Transfer of 360° virtual reality and match broadcast video-based tests to on-field decision-making

Abstract

This study aimed to assess the level of transfer of two reliable and valid video modes to in-game decisionmaking performance. Two video-based tests of 25 clips each (360°VR and match broadcast vision) assessed off-field decision-making accuracy in elite Australian football umpires (n=21). Game performance was assessed across four games for each participant, classified into two groups based on this measure; "highly skilled" or 'skilled'. Decision-making was assessed for correct, missed and unwarranted decisions in video-based tests and in-game assessments. Independent t-tests analysed differences between highly skilled and skilled in-game decision-makers for each test. Correlations also compared experience and in-game with video-based test decision-making performance. For both video-based tests, there were no significant differences between highly skilled and skilled in-game decision-makers, nor any significant correlations. Officials who made less unwarranted decisions in-game (highly skilled) made significantly less unwarranted decisions in the match broadcast test. There was a significant correlation between experience and 360°VR correct decision-making. Neither video-based test had the sensitivity to discriminate between elite officials, potentially due to the third-person perspective (match broadcast task) or sub-elite players presented (360°VR). Optimising the representativeness of off-field tasks through including similar constraints to performance environments is an important consideration for researchers and practitioners.

Using 360˚ Videos for Teaching Volleyball Skills to Primary School Students

“…Thus, we can argue that 360 o videos are also effective in visualizing PE related skills/moves. Quite interestingly, our findings contradict the ones of past research in which 360 o videos were used in the context of PE or sports (e.g., Kittel et al, 2020;Pagé et al, 2019;Panchuk et al, 2018). That is because these studies reported that 360 o videos produced similar outcomes with that of virtual reality applications or conventional training.…”

“…On the other hand, the results in terms of acquisition of skills were not that different from the ones that were achieved from the use of a virtual reality application (Pagé et al, 2019) or conventional training (Panchuk et al, 2018). The results were similar in the study of Kittel et al (2020) but the authors noted that the retention of skills over time was better with the use of 360 o videos.…”

“…Unfortunately, our research hypothesis that students will find 360 o videos as being useful tools in their learning of volleyball related skills was rejected. We set this hypothesis on the basis of past research which indicated that participants have a positive attitude towards the use of 360 o videos (e.g., Kittel et al, 2020;Panchuk et al, 2018). A plausible explanation for this outcome is that students' pre-existing learning stereotypes inhibited their acceptance of 360 o videos.…”

“…In another study regarding the usefulness of this tool in sports journalism (Delmazo, 2018), they proved to effectively convey to viewers the intensity of the effort of para-Olympics basketball players. In a number of studies in which 360 o videos were used for improving athletes' decision-making skills in team sports, such as basketball (e.g., Pagé et al, 2019;Panchuk et al, 2018) and football (e.g., Kittel et al, 2020), the results were mixed. On one hand, participants enjoyed the experience and had a positive attitude towards their use.…”

Lessons learned from a project examining the learning outcomes and experiences in 360o videos

“…They are commonly used for delivering virtual tours to places of interest, museums, and archaeological sites (e.g., Argyriou et al, 2020;Skondras et al, 2019), as well as for presenting experiments and medical procedures (e.g., Ardisara & Fung, 2019;Sankaran et al, 2019). They have been also used for the teaching of subjects related to Ecology (e.g., Fokides & Kefalinou, 2020;Ritter et al, 2019), Physics (Wu et al, 2019), Physical Education (Kittel et al, 2020;Paraskevaidis & Fokides, 2020), Religion Education (Johnson, 2018), language learning (Berns et al, 2018;Xie et al, 2019), Public Health Education (Dawson et al, 2019), Safety Education (Pham et al, 2018), and for delivering virtual courses (Lee et al, 2017). 360 o videos have similarities with regular videos, as well as with VR applications.…”