Die Ballschule im Gymnasium

Ziel der Arbeit ist die Erprobung der Ballschule mit Kindern der fünften Klasse. Es konnten einige positive Aspekte aber auch Probleme der Ballschule für ältere Kinder identifziert werden

Höchstleistung im Handballtor - Eine Studie zur Identifikation, den Mechanismen und der Entwicklung senso-motorischer Expertise

Ausgehend von der theoretischen Rahmenkonzeption zur Expertiseforschung von Ericsson und Smith (1991) wird in der vorliegenden Arbeit die Höchstleistung von Handballtorhütern untersucht. Gemäß der Rahmenkonzeption werden hierzu Experimente zur Identifikation, den Mechanismen und der Entwicklung der senso-motorischen Expertise durchgeführt. Mittels einer Testbatterie mit domän-spezifischen und generellen Anteilen werden einzelne Aspekte der Informationsverarbeitung als potentielle Mechanismen separiert. Aus den Daten wird in der Diskussion die „Just-in-time“-Hypothese abgeleitet, die davon ausgeht, dass ein primärer Aspekt der Expertise von Handballtorhütern die genaue zeitliche Passung zum Wurf ist. Abschließend werden methodische Limitierungen diskutiert und Implikationen für die Sportpraxis vorgestellt

Regelt Struktur Lernen? : über die Wechselwirkungen zwischen Tracking- und Tonzählaufgaben beim impliziten und expliziten motorischen Lernen

Zusammenfassung der Zulassungsarbeit von J. SCHORER: REGELT STRUKTUR LERNEN? - Über die Wechselwirkungen zwischen einer Tracking- und einer Tonzählaufgabe beim impliziten und expliziten Lernen. EINLEITUNG Ziel dieser Untersuchung ist es, die Bedeutung von Strukturinterferenzen beim motorischen impliziten Lernen zu klaeren. Stadler (1995) argumentiert bzgl. der Aufmerksamkeitsabhaengigkeit von implizitem Lernen contra Kapazitaetsinterferenzen und pro Organisationsinterferenzen. METHODE In einem varianzanalytischen Design wurde ein Trackingexperiment, in dem der mittlere von drei Abschnitten innerhalb der Kurve konstant ist, mit insgesamt 30 Studierenden in drei Gruppen durchgefuehrt. Die Probanden mussten in einer Gruppe nur mit einer Computermaus einem Targetkreuz folgen (Gruppe 1). In diesem Experiment hatten zudem zwei Gruppen die Zweitaufgabe tiefe Toene zu beschatten und hohe Toene zu zaehlen, die entweder randomisiert (Gruppe 2) oder strukturiert (hohe Toene 250 msec vor Extrema; Gruppe 3) waren. Nach sechs Aneignungsbloecken in zwei Tagen folgten ein Retentionstest, ein Transfertest und ein anschließender „Free-Recall-Fragebogen“ zum impliziten Lernen. Dabei werden sowohl der RootMeanSquare-Error in allen drei Abschnitten als auch die Reaktionsrichtigkeit in der Zweitaufgabe gemessen. ERGEBNISSE Im Experiment 1 konnte die erwartete Lernverbesserung ueber alle Gruppen (F(2,27)=26.75; p<.01) berechnet werden, wobei sich insbesondere der implizite zweite Abschnitt (F(2,27)=27.77; p<.01) verbesserte. Gruppe 3 weist eine tendenzielle Ueberlegenheit durch Strukturierung bei der Gesamtaufgabe (Scheffé p<.10) und beim Transfertest (Scheffé p<.10) auf. DISKUSSION Die berechneten Ergebnisse sind konsistent mit der Task-integration-Hypothese (Schmidtke & Heuer 1997), nach der die moegliche zusaetzliche Strukturierung durch Reizintegrierung die Aufgabenbewaeltigung leichter macht

The Relationship Between Cognition and Sensorimotor Behavior in an F1 Driving Simulation: An Explorative Study

Sensorimotor control simultaneously engages multiple cognitive processes, like decision making, intention, processing, and the integration of multisensory signals. The reciprocal relationship of cognition and sensorimotor learning is well documented. However, little is known if the status of cognitive skills relates to immediate sensorimotor performance of performing a novel skill. Thus, we aim to explore whether cognitive skills in general and executive functions (EFs) in particular may relate to novel sensorimotor performance and adaptive skills. Therefore, 23 male participants engaged in a novel driving simulation for 2 days. On the first day, they accustomed to the F1 simulation until meeting a preset threshold (adaption). On the second day, they aimed to drive as fast as possible (performance). In addition, we measured EFs and global cognition. We found meaningful relationships between response inhibition (Stroop Color and Word Test), the driving performance (r = 0.48, p = 0.013), and the adaptive ability (r = 0.34, p = 0.012). All other tests of executive functioning and global cognition remained non-significant. Our results illustrate an association of driving performance and adaptive abilities and the EF selective attention/inhibition in a novel F1 simulation. Given the novelty of the task, the ability to adjust sensorimotor behavior to keep the car on the track seems to be the primary necessary skill to navigate the lap and achieve fast times. © Copyright © 2020 Eckardt, Roden, Grube and Schorer

MINI REVIEW: ASSESSING TECHNICAL SKILLS IN YOUTH ATHLETES USING SPORTS BIOMECHANICAL METHODS

Since technical skills are suggested to play a crucial role in talent identification and development (TID) programs, sports biomechanical assessment methods could gain in importance within this field. This systematic mini review provides a brief overview of the biomechanical approaches used so far to assess technical skills and the respective findings in the context of TID. Our results show that few studies have used biomechanical approaches to identify or develop talented young athletes but those doing so found promising results. On the basis of those studies and given the advancements in technologies, we discuss possible obstacles and the potential of biomechanical assessment methods for motion and technique analysis in the context of talent research

A New Dimension to Relative Age Effects: Constant Year Effects in German Youth Handball

In this manuscript we argue for a broader use of the term ‘relative age effect’ due to the influence of varying development policies on the development of sport expertise. Two studies are presented on basis of data from Schorer, et al. [1]. The first showed clear ‘constant year effects’ in the German handball talent development system. A shift in year groupings for the female athletes resulted in a clear shift of birth year patterns. In the second study we investigated whether the constant year effect in the national talent development system carried over to professional handball. No patterns were observable. Together both studies show that a differentiation of varying effects that often happen simultaneously is necessary to understand the secondary mechanisms behind the development of sport expertise.<br/

SQUATS PERFORMED ON AN UNSTABLE SURFACE ELICIT HIGHER TRANSVERSAL FORCE OUTPUT COMPARED TO MORE STABLE SQUATS

Instability resistance training (RT) or exercising within an unstable environment is a popular training modality and frequently used in training, rehabilitation and prevention settings. Yet, due to the reported reduced force output during exercising within unstable condition, instability RT is said to lack the necessary overload to induce meaningful effects. However, empirical evidence of interventions suggests otherwise. The aim of this study was to systematically analyse instability RT vs. stable RT and discuss potential mechanisms. Therefore, we analysed squats within unstable and stable environments and calculated transversal and vertical forces. Greater transversal plane ground reaction forces were observed while performing squats on the unstable surface (p = .013; d = 1.88, CI-95% [0.33, 3.39]). In contrast, vertical force output remained similar for both conditions (p = .764; d = 0.14, CI-95% [-0.77, 1.02])

Special Topic: Identifying effective learning environments -Part I Guest Editorial

Researchers and laypeople alike continue to argue over the relative importance of genes versus environment in explaining superior accomplishments in art, science, sport and education. Although this debate shows no signs of abatement, many researchers in the fields of giftedness and expertise have focused on how the environment influences the attainment of achievement. Obviously, environmental influences can be wide-ranging; studies in this area vary from understanding differences between systems of development (e.g., between nations) and global policies regarding instruction to the manipulation of specific variables in training/practice environments to determine their effectiveness to maximize learning effects. Leading models of expertise development and giftedness (e.g.

Heterogeneity in Community Size Effects: Exploring Variations in the Production of National Hockey League Draftees Between Canadian Cities

Previous research has explored ‘community size effects’ in a multitude of sporting and regional contexts and has shown that athletes are more likely to originate from small-medium population size categories, and less likely to originate from very small or large ones. However, it is not clear whether the production of athletes is homogenous within population size categories. Place of birth data were collected for all Canadian born hockey players drafted into the National Hockey League (NHL) from 2000–2014 from British Columbia (N = 192), Alberta (N = 218), Saskatchewan and Manitoba (N = 216), Ontario (N = 561), Quebec (N = 241), and the Atlantic Provinces (N = 74). To explore variations in the production of draftees within population size categories, proportions of productive cities, population mean (μ), population standard deviation (σ), as well as minimum/maximum values of the number of draftees were calculated for the different categories (&lt;2,500; 2,500–4,999; 5,000–9,999; 10,000–29,999; 30,000–99,999; 100,000–249,999; 250,000–499,999; 500,000–999,999; &gt;1,000,000). In addition, the number of draftees produced per 1,000 residents (i.e., yield) was calculated for each city within all categories. Results showed substantial intra-categorical variability in NHL talent development; moreover, heterogeneity in draftee production existed in various degrees across provincial regions of Canada. Intra-categorical variability suggests that a single homogenous community size effect may not exist for Canadian NHL draftees, and that future research may benefit from exploring other environmental constraints on athlete development such as income, population density, and proximity to local sport clubs