Investigation of a Virtual Environment for Rugby Skills Training

Miles, Helen Cabot; Pop, Serban R.; Watt, Simon J.; Lawrence, Gavin P.; John, Nigel W.; Perrot, Vincent; Mallet, Pierre; Mestre, Daniel

doi:10.1109/cw.2013.45

Cited by 14 publications

(4 citation statements)

References 33 publications

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“…Typical examples exist in rugby Brault et al 2010;Miles et al 2013], handball [Vignais et al 2009;Vignais et al 2010], baseball [Fink et al 2009] or tennis [Xu et al 2009]. Most of these studies aimed at analysing the perception-action coupling without considering the accuracy with which the tasks were performed by the subjects.…”

Section: Analysis and Training Of Sport Skills In Vementioning

confidence: 98%

Third person view and guidance for more natural motor behaviour in immersive basketball playing

Covaci¹,

Olivier²,

Multon³

2014

Proceedings of the 20th ACM Symposium on Virtual Reality Software and Technology

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The use of Virtual Reality (VR) in sports training is now widely studied with the perspective to transfer motor skills learned in virtual environments (VEs) to real practice. However precision motor tasks that require high accuracy have been rarely studied in the context of VE, especially in Large Screen Image Display (LSID) platforms. An example of such a motor task is the basketball free throw, where the player has to throw a ball in a 46cm wide basket placed at 4.2m away from her. In order to determine the best VE training conditions for this type of skill, we proposed and compared three training paradigms. These training conditions were used to compare the combinations of different user perspectives: first (1PP) and third-person (3PP) perspectives, and the effectiveness of visual guidance. We analysed the performance of eleven amateur subjects who performed series of free throws in a real and immersive 1:1 scale environment under the proposed conditions. The results show that ball speed at the moment of the release in 1PP was significantly lower compared to real world, supporting the hypothesis that distance is underestimated in large screen VEs. However ball speed in 3PP condition was more similar to the real condition, especially if combined with guidance feedback. Moreover, when guidance information was proposed, the subjects released the ball at higher -and closer to optimal -position (5-7% higher compared to no-guidance conditions). This type of information contributes to better understand the impact of visual feedback on the motor performance of users who wish to train motor skills using immersive environments. Moreover, this information can be used by exergames designers who wish to develop coaching systems to transfer motor skills learned in VEs to real practice.

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Section: Analysis and Training Of Sport Skills In Vementioning

confidence: 98%

Third person view and guidance for more natural motor behaviour in immersive basketball playing

Covaci¹,

Olivier²,

Multon³

2014

Proceedings of the 20th ACM Symposium on Virtual Reality Software and Technology

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“…While there are only four articles included in this review, there is an abundance of research assessing sports training in a VE (Bideau et al, 2003; Croft et al, 2011; Zaal and Bootsma, 2011; Marchal-Crespo et al, 2013; Miles et al, 2013), although these studies demonstrate an improvement in the VE-based sport task, the researchers do not assess the impact that the training had on real-world performance. A measure of real-world performance is essential in determining the benefit and value of the training.…”

Section: Resultsmentioning

confidence: 99%

Using Virtual Environments to Improve Real-World Motor Skills in Sports: A Systematic Review

2019

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In many settings, sports training can be difficult to organize, logistically complicated and very costly. Virtual environments (VE) have garnered interest as a tool to train real-world sports skills due to the realism and flexibility that they can deliver. A key assumption of VE-based training is that the learned skills and experiences transfer to the real world, but do they? Using PRISMA guidelines, this systematic review evaluated the available evidence regarding the transfer of motor skills from VE training to real-world sporting contexts. The initial search identified 448 articles, but only 4 of these articles met basic criteria necessary to assess real-world transfer. Key factors regarding the study design, learner characteristics and training environment of these studies are considered. In a relatively new area of research, the findings from these 4 articles are encouraging and provide initial support for the notion that skills training in a VE can improve real-world performance in sports. However, for a wider uptake of VEs in sports training, it is important that more research demonstrates real-world transfer. Study design recommendations are suggested for researchers, developers or trainers who are considering demonstrating real-world transfers from virtual to real-world environments.

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“…Tsai et al also developed a VR system that can simulate basketball tactics from a first-person perspective and showed that this system has advantages in learning complex tactics over the strategy boards used in traditional tactical instruction 9 . Miles et al investigated improving rugby passing skills by projecting stereoscopic images onto a physical screen 10 . One challenge faced by these studies is the limitation on the athlete's physical sensation related to interaction with objects, such as the lack of tactile feedback to the athlete and the learning environment being significantly smaller than the actual court.…”

Section: Introductionmentioning

confidence: 99%

A Large-Scale Mixed Reality Stadium for Training Combination Tactics in Basketball

Saiki,

Hirokawa,

Hassan

et al. 2024

Preprint

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This paper proposes a mixed reality (MR)-based large-scale environment for training combination tactics in basketball. This MR environment enables human players to practice various combination tactics such as ball passing and screens with virtual players overlaid in the real environment using a see-through head-mounted display (HMD). Positions of human players and the ball were tracked using an optical motion capture system and transmitted to a unity-based control system, facilitating quantitative and real-time evaluation of gameplay. The evaluation was conducted through coaching experiments using the MR system involving novice players, along with validation evaluation experiments between the developed environment and real space through skilled basketball players. The coaching experiment with novice learners demonstrated that the proposed MR environment was more effective than conventional methods for training combination tactics.Additionally, the validation experiment with skilled players showed no significant differences in player behavior between the proposed environment and the real space, suggesting that the observed coaching results could be transferrable to real courts. These results demonstrate the potential of MR technology in skill training involving multiplayer coordination.

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Investigation of a Virtual Environment for Rugby Skills Training

Abstract: Peer reviewe

Cited by 14 publications

References 33 publications

Third person view and guidance for more natural motor behaviour in immersive basketball playing

Third person view and guidance for more natural motor behaviour in immersive basketball playing

Using Virtual Environments to Improve Real-World Motor Skills in Sports: A Systematic Review

A Large-Scale Mixed Reality Stadium for Training Combination Tactics in Basketball

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