot-tapping and head-bobbing, often emerge when people listen to music, promoting the sensation of being in the ‘groove’: a psychological construct that additionally incorporates positive affect. Here we report the first study to investigate if seeing the music maker modulates this subjective experience of groove. Across trials participants (n = 36) listened to high and low groove drum beats, while concurrently observing a task-irrelevant point-light display (PLD) of the drummer. The PLD was either fully-corresponding with the audio or was incompatible across three other visual display conditions: a static PLD, a corresponding but asynchronous PLD (0.5s time shifted); or a non-corresponding PLD (e.g. low groove audio paired with high groove PLD). Participants rated: (a) their desire to move; and (b) the perceived groove in response to the auditory beats only, using 8-point Likert scales. In both measurements there were significant main effects of groove level and of visual display. Ratings were higher for high compared to low groove audio, and for the fully-corresponding condition compared to the other three visual conditions. The participants’ desire to move was also rated higher in the static condition compared to the non-corresponding condition, while the two-way interaction was also significant: ratings were higher for the high compared to low groove audio in the fully-corresponding, static and asynchronous conditions, but not in the non-corresponding condition. These findings identify the importance of seeing as well as hearing the musician for an enhanced listening experience, which necessitates a multimodal account of music perception

Realitas Virtual Dan Penelitian Pendidikan Dasar: Tren Saat Ini dan Arah Masa Depan

This research explores the utilization of virtual reality (VR) in educational settings and examines current trends, future directions, benefits, and challenges associated with its implementation. The purpose of this library research is to provide an overview of the existing literature on VR and educational research, highlighting the potential of VR technology to enhance traditional teaching methods and improve student engagement, motivation, and learning outcomes. The method used for this research is a comprehensive review and analysis of relevant scholarly articles, books, and reports from academic databases and libraries. The results indicate that VR has been utilized in educational research to create immersive and interactive learning experiences, personalize instruction, bridge the gap between abstract concepts and concrete understanding, and foster critical thinking and problem-solving skills. VR also presents challenges such as cost, accessibility, curriculum integration, teacher training, technical limitations, health and safety concerns, privacy, and ethics. However, the research concludes that with careful planning, adequate resources, and proper support, VR has the potential to revolutionize education and prepare students for a technologically advanced future. Further research and innovation in areas such as immersion, AI integration, collaboration, assessment, accessibility, and ethics are recommended to fully leverage the benefits of VR in educational settings

Aprendizaje motor y feedback: una revisión de literatura

El feedback que se brinda durante la ejecución de una destreza, muestra un papel esencial en el desempeño y aprendizaje de la misma. Existe una gran variedad de investigaciones realizadas sobre el tema de feedback, el objetivo de la presente investigación fue proveer al lector con una visión general del uso de feedback en el área de aprendizaje motor y resaltar los hallazgos relevantes. Feedback es un concepto general que se utiliza para describir la información que se le brinda al aprendiz en relación al desempeño de la destreza motriz que se desea aprender. En la primera parte de la revisión de literatura se describen lo diferentes tipos de feedback que se han estudiado recientemente. En la segunda parte de la revisión se presenta un resumen de las investigaciones representativas de los diversos tipos de feedback. Por último, se presenta una breve conclusión y recomendación del tema

The short-term effects of real-time virtual reality feedback on motor learning in dance.

Does virtual reality (VR) represent a useful platform for teaching real-world motor skills? In domains such as sport and dance, this question has not yet been fully explored. The aim of this study was to determine the effects of two variations of real-time VR feedback on the learning of a complex dance movement. Novice participants (n = 30) attempted to learn the action by both observing a video of an expert's movement demonstration and physically practicing under one of three conditions. These conditions were: full feedback (FULL-FB), which presented learners with real-time VR feedback on the difference between 12 of their joint center locations and the expert's movement during learning; reduced feedback (REDUCED-FB), which provided feedback on only four distal joint center locations (end-effectors); and no feedback (NO-FB), which presented no real-time VR feedback during learning. Participants' kinematic data were gathered before, immediately after, and 24 hr after a motor learning session. Movement error was calculated as the difference in the range of movement at specific joints between each learner's movement and the expert's demonstrated movement. Principal component analysis was also used to examine dimensional change across time. The results showed that the REDUCED-FB condition provided an advantage in motor learning over the other conditions: it achieved a significantly greater reduction in error across five separate error measures. These findings indicate that VR can be used to provide a useful platform for teaching real-world motor skills, and that this may be achieved by its ability to direct the learner's attention to the key anatomical features of a to-be-learned action

Learning movements from a virtual instructor

We examined the effects of perspective (first person versus third person) and immersion (immersive virtual reality versus nonimmersive video screen) on motor learning in order to assess the format of mental action representations. We also evaluated whether these effects were modulated by experience. Experienced dancers and novices practiced line dances by imitating a virtual instructor and then subsequently had to perform the dances from memory without an instructor present, following a delay. Accuracy for both practice and test trials was video coded. First person perspective formats led to better accuracy, immersive formats did not lead to better accuracy, and experienced dancers were more accurate than novices, but format did not interact with experience. These results suggest that during learning, individuals across experience levels represent complex actions in first person perspective, and that virtual instruction does not require immersion to be effective. Key Words: Motor learning, action representation, immersive virtual reality, imitation, perspectiv

Exploring The Effect Of Visual And Verbal Feedback On Ballet Dance Performance In Mirrored And Non-Mirrored Environments

Indiana University-Purdue University Indianapolis (IUPUI)Since the 1800s, the ballet studio has been largely unchanged, a core feature of which is the mirror. The influence of mirrors on ballet education has been documented, and prior literature has shown negative effects on dancers’ body image, satisfaction, level of attention and performance quality. While the mirror provides immediate real-time feedback, it does not inform dancers of their errors. Tools have been developed to do so, but the design of the feedback from a bottom-up perspective has not been extensively studied. The following study aimed to assess the value of different types of feedback to inform the design of tech-augmented mirrors. University students’ ballet technique scores were evaluated on eight ballet combinations (tendue, adagio, pirouette, petit allegro, plié, degage, frappe and battement tendue), and feedback was provided to them. We accessed learning with remote domain expert to determine whether or not the system had an impact on dancers. Results revealed that the treatment with feedback was statistically significant and yielded higher performance versus without the feedback. Mirror versus non-mirror performance did not present any score disparity indicating that users performed similarly in both conditions. A best fit possibility was seen when visual and verbal feedback were combined. We created MuscAt, a set of interconnected feedback design principles, which led us to conclude that the feasibility of remote teaching in ballet is possible