GOLF SKILL: THE EFFECTIVE ACQUISITION AND APPLICATION OF BIOMECHANICS

Contemporary applied golf practice is littered with instructional advice and products purported to improve the biomechanics, and ultimately performance of the golf swing. In this presentation I will apply skill learning theory to assess the relative efficacy of the common approaches claimed to facilitate golf skill as they relate to instruction, feedback and guidance devices

Response: Commentary: Long-term Practice with Domain-Specific Task Constraints Influences Perceptual Skills

A Commentary on: Commentary: Long-term Practice with Domain-Specific Task Constraints Influences Perceptual Skills by Yiannaki, C., Carling, C., and Collins, D. (2018). Front. Psychol. 9:1214. doi: 10.3389/fpsyg. 2018.0121

Using Quiet Eye training in an elite sport context – comment on Vickers

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A Taylor method for numerical solution of generalized pantograph equations with linear functional argument

AbstractThis paper is concerned with a generalization of a functional differential equation known as the pantograph equation which contains a linear functional argument. In this paper, we introduce a numerical method based on the Taylor polynomials for the approximate solution of the pantograph equation with retarded case or advanced case. The method is illustrated by studying the initial value problems. The results obtained are compared by the known results

STABILITY OF MEAN VALUES: APPLICATION OF THE BATES METHOD TO FIELD HOCKEY

A limitation within biomechanics research is an insufficient number of trials are analysed. Conjecture exists over the minimum number of trials required to achieve a stable mean. This study was conducted to identify the minimum number of trials necessary for mean values of selected kinematic variables to stabilise, using the progressive standard deviation method adapted from Bates et al. (1983). Three-dimensional kinematic data of the field hockey hit was collected using a 10-camera Vicon motion analysis system and analysed using Visual 3D (C-Motion). Mean values for selected parameters were calculated and the progressive change in standard deviation assessed. Results showed the number of trials needed for mean stabilisation is both parameter and task specific. The last threshold approach should be used to account for variability within parameters

Defining cricket batting expertise from the perspective of elite coaches

Traditionally in sporting tasks, expertise has been thought of as the attainment of near flawless technical abilities. While contemporary views have become more holistic in nature, in certain sporting domains it is still not clear what exactly encapsulates expertise. This study sought to further understand the crucial and defining characteristics of cricket batting; a complex and difficult perceptual-motor skill with minimal error tolerance and severe time constraints. Eight elite cricket batting coaches, who themselves were former international or state level batsmen, were interviewed to identify characteristics of cricket batting expertise. From this, a conceptual model was developed in relation to an expert within their performance environment. This model highlights several key factors experts possess beyond just technical proficiency, such as self-awareness of their technical and tactical strengths in relation to the situation of the game; self-regulatory behaviours to problem solve performance challenges in-game; and psychological strategies such as between-ball routines to manage cognitions and emotions. The conceptual model of batting expertise described in this paper is designed to introduce an order to how these various skills, possessed by an expert batter, interact within the performance environment to interpret expert performance

Scaling the Equipment and Play Area in Children’s Sport to improve Motor Skill Acquisition: A Systematic Review

BACKGROUND: This review investigated the influence of scaling sports equipment and play area (e.g., field size) on children’s motor skill acquisition. METHODS: Peer-reviewed studies published prior to February 2015 were searched using SPORTDiscus and MEDLINE. Studies were included if the research (a) was empirical, (b) involved participants younger than 18 years, (c) assessed the efficacy of scaling in relation to one or more factors affecting skill learning (psychological factors, skill performance and skill acquisition factors, biomechanical factors, cognitive processing factors), and (d) had a sport or movement skills context. Risk of bias was assessed in relation to selection bias, detection bias, attrition bias, reporting bias and other bias. RESULTS: Twenty-five studies involving 989 children were reviewed. Studies revealed that children preferred using scaled equipment over adult equipment (n = 3), were more engaged in the task (n = 1) and had greater self-efficacy to execute skills (n = 2). Eighteen studies demonstrated that children performed skills better when the equipment and play area were scaled. Children also acquired skills faster in such conditions (n = 2); albeit the practice interventions were relatively short. Five studies showed that scaling led to children adopting more desirable movement patterns, and one study associated scaling with implicit motor learning. CONCLUSION: Most of the studies reviewed provide evidence in support of equipment and play area scaling. However, the conclusions are limited by the small number of studies that examined learning (n = 5), poor ecological validity and skills tests of few trials