Incorporating perceptual decision-making training into high-intensity interval training for Australian football umpires.

Existing methods for developing decision-making skill for Australian football umpires separate the physical and perceptual aspects of their performance. This study aimed to determine the efficacy of incorporating video-based decision-making training during high-intensity interval training sessions, specific for Australian football umpires. 20 amateur Australian football umpires volunteered to participate in a randomised control trial. Participants completed an 8-week training intervention in a conditioning only (CON; n=7), combined video-based training and conditioning (COM; n=7), or separated conditioning and video-based training (SEP; n=6) group. Preliminary and post-testing involved a Yo-Yo Intermittent Recovery Test (Yo-YoIR1), and 10x300m run test with an Australian football specific video-based decision-making task. Overall, changes in decision-making accuracy following the intervention were unclear between groups. SEP was possibly beneficial compared to COM in Yo-YoIR1 performance, whereas CON was likely beneficial compared to COM in 10x300m sprint performance. There was no additional benefit to completing video-based training, whether combined with, or separate to physical training, suggesting that this was not an optimal training method. For video-based training to be an effective decision-making tool, detailed feedback should be incorporated into training. It is recommended that longer conditioning and video-based training interventions be implemented to determine training effectiveness.

Video-based training to improve perceptual-cognitive decision-making performance of Australian football umpires.

Decision-making is a central component of the in-game performance of Australian football umpires; however, current umpire training focuses largely on physiological development with decision-making skills development conducted via explicit lecture-style meetings with limited practice devoted to making actual decisions. Therefore, this study investigated the efficacy of a video-based training programme, aimed to provide a greater amount of contextualised visual experiences without explicit instruction, to improve decision-making skills of umpires. Australian football umpires (n = 52) were recruited from metropolitan and regional Division 1 competitions. Participants were randomly assigned to an intervention or control group and classified according to previous umpire game experience (i.e., experienced; less experienced). The intervention group completed a 12-week video-based decision-making training programme, with decision-making performance assessed at pre-training, and 1-week retention and 3-week retention periods. The control group did not complete any video-based training. Results indicated a significant Group (intervention; Control) × Test interaction (F(1, 100) = 3.98; P = 0.02, partial ῆ2 = 0.074), with follow-up pairwise comparisons indicating significant within-group differences over time for the intervention group. In addition, decision-making performance of the less experienced umpires in the intervention group significantly improved (F(2, 40) = 5.03, P = 0.01, partial ῆ2 = 0.201). Thus, video-based training programmes may be a viable adjunct to current training programmes to hasten decision-making development, especially for less experienced umpires.

Cross-education of muscular strength is facilitated by homeostatic plasticity.

PURPOSE: We examined the effect of priming the ipsilateral motor cortex (M1) using anodal transcranial direct current stimulation (tDCS) prior to a single bout of strength training on the cross-transfer of strength and corticospinal excitability and inhibition of the ipsilateral M1. METHODS: In a randomized double-blinded cross-over design, changes in strength and indices of corticospinal plasticity were analysed in 13 adults who were exposed to 20 min of ipsilateral anodal and sham tDCS (applied to the ipsilateral M1 to the training arm) followed by a single strength training session of the right Biceps Brachii only. RESULTS: The induction of homeostatic plasticity via anodal tDCS priming, significantly increased strength of the untrained left Biceps Brachii (12%) compared to sham tDCS (2%), increased corticospinal excitability (12-33%) and cross-activation (25%) when ipsilateral anodal tDCS was applied to the right M1 prior to a single session of strength training. Interestingly, ipsilateral sham tDCS and strength training resulted in an average increase in MEP amplitude of 2-32%. CONCLUSION: The novel findings of this study include: priming the ipsilateral M1 via anodal tDCS prior to a single bout of strength training augments the cross-transfer of strength which is manifested by an increase in corticospinal excitability and cross-activation. These findings provide insight into how priming methods that induce homeostatic plasticity may be used to enhance the cross-education phenomenon.

Tackle and impact detection in elite Australian football using wearable microsensor technology.

The effectiveness of a wearable microsensor device (MinimaxX(TM) S4, Catapult Innovations, Melbourne, VIC, Australia) to automatically detect tackles and impact events in elite Australian football (AF) was assessed during four matches. Video observation was used as the criterion measure. A total of 352 tackles were observed, with 78% correctly detected as tackles by the manufacturer's software. Tackles against (i.e. tackled by an opponent) were more accurately detected than tackles made (90% v 66%). Of the 77 tackles that were not detected at all, the majority (74%) were categorised as low-intensity. In contrast, a total of 1510 "tackle" events were detected, with only 18% of these verified as tackles. A further 57% were from contested ball situations involving player contact. The remaining 25% were in general play where no contact was evident; these were significantly lower in peak Player Load™ than those involving player contact (P < 0.01). The tackle detection algorithm, developed primarily for rugby, was not suitable for tackle detection in AF. The underlying sensor data may have the potential to detect a range of events within contact sports such as AF, yet to do so is a complex task and requires sophisticated sport and event-specific algorithms.

Assessment of decision-making performance and in-game physical exertion of Australian football umpires.

The aim of this study is to investigate the effects of in-game physical exertion on decision-making performance of Australian football umpires. Fifteen Australian football umpires (Mage = 36, s = 13.5 years; Mgames umpired = 235.2, s = 151.3) volunteered to participate in the study. During five competitive Australian football pre-season games, measures of in-game physical exertion (blood lactate levels, global positioning system [GPS]) and decision-making performance (video-based test) were obtained. There were no significant correlations between physical exertion in a particular quarter and decision-making performance in either the same quarter or any other quarter. Video-based decision-making performance was effected by time in game χ(2)(3) = 24.24, P = 0.001, with Quarter 4 performance significantly better than both Quarter 2 and Quarter 3. In-game physical exertion (blood lactate) significantly decreased over the course of the game χ(2)(3) = 11.58, P = 0.009. Results indicate no definable link between in-game physical exertion and decision-making performance. It is, however, presumed that decision-making performance may be affected by the time or context of the game. Future research is warranted to explore the relationship between physical exertion and decision-making performance to potentially inform Australian football umpire training programmes that replicate in-game physical and decision-making demands.

Examining Single Session Peer-Teaching Instructional Approaches on Pre-Service Physical Education Teachers' Throwing Techniques.

An important role of a Physical Education (PE) teacher is to assist students to develop the fundamental motor skills (FMS) that will allow them to participate in physical activities with competence and confidence. Thus, PE teachers require the knowledge and skills to carry out this crucial task. In the crowded curricula of Physical Education Teacher Education (PETE) programs, there are limited opportunities for pre-service PE teachers to learn how to analyze and perform a large list of motor skills. Our purposes in this study were to determine whether a single session peer-teaching intervention could improve pre-service PE teachers' short-term non-dominant hand overarm throwing performances and to examine these students' perceptions of the interventions. We allocated 47 pre-service PE teaching students (24 males; 23 females) to one of three experimental groups: a Video Analysis Group (VAG; n = 17), a Verbal Group (VG; n = 19), and a Control Group (CG; n = 11), based on the class in which they were enrolled. VAG and VG participants worked with a partner of their choice in reciprocal peer-teaching to improve each other's non-dominant hand throwing technique. VAG and VG interventions were identical except that VAG participants accessed video analysis technology. CG participants completed unrelated course work that involved no overarm throwing activities. A single 20-minute session of peer teaching with video analysis feedback during practice led to rapid enhancements in non-dominant hand overarm throwing skills. While all three groups improved their performance by retention testing, participants in the VAG group improved most quickly. Participants in both the VAG and VG groups reported that their respective interventions improved their throwing and Qualitative Movement Diagnosis (QMD) skills. Based on these results, we suggest that PETE programs integrate peer-teaching and video analysis sessions into fundamental movement courses to accelerate students' motor skill acquisitions.

Activity profiles of the Australian female netball team players during international competition: implications for training practice.

In elite sport, to remain competitive at the international level, it is critical to understand the game demands on players to ensure sport specific training programmes are designed for optimal athlete preparation and conditioning. In netball, recent research examining the activity patterns of players at the elite level is lacking, with only one study undertaken on this level of competition in the past 30 years. Therefore, the aim of this study was to provide coaches with up to date knowledge of player activity patterns as a basis for the design of optimal sport specific training programmes. The Australian female netball team were analysed using video footage of three international test matches. Player activity was categorised into five movement and eight game-based activities; and further classified as work or rest. Results suggest that differences in the current game exist when compared to the previous analysis. Positional differences were also found with regard to player activity confirming the need for an individualised component of training based on player position.

Effect of practice distribution and experience on the performance and retention of a discrete sport skill.

This study examined how practice distribution influenced performance and learning of a discrete sport skill, the Australian Football (AF) handball pass. A secondary aim was to assess whether previous experience playing competitive Australian Football influenced learning. Participants performed the handball 50 times (5 blocks x 10 repetitions) using either a massed (1 sec. between repetitions or distributed (30 sec. between repetitions) practice schedule. Testing consisted of pre-test, acquisition, immediate retention (10 min.), and delayed retention (2 weeks) sessions. Performance accuracy scores improved in the massed practice condition from pre-test to immediate retention and from pre-test to delayed retention. Likewise, performance improved in the distributed practice group from pretest to immediate retention, but scores were not different from pre-test to delayed retention, and decreased from immediate retention to delayed retention. While students with previous AF experience performed better overall, there were no differences between the massed and distributed groups based on experience. Results suggested that, regardless of previous related skill, massed practice of a discrete sport skill may lead to better retention of learning over a two-week period.

The Effectiveness of Above Real Time Training for Developing Decision-Making Accuracy in Australian Football Umpires.

Purpose: The aim of this study was to investigate the effects of an above real-time video-based training intervention on Australian football umpire decision-making skill. Methods: Three groups completed two testing sessions, either side of a five-week, video-based training intervention either in real time (100% speed), above real time (150% speed) or control (no training) condition. Testing included two parts: resting included 25 video clips 10 of Australian football match footage, presented in real time with participants resting; exercise included a separate 25 clips also presented at real time, during a 10 × 300 m run test. Tests were repeated within two weeks following training. Results: Decision-making accuracy significantly improved (p = .043) for the real time training group in the exercise test. There were no improvements in control or above real-time training groups in the exercise test. No significant differences were observed for decision-making accuracy in the 15 resting test for all groups. Conclusion: Above real-time video may not develop decision-making skills more effectively than real-time video for amateur Australian football umpires. For this cohort, the faster presentation of video may result in the umpires missing important perceptual cues. Real-time video-based training appears to be more beneficial for amateur officials than 150% above real-time speed.

Different pedagogical approaches to motor imagery both demonstrate individualized movement patterns to achieve improved performance outcomes when learning a complex motor skill.

Cognitive training techniques such as motor imagery (MI)-cognitive simulation of movement, has been found to successfully facilitate skill acquisition. The MI literature emphasizes the need to accurately imitate key elements of motor execution to facilitate improved performance outcomes. However, there is a scarcity of MI research investigating how contemporary approaches to motor learning, such as nonlinear pedagogy (NLP), can be integrated into MI practice. Grounded in an ecological dynamics approach to human movement, NLP proposes that skilled action is an emergent process that results from continuous interactions between perceptual information of the environment and movement. This emergent process can be facilitated by the manipulation of key task constraints that aim to encourage learners to explore movement solutions that satisfy individual constraints (e.g., height and weight) and achieve successful performance outcomes. The aim of the present study was to explore the application of a NLP approach to MI approach for skill acquisition. Fourteen weightlifting beginners (two female and 12 male) participated in a 4-week intervention involving either NLP (i.e. analogy-based instructions and manipulation of task constraints) or a linear pedagogy (LP; prescriptive instructions of optimal technique, repetition of same movement form) to learn a complex weightlifting derivative. Performance accuracy, movement criterion (barbell trajectory type), kinematic data, and quantity of exploration/exploitation were measured pre-mid-post intervention. No significant differences (p = .438) were observed in the amount of exploration between LP (EER = 0.41) and NLP (EER = 0.26) conditions. Equivalent changes in rearward displacement (R×D) were observed with no significant differences between conditions for technique assessments 1, 2, or 3 (p = .13 - .67). Both NLP and LP conditions were found to primarily demonstrate 'sub-optimal' type 3 barbell trajectories (NLP = 72%; LP = 54%). These results suggest that MI instructions prescribing a specific movement form (i.e., LP condition) are ineffective in restricting available movements to a prescribed technique but rather the inherent task constraints appear to 'force' learners to explore alternative movement solutions to achieve successful performance outcomes. Although MI instructions prescribing specific techniques have previously supported improved skill development, the current findings indicate that learners may self-organise their movements regardless of MI instructions to satisfy individual and task constraints while achieving improved performance. Therefore, it may be beneficial to consider scripts that are more outcome focused and incorporate task constraints to facilitate learners' inherent exploration of individual task solutions.

Is Prescription of Specific Movement Form Necessary for Optimal Skill Development? A Nonlinear Pedagogy Approach.

Purpose: Nonlinear Pedagogy (NLP) proposes that skill development is a nonlinear process, advocating the integration of variability into practice to facilitate individualized movement patterns. However, the influence of a NLP for skills that emphasize a specific movement form is relatively unknown. This study aimed to investigate the impact of a NLP approach when learning a movement form based skill. Method: Sixteen beginners in the power clean (PC), were randomly assigned into a linear pedagogy (LP) condition receiving instructions that prescribed explicit movement form, and a NLP condition presented with analogy-based instructions and two task constraints. Both conditions completed seven lessons across 4-weeks. Results: There were no significant differences in the quantity of exploration, with both conditions demonstrating a similar range of movement patterns. These findings were coupled with a significant improvement in performance accuracy (reduced forward movement of the barbell; F × D) for both conditions. No significant differences were detected in the distribution of barbell trajectory types, with type one, three and four trajectories being exhibited to a similar degree in both conditions. Conclusion: Findings from this study suggests both NLP and LP pedagogies can successfully develop movement form based skills. Overall, both NLP and LP approaches appear to positively influence skill development. These findings have important implications for practitioners suggesting that deviations from instructed technique in learners (i.e., LP approach) do not negatively impact performance. However, further research is needed to determine whether these approaches can more effectively facilitate learners' search for movement solutions that "fit" their individual abilities.

Outsourcing Physical Education in Schools: What and Why Do Schools Outsource to External Providers?

This study explored the process of acquiring services from external providers by schools as a form of outsourcing of physical education activities. Physical education is a learning area that is more susceptible to outsourcing than most learning areas due in part to the availability of a range of external providers as well a perceived lack of specialist knowledge and training in physical education in teacher education. Surveys were completed by 280 schools, including primary and secondary schools in Victoria Australia. Most schools (75%) outsourced some components of physical education, with primary schools (78.1%) significantly more likely to outsource than secondary schools (59.5%) (p < 0.05). Areas of physical education most often outsourced were swimming and outdoor education, as well as lifestyle activities, gymnastics, and dance; these areas did differ significantly (p < 0.05) for primary and secondary schools, and based on the size of the schools and the number of physical education staff. Common reasons for outsourcing were to access expertise, to access equipment or facilities, and to provide access to experiences, with reasons differing significantly (p < 0.05) between secondary and primary schools and based on the number of physical education staff. The main barriers to outsourcing were financial cost, followed by timetabling issues, external provider availability, and transport to the activity. Barriers did differ significantly (p < 0.05) for school location (metropolitan, regional, and rural), size of school, number of physical education staff, and between primary and secondary schools. The schools typically preferred the external provider to come to the school (62.5%) rather than using facilities of the external provider, with outsourcing most often funded by students paying per activity (64.9%), but preferences did differ significantly (p < 0.05) between primary and secondary schools, and based on school size and the number of physical education staff. This study highlights that outsourcing of physical education is a common practice and that there are differences in the practice for primary and secondary schools, which may impact teacher education in physical education.

Retroactive interference and mental practice effects on motor performance: a pilot study.

This study examined the effect of similar versus dissimilar retroactive interference on the mental practice effects for performing a novel motor skill. Research has shown that mental practice of a motor task can interfere with learning and performance of the task; however, little is known about how different retroactive interference activities affect mental practice effects. 90 volunteers ages 18 to 51 years (M=26.8, SD=9.6) completed a pre-test and post-test of 10 sets of five trials of a throwing task with the non-preferred hand. In the practice phase, participants mentally practiced the throwing task and then mentally practiced a task that was similar, dissimilar, or completed an unrelated reading task. Performance for all groups improved from pre- to post-test; however, there were no differences in increases for the three groups. The findings suggest that mental practice of similar and dissimilar tasks produced no significant interference in performance.

Transfer of 360° virtual reality and match broadcast video-based tests to on-field decision-making.

This study aimed to assess the level of transfer of two reliable and valid video modes to in-game decision-making performance. Two video-based tests of 25 clips each (360°VR and match broadcast vision) assessed off-field decision-making accuracy in elite Australian football umpires (n=21). Game performance was assessed across four games for each participant, classified into two groups based on this measure; "highly skilled" or 'skilled'. Decision-making was assessed for correct, missed and unwarranted decisions in video-based tests and in-game assessments. Independent t-tests analysed differences between highly skilled and skilled in-game decision-makers for each test. Correlations also compared experience and in-game with video-based test decision-making performance. For both video-based tests, there were no significant differences between highly skilled and skilled in-game decision-makers, nor any significant correlations. Officials who made less unwarranted decisions in-game (highly skilled) made significantly less unwarranted decisions in the match broadcast test. There was a significant correlation between experience and 360°VR correct decision-making. Neither video-based test had the sensitivity to discriminate between elite officials, potentially due to the third-person perspective (match broadcast task) or sub-elite players presented (360°VR). Optimising the representativeness of off-field tasks through including similar constraints to performance environments is an important consideration for researchers and practitioners.

Effect of task complexity on ipsilateral motor response programming to physically presented and imagined stimuli.

It is unclear whether task representation generated in imagery simulates performance demands in reacting to stimuli. This study investigated whether perceptual and motor control processes used to react to unpredictable stimuli and initiate an ipsilateral movement were replicated during imagery. Fifty-nine undergraduate students (Mage = 27.01 years, SD = 8.30) completed 30 simple, two-choice congruent and two-choice incongruent ipsilateral finger-foot movement trials in response to a physically presented or imagined stimulus. The results appear to indicate that participants were reacting to imagined and actual stimuli, as the ipsilateral finger-foot programming rule was maintained and reaction time initially slowed as task difficulty increased. These findings support theoretical similarities between imagery and physical performance of reaction tasks, with imagers generating and reacting to unpredictable stimuli. Slower imagery performance than physical performance on the two-choice incongruent task may indicate that task complexity is limited during imagery. Variation in results between the imagery and physical conditions potentially supports that imagers were able to react to the imagined stimulus. However, exploratory processes used to react to stimuli were not replicated during imagery. The present findings have potentially significant implications for the functional and applied use of imagery for skill acquisition.

Mental practice and the retention of motor learning: a pilot study.

This study compared the effects of mental practice, physical practice, and no practice on the performance and retention of a novel throwing task. Research supports the effectiveness of mental practice on performance; however, retention of learning has not been adequately investigated. Participants were 152 students ages 18 to 44 years (M = 20.5, SD = 2.9), who completed a pretest, posttest, and five-week delayed retention test of dart throwing with the nonpreferred hand. In the practice phase, participants completed 50 mental practice or physical practice trials of the darts task or 50 trials of a catching task. Results indicated that overall scores increased from pretest to posttest and retention test, and decreased from posttest to retention test, but that these effects did not differ for type of practice. The findings suggest equal learning and retention of learning for novel throwing tasks for control, mental practice, and physical practice conditions; however, further research that considers issues raised is recommended.

Amount of mental practice and performance of a simple motor task.

The effects of different amounts of mental practice on the performance of a motor skill were studied. Research supports the effectiveness of mental practice on performance; however, little is known about how much practice is needed and whether there is an optimal amount for these practice effects. Participants, 209 students ages 18 to 44 years (M=20.5, SD=2.9), completed a pre- and posttest of dart throwing with the nonpreferred hand. In the practice phase, participants completed either 25 (Mental Practice 25), 50 (Mental Practice 50), or 100 (Mental Practice 100) trials of the darts task or 50 trials of a catching task (Catching Task). Performance for all groups improved from pre- to posttest. Improvements for the three mental practice groups were greater than for the Catching Task group; however, there were no differences for the three Mental Practice groups. The findings support the positive effect of mental practice over a control condition and suggest that small amounts of mental practice may be sufficient for performance improvements, at least for a simple motor skill.

Using 360° virtual reality as a decision-making assessment tool in sport.

OBJECTIVES: To examine the reliability, construct validity and ecological validity of 360° VR and match broadcast footage for off-field decision-making assessment in Australian football umpires. DESIGN: Validation assessments with test re-test reliability. METHODS: Two video-based tests of 60 clips each were developed to assess Australian football umpire decision-making, including 360° video of small-sided Australian football games and match broadcast footage of AFL games. Elite (n = 13) and amateur (n = 15) umpires participated in two testing sessions, in a randomised, counterbalanced design. Test re-test reliability was assessed using Cohen's Kappa for individual clips and Intraclass Correlation Coefficients for test scores. Video tests were assessed for construct validity. Ecological validity of the decision-making processes was assessed for each method. RESULTS: 31 clips met the minimum Kappa criteria for the 360° VR test and 28 clips for match broadcast. Results indicated strong reliability for the 360° VR (ICC = 0.89) and match broadcast (ICC = 0.89) tests. For both video modes, elite umpires performed significantly better in decision-making accuracy than amateur (p < 0.05). For ecological validity of the decision-making processes, 360° VR was rated significantly higher than match broadcast vision (p < 0.05) overall. CONCLUSIONS: This is the first study to examine the reliability and validity of 360° VR footage as an off-field decision-making assessment tool in sport. As match broadcast vision is commonly used to assess decision-making in athletes and officials, results suggest that 360° VR is also an appropriate assessment tool. Although both video modes demonstrate similar reliability and construct validity, 360° VR was considered more specific to in-game decision-making processes, suggesting stronger ecological validity.

A preliminary analysis of barriers, intentions, and attitudes towards moderate physical activity in women who are overweight.

Physical activity is important for the health of all individuals, however, the determinants of physical activity behaviour for women who are overweight remain largely unexplored. The purpose of this investigation was to explore a range of factors that influence participation in physical activity for a group of women who are overweight. Participants were 30 women, aged 25-71 years, with a mean age of 46.8 years (+12.95) and an average BMI of 31.2kg/m(2) (+5.6). Self-reported level of physical activity, perceived barriers and facilitators of physical activity, attitudes, intentions and perceived behavioural control to physical activity were measured. Seventeen participants were generally active, with self-reported moderate physical activity of 218.53min (+/-113.82) in the last 7 days; whereas 13 participants were reportedly less active 43.46 (+/-42.98)min. Active participants were more likely to identify social reasons for participating in physical activity, while inactive participants perceived that their laziness prevented them from being physically active. There were no significant differences between active and inactive overweight women for attitude, intention or subjective norm for moderate-intensity physical activity. There was a significant difference between these women in perceived behavioural control (p=.014) for moderate-intensity physical activity, as women who felt more in control of their physical activity behaviour were more likely to engage in physical activity than inactive women. Future research should investigate interventions to increase behavioural control of moderate-intensity physical activity in women who are overweight.

Providing sporting experiences for children in Out of School Hours Care (OSHC) environments: sport and physical activity participation and intentions.

The Out of School Hours Sports Program (OSHSP) aimed to provide structured sporting experiences and community links to local clubs for children in Out of School Hours Care (OSHC). The OSHSP involved 17 State Sporting Associations (SSAs), 71 OSHC Services and local club representatives. This study explored children's participation in sport in and outside the OSHSP and parental intention for participation in sport in and outside the OSHSP. Surveys were received from 211 children (76 girls and 125 boys; mean age=7.9 years, S.D.=1.7) and their parents/guardians (37.9% response rate). OSHC is characterised by freedom of choice of participation in activities by children. The OSHSP was used to provide an opportunity to choose to participate in a sport while attending OSHC. At the OSHC Services surveyed, between 7.1 and 100% of the children attending OSHC chose to participate in the OSHSP. Of those children who chose to participate, 85% were participating in a sport, usually a different sport to the one offered in the OSHSP. This participation was largely club-based (49.8%), most often once a week for training and competition (55.2%). Parental intentions for children's participation in the OSHSP sports varied with respect to the number of years attending the OSHSP, where children played and trained in their main sport, and how many times a week a child played and trained in their main sport. Older children tended to play and train for sport more times per week and had been attending the OSHC for more years than younger children.