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Abstract

Abstract:In orienteering competitions, the athlete's brain can select a spatial reference system based on the task to be performed, and, during a movement, can change the referent. The multiplicity of the reference systems allows to choose the most suitable system. The hypothesis presented here, according to Alain Berthoz, is that manipulation of spatial referents is an essential form of vicariance: depending on the context and the task, the brain decides to take as a reference an element of the body or of the environment rather than another. Apparently, the management of the different references is a further complexity, a detour, but it really simplifies the development of interactions with the environment. In this framework, at the basis of higher cognitive functions there is the vicariant use of the solutions developed by the living beings to the problems posed by the need to move forward in space. This paper argues that the sport of orienteering directly and primarily involves cognitive processes that are critical in the acquisition of the ability to take the perspective of others and, therefore, takes the form of an effective teaching practice in an educational context oriented to inclusion of pupils presenting Special Educational Needs.

Effect of High Intensity Functional with Strategy Sports Training on Cognitive Performance for Physical Education Achievement in High School Students

“…In addition, training high-intensity functions increased Brain-derived neurotrophic factors (BDNF) that caused the development in cognitive performance in attention, executive functions, cognitive flexibility, and working memory (Yarrow et al, 2010). Furthermore, Strategy game play in handball consists in remembering movements and deviations, and in associating them to visual landmarks or to experienced events, and to draw a mental map of the environment that can help to improve cognitive flexibility and executive function (Di Tore, 2016;Kiss & Balogh, 2019) Moreover, high-intensity functional training programs can increase Intrinsic motivation and improve muscle function and the cardiovascular system (Wilke et al, 2019;Menz et al, 2019). Therefore, the experimental group in the part of attention, executive functions, cognitive flexibility, and working memory more than the control group and was related to improve the achievement of sports skills in the experimental group.…”

The Effect of Orienteering on the Sixth-Grade Students' Academic Achievement and Map Literacy

“…Uygulama sırasında yaşanan diğer bir sorunun kıtaların adları ile bulundukları konumların tam olarak eşleştirilememesinden, kıtaların yerleri konusundaki bilgi eksikliğinden kaynaklandığı söylenebilir. Oryantiring, bilişsel süreç ve stratejilerin ve mekânsal hafızanın etkin bir şeklide kullanıldığı bir spordur (Bao vd., 2022;Di Tore, 2016). Bu bakımdan, kıtaların yerini karıştıran bir öğrencinin uygulama sırasında nereye ve nasıl gideceğine karar verme, strateji geliştirme konusunda sorun yaşaması beklenen bir durum olarak değerlendirilebilir.…”

“…Oryantiring, fiziksel dayanıklılık yanında problem çözme, karar verme, mekânsal düşünme ve harita okuma gibi becerilerle bağlantılı zihinsel becerileri de gerektiren; bulunduğu çevrede rota, konum ve yönleri belirleyerek kısa sürede ve hızlı biçimde verilen görevlerin yerine getirilmesine dayanan bir spordur (Bao, Liu ve Liu, 2022;Di Tore, 2016;Johansson, 1986;Ottosson, 1986;Seiler, 1985). Başka bir ifade ile, maraton koşarken satranç oynamak gibidir (Bao vd., 2022).…”

Reanalysis of an Allocentric Navigation Strategy Scale based on Item Response Theory

“…To gather more evidence confirming the predictive validity of the proposed three-item subscale, as well as the full scale (12 or 11 items, contingent on the exclusion of the last item), I recommend future studies to employ additional spatial navigation tasks that engage one's capacity for large-scale allocentric spatial processing, as mentioned previously by Zhong & Kozhevnikov (2016). An exemplary task can be an outdoor sporting activity like orienteering, in which the participants must utilize a map and/or a compass to reach a series of waypoints (in a forest, for instance) within a specified amount of time (see, e.g., Di Tore, 2016;Golden, Levy, Vohra, 1987). As this activity spans across large navigable spaces, one would be obliged to imagine or visualize an overview of the environment in order to reach the waypoints within the shortest time possible.…”