3D feedback and observation for motor learning: Application to the roundoff movement in gymnastics

Abstract

In this paper, we assessed the efficacy of different types of visual information for improving the execution of the roundoff movement in gymnastics. Specifically, two types of 3D feedback were compared to a 3D visualization only displaying the movement of the expert (observation) as well as to a more 'traditional' video observation. The improvement in movement execution was measured using different methods, namely subjective evaluations performed by official judges, and more 'quantitative appraisals based on time series analyses. Video demonstration providing information about the expert and 3D feedback (i.e., using 3D representation of the movement in monoscopic vision) combining information about the movement of the expert and the movement of the learner were the two types of feedback giving rise to the best improvement of movement execution, as subjectively evaluated by judges. Much less conclusive results were obtained when assessing movement execution using quantification methods based on time series analysis. Correlation analyses showed that the subjective evaluation performed by the judges can hardly be predicted/ explained by the 'more objective' results of time series analyses. ☆ Fully documented templates are available in the elsarticle package on CTAN ⁎ Corresponding author.

Effects of Supplementary Strength–Power Training on Neuromuscular Performance in Young Female Athletes

“…Round-off is a basic movement in gymnastics used to gain speed before performing a series of flic-flacs and saltos [38]. The round-off includes the following phases: (a) a run-up phase, which ends by placing the hands on the floor in a T-shape, while inverting the body; (b) the main phase of support, followed by a rapid push-off from the hands and snap down; and (c) the last phase in which the feet land together on the floor while the body is inverted [38]. Participants performed 10 consecutive repetitions of round-off as fast as possible, each one starting from two steps.…”

Investigating and acquiring motor expertise using virtual reality

“…Likewise, 3D immersive VR should support many, if not all, the motoric degrees of freedom of real-world tasks [cf. 40,[63][64][65]. Finally, the VR task should engage the full spectrum of cognitive resources called upon in real world tasks (e.g., [57][58][59]66]; Fig.…”

The Effects of Video Modeling and Simulation on Teaching / Learning Basic Vaulting Jump on the Vault Table

“…The literature exposes several forms of video feedback that inspire the modeling method (Harvey & Gittins, 2014;Potdevin et al, 2018). More recently, three modeling forms have been presented: (1) selfmodeling, is a procedure of observational learning with the distinction that the observed and the observer, the object, and the subject, are the same person, (2) expertmodeling, where the observed and the observers are not the same person, and (3) model's superposition (self vs. expert model), were the observer and the observed are superposed in the same video for comparison (Amara, Mkaouer, Nassib, Chaaben, Hachana, & Ben Salah, 2015;Baudry, Leroy, & Chollet, 2006;Boyer, Miltenberger, Batsche, & Fogel, 2009;Le Naour, Ré, & Bresciani, 2019). Likewise, there is a video-simulation, which is a kind of video-modeling, it is a virtualization of the ideal movement (i.e., self-modeling with error correction and technical optimization).…”

“…The modeling of sports techniques would be a key issue in optimizing performance (Laffay, & Orsay, 2008). Used in combination with video feedback, video modeling shows a significant effect on the behaviour measured in various studies (Boyer et al, 2009;Le Naour, Ré, & Bresciani, 2019;Nielsen, Sigurdsson, & Austin, 2009). This tool also offers an interesting flexibility of use for learning movement: the action can be viewed several times, at different speeds.…”

“…Therefore, we can say that the videomodeling would be a very effective teaching tool. It allows both teacher / trainer and taught / athlete to improve their knowledge of body in motion and mental representation during the didactic act (Le Naour et al, 2019). In addition to modeling, there is also a new complex teaching tool, which is video simulation.…”