Pedagogy in Computer-Based Sport Training

Abstract

The central question addressed in this paper is the appropriate formal representation of learning outcomes in the motor skill domain so they can be interpreted and manipulated by computers as well as humans for the implementation of Computer-based Sport Training (CBST). Instructional design usually begins with the specification of behavioural objectives or intended learning outcomes. The field of educational psychology has long been sensitive to the desirability of establishing learning objectives for instruction. Computerprocessable learning outcomes in the motor skill domain, however, seem to have remained the silent partner of learning outcomes in both the cognitive and affective domains. This paper presents a conceptual model of learning outcomes in the motor skill domain for the implementation of CBST. The heart of this model is to treat athlete's skill as a contextualized space of capability either actual or potential. Rowing is the sport chosen as the study domain.

Feedback in a Training Simulator for Crisis Management Compared to Feedback in a Real-Life Exercise

“…And thus, the theory of feedback in the context of HCI is rather weak [27]. Furthermore, what makes it difficult is that feedback is of varying abstractions along different dimensions, ranging from low lexical level to a high semantic level, from a drill type of training to training more cognitive complex tasks in disperse application domains, ranging from Sports training [41] to Medical training [42] onwards to Pilot training [16]. This research has shown that it is possible to categorize data from a real-life exercise for use in designing a simulator.…”