Does Audio-Perceptual Training Augment the Anticipation Performance of Novices?
Poster Presentation , Page 47-47 (1)
Paper ID : 1266-SPORTCONGR
Authors
1Ph.D. student of motor learning, Shahid Beheshti University, Tehran, Iran
2Assistant Professor, Department of Motor Behavior, Shahid Beheshti University, Tehran, Iran
3Associated Professor, Department of Motor Behavior, Shahid Beheshti University, Tehran, Iran
4Assistant Professor, Department of Biomedical and Neuromotor Sciences, Bologna University, Italy
Abstract
Introduction: Perceptual-cognitive skill is an important characteristic of expert sport performance. Visual information is essential to successfully anticipate the direction of the shot in ball sports, whereas using another sense in motor learning has received less attention. This study examined the effectiveness of audio-visual training for improving anticipation performance in badminton.
Methods: Forty novice students were randomly divided into two groups (visual and audio-visual). The experimental procedure included one training session and three testing phases. During the training sessions, 200 video clips were employed to anticipate the direction of the clear shot, interspersed by 5-minute of rest every 25 trials. A sound was used to orient the attention of the audio-visual group toward key points; meanwhile, the visual group watched the videos without sounds. Then, during the testing phases, they watched 20 video clips in the pretest, immediate retention, and delay retention test. The film was occluded at the racket-ball contact, and then they quickly and carefully anticipated the direction of the shot.
Results: The audio-visual group showed higher response accuracy and shorter response time than the visual group in the immediate and delayed retention.
Conclusion: In conclusion, using multisensory learning may not only reallocate perceptual and cognitive workload but also could reduce distraction since, unlike visual perception, auditory perception requires neither specific athlete orientation nor a focus of attention. In general, the use of the multisensory learning is likely to be effective in learning complex motor tasks, facilitating the discovery of the new task needs and helping to perceive the exercise structure.
Methods: Forty novice students were randomly divided into two groups (visual and audio-visual). The experimental procedure included one training session and three testing phases. During the training sessions, 200 video clips were employed to anticipate the direction of the clear shot, interspersed by 5-minute of rest every 25 trials. A sound was used to orient the attention of the audio-visual group toward key points; meanwhile, the visual group watched the videos without sounds. Then, during the testing phases, they watched 20 video clips in the pretest, immediate retention, and delay retention test. The film was occluded at the racket-ball contact, and then they quickly and carefully anticipated the direction of the shot.
Results: The audio-visual group showed higher response accuracy and shorter response time than the visual group in the immediate and delayed retention.
Conclusion: In conclusion, using multisensory learning may not only reallocate perceptual and cognitive workload but also could reduce distraction since, unlike visual perception, auditory perception requires neither specific athlete orientation nor a focus of attention. In general, the use of the multisensory learning is likely to be effective in learning complex motor tasks, facilitating the discovery of the new task needs and helping to perceive the exercise structure.
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