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1.
Factors that affect boat speed are important determinants of rowing performance and should form the basis of feedback to rowers and their coaches. Biomechanical analysis of rowing has led to variables that are causally linked to boat speed. With modern technology, these variables can be measured and feedback can be presented instantaneously on-water, or be presented simultaneously with video after the event. This paper demonstrates the links between the criterion of success in rowing, the time for completing 2000 m and the forces acting on the boat, and describes an instrumentation system for providing feedback of these variables to rowers and coaches. These feedback techniques have been used with rowers from national to Olympic competition standard. Aspects of technique have been linked to the determinants of boat speed and several examples are presented here. The motor learning literature supports the effectiveness of kinetic information feedback for the improvement of motor skill and provides a relevant conceptual framework for the improvement of rowing performance. However, although rowers and their coaches value this feedback, further research must be undertaken to establish a sound basis for comparing the effectiveness of such feedback compared with traditional styles, such as verbal feedback of performance. 相似文献
2.
Factors that affect boat speed are important determinants of rowing performance and should form the basis of feedback to rowers and their coaches. Biomechanical analysis of rowing has led to variables that are causally linked to boat speed. With modern technology, these variables can be measured and feedback can be presented instantaneously on-water, or be presented simultaneously with video after the event. This paper demonstrates the links between the criterion of success in rowing, the time for completing 2000 m and the forces acting on the boat, and describes an instrumentation system for providing feedback of these variables to rowers and coaches. These feedback techniques have been used with rowers from national to Olympic competition standard. Aspects of technique have been linked to the determinants of boat speed and several examples are presented here. The motor learning literature supports the effectiveness of kinetic information feedback for the improvement of motor skill and provides a relevant conceptual framework for the improvement of rowing performance. However, although rowers and their coaches value this feedback, further research must be undertaken to establish a sound basis for comparing the effectiveness of such feedback compared with traditional styles, such as verbal feedback of performance. 相似文献
3.
通过访问法了解学生在速度滑冰学习中遇到的主要问题,针对问题提出“录像信息反馈”教学手段,经过5周的教学实验证明“录像信息反馈”教学手段对提高速滑动作规格、力度等方面都有着很好的效果。 相似文献
4.
This study investigated the influence of normative feedback on learning a sequential timing task. In addition to feedback about their performance per trial, two groups of participants received bogus normative feedback about a peer group's average block-to-block improvement after each block of 10 trials. Scores indicated either greater (better group) or less (worse group) than the average improvement, respectively. On the transfer test 1 day later which required producing novel absolute movement times, the better group demonstrated more effective learning than the worse group. These findings add to the mounting evidence that motivational factors affect motor skill learning. 相似文献
5.
采用单维电脑追踪任务,探讨反馈频率对追踪任务技能学习的影响作用.48名右利手的在校大学生随机分为4组(每组男、女各6人),分别按反馈次数占总练习次数比例的25%、50%、75%、100%的频率方式向各组受试者提供当前反馈.结果显示:①获得阶段,频繁反馈有利于提高操作绩效;②保持阶段,减少反馈频率有利于简单追踪任务技能学习.结论:①当前反馈对于练习者学习动作技能具有很强的指导作用,并且容易使学习者对反馈产生依赖性;②通过减少反馈频率的方式可以减少学习者对反馈的依赖作用;③追踪任务技能学习过程中存在反馈频率适宜值. 相似文献
6.
A system was developed that quantifies rowing mechanics while an athlete trains on a rowing ergometer. The system consists
of a Concept II rowing ergometer instrumented with a load cell and a series of potentiometers, a data acquisition computer
and custom software. Kinematic and kinetic rowing data are displayed in the form of a two-dimensional stick figure animation,
overlaid with kinematic and kinetic profiles. The software allows data to be saved and later replayed.
Static and dynamic error analyses were performed to determine the accuracy and limitations of the system. Static measurements
compared joint locations predicted by the RowTrainer system with values measured directly. Average static joint position errors
ranged from 2 mm to −25 mm, with a typical joint location error being 10 mm. Using three-dimensional motion analysis, both
dynamic and static error analyses were conducted. Average dynamic joint errors ranged from ±1 mm to −44 mm, with typical errors
on the order of ±10 mm. Errors in joint positions resulted in average knee and hip joint angle errors of 9.6° and 5.8°, respectively.
Additionally, the average handle horizontal velocity error during the drive phase was −1.8%. 相似文献
7.
Assessment and feedback devices have been regularly used in technique training in high-performance sports. Biomechanical analysis is mainly visually based and so can exclude athletes with visual impairments. The aim of this study was to examine the effects of auditory feedback on mean boat speed during on-water training of visually impaired athletes. The German National Para-Rowing team (six athletes, mean ± s, age 34.8 ± 10.6 years, body mass 76.5 ± 13.5 kg, stature 179.3 ± 8.6 cm) participated in the study. Kinematics included boat acceleration and distance travelled, collected with Sofirow at two intensities of training. The boat acceleration-time traces were converted online into acoustic feedback and presented via speakers during rowing (sections with and without alternately). Repeated-measures within-participant factorial ANOVA showed greater boat speed with acoustic feedback than baseline (0.08 ± 0.01 m·s?1). The time structure of rowing cycles was improved (extended time of positive acceleration). Questioning of athletes showed acoustic feedback to be a supportive training aid as it provided important functional information about the boat motion independent of vision. It gave access for visually impaired athletes to biomechanical analysis via auditory information. The concept for adaptive athletes has been successfully integrated into the preparation for the Para-Rowing World Championships and Paralympics. 相似文献
8.
信息反馈在体育教学中的运用 总被引：1，自引：0，他引：1
赵利民 《体育成人教育学刊》2002,18(4):76-77
在体育教学中合理的运用信息反馈，可以使教师更好地控制教学进程，提高教学质量。论述了体育教学信息反馈的内容和形式，以及在体育教学过程中的备课、课堂教学、课外辅导中如何合理的运用信息反馈。 相似文献
9.
Thomas Peeters Jochen Vleugels Raman Garimella Steven Truijen Wim Saeys Stijn Verwulgen 《Journal of sports sciences》2020,38(19):2193-2199
ABSTRACT Guidance to maintain an optimal aerodynamic position is currently unavailable during cycling. This study used real-time vibrotactile feedback to guide cyclists to a reference position with minimal projected frontal area as an indicator of aerodynamic drag, by optimizing torso, shoulder, head and elbow position without compromising comfort when sitting still on the bike. The difference in recapturing the aerodynamic reference position during cycling after predefined deviations from the reference position at different intensities was analysed for 14 participants between three interventions, consisting of 1) vibrotactile feedback with a margin of error of 1.5% above the calibrated reference projected frontal area, 2) vibrotactile feedback with a margin of 3%, and 3) no feedback. The reference position is significantly more accurately achieved using vibrotactile feedback compared to no feedback (p < 0.001), but there is no significant difference between the 1.5% and 3% margin (p = 0.11) in terms of relative projected frontal area during cycling compared to the calibrated reference position (1.5% margin ?0.46 ± 1.76%, 3% margin ?0.01 ± 2.01%, no feedback 2.59 ± 3.29%). The results demonstrate that vibrotactile feedback can have an added value in assisting and correcting cyclists in recapturing their aerodynamic reference position. 相似文献
10.
心率变异性反馈训练对运动员心理疲劳调节的应用研究 总被引：1，自引：0，他引：1
许昭 《山东体育学院学报》2009,25(11)
通过对山东省备战第十一届全运会部分运动员实施心率变异性反馈训练及心理疲劳监控,研究了心理变异性反馈训练对运动员心理疲劳的调节作用.研究结果表明:心率变异性反馈训练有助于提高运动员的放松能力;心率变异性反馈训练有助于缓解运动员的心理疲劳;与其他心理训练一样.心率变异性反馈训练需要长期坚持. 相似文献
11.
运用论处论中的反馈原理,着重论述了体操训练中信息获取的途径及运用信息反馈原理应注意的问题,提出体操训练离不开控制论的信息论。 相似文献
12.
《European Journal of Sport Science》2013,13(3):171-175
Abstract Central fatigue refers to a progressive decline in the ability to activate muscles voluntarily. Although fatigue-related inhibitory input to the motor cortex from group III and IV afferents that carry sensory information is thought to contribute to the fatigue-related changes in the motor cortex, other sites effectively driving the motor cortex during physical fatigue have not been identified. Contribution of a mirror visual feedback system to regulate physical fatigue was examined. The study group consisted of 12 healthy participants who performed 60 repetitive left handgrips at maximal voluntary contraction every 1 s as a fatigue-inducing physical task session. Before and after the session, left and right handgrip forces were measured for fatigue evaluation. After the fatigue-inducing task session, handgrip forces of the right and left hands were reduced. Although there was no difference in the reduced level of the handgrip force of the right hand between the sessions with and without a Ramachandran's mirror box, that of the left hand was attenuated by watching the mirror of the mirror box. A mirror visual feedback system is involved in the mechanisms regulating physical fatigue. 相似文献
13.
14.
This study was designed to examine the efficacy of video instruction relative to that of verbal and self-guided instruction. Before training, 30 golfers were assigned at random to one of three groups: video, verbal or selfguided instruction. Video instruction was defined as a practice session in which the teacher was aided by the use of video. Verbal instruction was defined as practising with the teacher providing verbal feedback. Self-guided practice was defined as practising without the aid of a teacher. The participants had a pre-test, four 90 min practice sessions, an immediate post-test and a 2 week delayed post-test. During the pre-test and post-tests, all participants were required to strike 15 golf balls, with a 7-iron, from an artificial turf mat for distance and accuracy. The results showed that all groups were equal on the pre-test. On the first post-test, the two instruction groups performed worse than the self-guided group. However, on the second post-test, the two instruction groups performed better than the self-guided group, with the video group performing best. We interpret these results to mean that video analysis is an effective means of practice, but that the positive effects may take some time to develop. 相似文献
15.
In this study, we examined the effectiveness of auditory concurrent feedback on body segmental alignment during the circle movement performed on a pommel horse. Eighteen gymnasts were assigned to one of two groups: a concurrent auditory feedback group (experimental) or a control group that received no concurrent feedback. After 2 weeks of training (300 circles), the body segmental alignment (BSA) of the experimental group had improved by 2.3% between the pre test (85.7 +/- 4.8% BSA(max)) and the post test (87.7 +/- 4.0% BSA(max)). Furthermore, the results of a retention test administered 2 weeks after the post test revealed no decline in performance for the experimental group. No gains in body segmental alignment were found for the control group. It was concluded that augmented auditory feedback made available in real time can be used to correct complex movements, such as the circle movement on a pommel horse, and does not appear to lead to information-dependence despite the frequent administration of feedback. The auditory signal available in real time could help gymnasts to become more objective about their own intrinsic information necessary for the refinement of the circle movement. 相似文献
16.
王宏 《武汉体育学院学报》2010,44(4):97
传统散打教学模式是以某一动作技能为教学主线,实践证明该教学模式虽有一定的教学效率,但易随"注入式教学"而产生相应弊端,不利于学生全面评价体系的建立.通过专家访谈法、对比试验和数理统计法等对反馈教学模式在武术散打教学中的应用进行研究,结果表明,以教师为主导、学生为主体的反馈教学模式是教与学组合互动的辩证统一的系统模式,能有效提高教学水平、达成教学目标、完成教学任务. 相似文献
17.
Comparison of modes of feedback on glide performance in swimming 总被引：1，自引：1，他引：0
The software product "GlideCoach" was recently developed to give quantitative and qualitative feedback on the glide performance of a swimmer (Naemi & Sanders, 2008 ). This study compared the effect of feedback on glide performance from GlideCoach with video and verbal feedback. Nineteen elite swimmers were randomly assigned to one of three groups: Group 1 and 2 included six swimmers and Group 3 included seven swimmers. All participants performed ten dives in each of five sessions. Each group received one of three forms of feedback (video, video and verbal, and GlideCoach and verbal) for four sessions. In the fifth, retest session, performed 4 weeks after the fourth session, all groups received GlideCoach and verbal feedback only. This enabled the analysis of GlideCoach and verbal feedback on performance of the groups that had not yet received this feedback and assessment of the retention ability for the group that had. Feedback resulted in all groups recording an improvement, as indicated by effect sizes, for average velocity, glide factor (related to resistive drag), and initial velocity (P < 0.05). The improvement following the GlideCoach and verbal feedback was greater than that of the two other feedback methods for all variables of interest (P < 0.05), with effect sizes ranging from 1.0 to 2.5, compared with values less than 0.6 for the other feedback methods. We conclude that GlideCoach feedback is effective in improving glide performance. 相似文献
18.
The efficacy of video feedback for learning the golf swing 总被引：1，自引：1，他引：0
This study was designed to examine the efficacy of video instruction relative to that of verbal and self-guided instruction. Before training, 30 golfers were assigned at random to one of three groups: video, verbal or self-guided instruction. Video instruction was defined as a practice session in which the teacher was aided by the use of video. Verbal instruction was defined as practising with the teacher providing verbal feedback. Self-guided practice was defined as practising without the aid of a teacher. The participants had a pre-test, four 90 min practice sessions, an immediate post-test and a 2 week delayed post-test. During the pre-test and post-tests, all participants were required to strike 15 golf balls, with a 7-iron, from an artificial turf mat for distance and accuracy. The results showed that all groups were equal on the pre-test. On the first post-test, the two instruction groups performed worse than the self-guided group. However, on the second post-test, the two instruction groups performed better than the self-guided group, with the video group performing best. We interpret these results to mean that video analysis is an effective means of practice, but that the positive effects may take some time to develop. 相似文献
19.
The effects of augmented feedback on perceptions of ability (SPA), practice behaviors, and performance during motor skill instruction of a novel task were investigated. Fourth-grade students (N = 103) were randomly assigned to one of four conditions: (a) no feedback; (b) motivational feedback; (c) task feedback; or (d) motivation and task feedback. They then practiced simple and complex cupstacking skills. On a relatively simple task, the type of feedback did not have a significant effect on children's SPA, practice behaviors, or performance; but on a more complex task, differential effects of feedback were evident. Results indicate that informational feedback is an important factor in facilitating student engagement, fostering positive perceptions of ability, and ultimately improving performance on a challenging task. 相似文献
20.
Information prior to and during the acquisition of a continuous bimanual task was manipulated. Participants practiced a difficult coordination pattern, which produced circular shapes on the computer, when they moved their arms correctly. Four groups were examined, which differed in the type and amount of information provided. Either limb or circle feedback was provided in the presence or absence of instructions detailing how to move the limbs. Circle feedback facilitated learning relative to the limb feedback in which the explicit displacements of the limbs was displayed. Under circle feedback conditions, instructions hindered acquisition. Little instructional effects were observed under limb feedback conditions, despite the prediction that instructions would benefit learning when the feedback was more compatible. Findings are discussed in relation to the complexity of the feedback and processing demands. 相似文献