Finale Fixationen, sportmotorische Leistung und eine Inhibitionshypothese: Mechanismen des "Quiet Eye"

Zusammenfassung: Vielfach konnte in den letzten Jahren die Bedeutung einer langen letzten Fixation vor Bewegungsbeginn - des Quiet Eye - für die sportmotorische Leistung aufgezeigt werden. Obgleich dieses Phänomen breit untersucht wurde, mangelt es bislang an einer zufriedenstellenden Erklärung. In diesem Beitrag werden daher aktuelle Erklärungsversuche diskutiert. Es zeigt sich, dass vorliegende Beiträge aus der Kognitions- und der ökologischen Psychologie konzeptuelle oder methodische Mängel aufweisen. Aus diesen Gründen wird - zunächst für Aufgaben mit hohen Präzisionsanforderungen - ein Inhibitionsmechanismus zur Erklärung des Quiet-Eye-Phänomens vorgeschlagen mit der zentralen Aussage, dass die Verarbeitung leistungsrelevanter Hinweisreize durch ein ruhiges Auge von Störungen abgeschirmt wird. Abschließend kann gezeigt werden, dass sich der vorgeschlagene Mechanismus mit der bestehenden Befundlage als kompatibel erweist und er die Ableitung weitergehender Vorhersagen erlaubt

Does a visual reference help ballet dancers turn more successfully?

In dance, performing multiple rotations around the longitudinal axis is a complex task that can only be accomplished proficiently by highly skilled dancers. However, this extraordinary skill has been investigated sparsely. The few studies to date have focused on the biomechanical analysis of ballet rotations. However, none have investigated the influence of visual information on continuous rotations, such as Fouettés or à la Seconde turns. Therefore, the present study aims to examine the role of a visual reference on balance control and the dance-specific head coordination - spotting - during turning performance of highly skilled ballet dancers. To this end, 12 participants performed 12 Fouettés (females) or à la Seconde turns (males) with and without a visual reference. As dependent measures, we analysed balance control (i.e., supporting foot path length), spotting duration, head isolation, and orientation (i.e., deviation of pelvis from the front). A linear mixed model was performed to analyse the influence of the visual conditions overall and over the continued performance of 12 consecutive rotations. The results revealed that overall, path length was significantly smaller in the condition without a visual reference. Spotting duration and head isolation did not differ significantly between conditions. Moreover, dancers oriented themselves better towards the front in the condition with a visual reference. When looking closer into the progression of performance over each consecutive rotation, highly skilled ballet dancers significantly decreased the supporting foot path length, and improved orientation when turning with a visual reference. On the other hand, without a visual reference, the dancers increased the spotting duration over time. Additionally, dancers increased head isolation towards the end of the turns in both conditions. These findings suggest that a visual reference helps ballet dancers sustain performance of consecutive rotations, mainly in optimising balance control and orientation. Thus, the more rotations a ballet dancer must turn, the more relevant a visual reference becomes for sustaining successful performance

Learning different task spaces: how explored density aligns the Quiet Eye.

In the current study, predictions of a theoretical account to the explanation of the Quiet Eye (QE) were investigated. To this end, by manipulating the learning environment, participants (n = 52) learned an underhand throwing task which required to explore task-solution spaces of low vs. high density over a 4-week training phase (640 training trials). Although throwing performance was improved, surprisingly, in posttest and retention test shorter QE durations were found. It is speculated that on a short-time learning scale this effect might be explained by more efficient information processing. Moreover, a trend was observed which suggests that-in line with the inhibition hypothesis-when exploring high-density task-solution spaces longer QE durations are required. However, the rather small effect sizes necessitate further research, which will allow to manipulate the response-effect mappings more directly as, for example, in virtual environments

Perception and Action in Sports. On the Functionality of Foveal and Peripheral Vision

An optimal coupling between perception and action is crucial for successful performance in sports. In basketball, for example, a stable fixation onto the basket helps to gain precise visual information of the target to successfully throw a basketball into the basket. In basketball-defense situations, however, opposing players cutting to the basket can be detected by using peripheral vision as less precise information are sufficient to mark this player. Those examples elucidate that to solve a given task foveal and peripheral vision can be used to acquire the necessary information. Following this reasoning, the current state of our framework will be presented that allows one to predict the functionality of one or the other or both depending on the current situation and task demands. In more detail, for tasks that require high motor precision like in far-aiming tasks, empirical evidence suggests that stable foveal fixations facilitate inhibitory processes of alternative action parameterization over movement planning and control. However, more complex situations (i.e., with more than one relevant information source), require peripheral vision to process relevant information by positioning gaze at a functional location which might actually be in free space between the relevant information sources. Based on these elaborations, we will discuss complementarities, the role of visual attention as well as practical implications

Sleep-dependent motor memory consolidation in healthy adults: A meta-analysis

It is widely accepted that sleep better facilitates the consolidation of motor memories than does a corresponding wake interval (King et al., 2017). However, no in-depth analysis of the various motor tasks and their relative sleep gain has been conducted so far. Therefore, the present meta-analysis considered 48 studies with a total of 53 sleep (n = 829) and 53 wake (n = 825) groups. An overall comparison between all sleep and wake groups resulted in a small effect for the relative sleep gain in motor memory consolidation (g = 0.43). While no subgroup differences were identified for differing designs, a small effect for the finger tapping task (g = 0.47) and a medium effect for the mirror tracing task (g = 0.62) were found. In summary, the meta-analysis substantiates that sleep generally benefits the consolidation of motor memories. However, to further our understanding of the mechanisms underlying this effect, examining certain task dimensions and their relative sleep gain would be a promising direction for future research

Developing Digital (and) Teaching Skills

Research indicates that lecturers and teachers should engage in regular introspection regarding their teaching practices and competences as a means to enhance their pedagogical aptitude (e.g., Lombarts et al., 2009). Within tertiary education establishments, such as universities, the evaluation of lectures has evolved into a customary instrument for gauging the caliber of academic instruction. Theoretically, educators can harness student evaluations of teaching for self-evaluation. Nevertheless, these all-encompassing tools (1) are predominantly structured for conclusive and evaluative intentions, (2) frequently neglect criteria essential for effective and proficient teaching, (3) and do not furnish precise interventions tailored to discernible gaps. To counterbalance these deficiencies, the Education Development Unit at the University of Bern has devised specialized digital self-assessment instruments, which furnish targeted assistance to educators in refining their teaching methodologies and competencies. At our poster, we will introduce two such tools: (1) SELEVOR, designed to aid educators in conceiving lectures, and (2) SEIDL, which evaluates the levels of digital teaching competence among educators. SELEVOR assesses teaching concepts based on seven synthesized principles drawn from contemporary theories and models in the psychology of learning and teaching, including works by, among other, Hattie (2012): (1) constructive alignment, (2) target group orientation, (3) problem focus, (4) choice of content, (5) elaboration, (6) adaptive teaching, and (7) teacher engagement. Each principle is evaluated using a four-point Likert scale consisting of five items. Users promptly receive feedback on the alignment of their lecture concepts with each of the seven principles, along with specific algorithmically-derived interventions. Notably, SELEVOR has undergone validation, culminating in the presentation of its refined version. With assistance from SEIDL, educators can seamlessly record and contemplate their personal proficiencies in digitalized instruction through an easily accessible and tailored approach. In contradistinction to SELEVOR, SEIDL employs case vignettes for executing level classification (an adaptation of DigCompEdu, Redecker 2017) within the competency domains of planning, implementation, evaluation, and interaction (a modification of IN.K19, Sailer et al., 2021). Notice: Both paragraphs were proof-read with the use of ChatGPT (OpenAI, 2023) References: Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York: Routledge. Lombarts, K. M., Bucx, M. J., & Arah, O. A. (2009). Development of a system for the evaluation of the teaching qualities of anesthesiology faculty. The Journal of the American Society of Anesthesiologists, 111(4), 709-716. OpenAI. (2023). ChatGPT (Aug 3 version) [Large language model]. https://chat.openai.com/chat Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. In Y. Punie (Ed.), EUR 28775 EN (p. 93). Publications Office of the European Union. https://doi.org/10.2760/178382 Sailer, M., Stadler, M., Schultz-Pernice, F., Franke, U., Schöffmann, C., Paniotova, V., Husagic, L., & Fischer, F. (2021). Technology-related teaching skills and attitudes: Validation of a scenario-based self-assessment instrument for teachers. Computers in Human Behavior, 115, 106625. https://doi.org/10.1016/J.CHB.2020.10662

Balance control in pirouettes – what role does spotting play?

Rotations around the vertical axis are among the most often-performed dance movements. Especially in ballet, pirouettes take a prominent place in the movement vocabulary. However, evidence on balance control and coordination during pirouettes is scarce. So far, no studies have addressed the influence of the fundamental spotting technique on balance in pirouettes. Therefore, the aim of this presentation is to summarise findings from two different studies on balance control and the coordination of spotting in pirouettes and continuous rotations. Study A tested 24 intermediate ballet dancers for postural stability after turning 14 consecutive rotations either actively or passively on a rotating chair. In both conditions, participants turned once while adopting the spotting technique and once without spotting. Before and after the rotations, Centre-of-Pressure (COP) displacement in quiet stance was measured on a force plate and perception of vertigo after-effect was measured by self-assessment (Keshavarz & Hecht, 2011). Conditions were compared with repeated-measures ANOVA. Study B was conducted with eight intermediate dancers who performed double pirouettes with and without the spotting technique. Whole-body movement was measured with a three-dimensional motion capture system and COP displacement with a force plate. The following balance measures were calculated: topple angle, instantaneous axis, and displacement of the foot marker. The following spotting measures were calculated: duration of head towards front, and head-trunk dissociation. Study A showed that balance after turning with the spotting technique was better than turning without spotting (p=.047). It thus seems that spotting helps balance control after rotations. In study B, we could show that spotting also helps balance control during rotations (topple angle with spotting is smaller (M=5.8°, SD=1.1°) than while turning without spotting (M=7.1°, SD=1.2°; p>.001). Besides discussing the results of our studies in more detail, we will present the advantages and disadvantages of different performance measure in pirouettes. Valid, dance-specific measures are crucial to allow for the comparison and progress of studies in the field of dance science and further, to advance the understanding of the role of spotting in whole body rotations. This research brings novel insights to the methods for quantifying the complex movements of dance, ultimately to improve dance training and technique. References: Keshavarz, B., & Hecht, H. (2011). Validating an efficient method to quantify motion sickness. Human factors, 53(4), 415–426