Naive Strategies in Competitive Games

The purpose of this study was to compare the external load, internal load, and technical efficacy between the first and the second matches (M1 and M2) occurring in congested fixtures (two matches in two days) using the number of sets as a moderating factor. An observational analytic research design was adopted. Data from official volleyball matches were collected during the first competitive period of the championship, comprising 14 competitive games within 10 weeks. Ten male elite volleyball athletes (age: 21.7 ± 4.19 years of age; experience: 6.2 ± 3.8 years; body mass: 85.7 ± 8.69 kg; height: 192.4 ± 6.25 cm; BMI: 23.1 ± 1.40 kg/m2) participated in this study. Players were monitored for external load (number of jumps and height of jumps) and internal load (using the rate of perceived exertion—RPE). Additionally, notational analysis collected information about attack efficacy and receptions made during matches. The mixed ANOVA revealed no significant interaction between time (M1 vs. M2) and number of sets for number of jumps per minute (p = 0.235; ηp2 = 0.114), mean jump height (p = 0.076; ηp2 = 0.193), RPE (p = 0.261; ηp2 = 0.106), attack efficacy (p = 0.346; ηp2 = 0.085), Positive reception (p = 0.980; ηp2 = 0.002) and Perfect reception (p = 0.762; ηp2 = 0.022). In conclusion, congested fixtures do not seem to affect the performance of volleyball players negatively.

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Development and Validation of a Cognitive Reserve Index in HIV

Journal of the International Neuropsychological Society ◽

10.1017/s1355617721000461 ◽

2021 ◽

pp. 1-9

Author(s):

Navaldeep Kaur ◽

Lesley K. Fellows ◽

Marie-Josée Brouillette ◽

Nancy Mayo

Keyword(s):

Cognitive Reserve ◽

Study Entry ◽

Video Gaming ◽

Everyday Functioning ◽

Data Set ◽

Multiple Indicators ◽

And Performance ◽

Competitive Games ◽

Development And Validation

Abstract Objectives: In the neuroHIV literature, cognitive reserve has most often been operationalized using education, occupation, and IQ. The effects of other cognitively stimulating activities that might be more amenable to interventions have been little studied. The purpose of this study was to develop an index of cognitive reserve in people with HIV, combining multiple indicators of cognitively stimulating lifetime experiences into a single value. Methods: The data set was obtained from a Canadian longitudinal study (N = 856). Potential indicators of cognitive reserve captured at the study entry included education, occupation, engagement in six cognitively stimulating activities, number of languages spoken, and social resources. Cognitive performance was measured using a computerized test battery. A cognitive reserve index was formulated using logistic regression weights. For the evidence on concurrent and predictive validity of the index, the measures of cognition and self-reported everyday functioning were each regressed on the index scores at study entry and at the last follow-up [mean duration: 25.9 months (SD 7.2)], respectively. Corresponding regression coefficients and 95% confidence intervals (CIs) were computed. Results: Professional sports [odds ratio (OR): 2.9; 95% CI 0.59–14.7], visual and performance arts (any level of engagement), professional/amateur music, complex video gaming and competitive games, and travel outside North America were associated with higher cognitive functioning. The effects of cognitive reserve on the outcomes at the last follow-up visit were closely similar to those at study entry. Conclusion: This work contributes evidence toward the relative benefit of engaging in specific cognitively stimulating life experiences in HIV.

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Champ versus Chump: Viewing an Opponent’s Face Engages Attention but Not Reward Systems

Games ◽

10.3390/g12030062 ◽

2021 ◽

Vol 12 (3) ◽

pp. 62

Author(s):

Ralph S. Redden ◽

Greg A. Gagliardi ◽

Chad C. Williams ◽

Cameron D. Hassall ◽

Olave E. Krigolson

Keyword(s):

Reinforcement Learning ◽

Chess Player ◽

Reward Systems ◽

The Third ◽

Reward Positivity ◽

Eeg Data ◽

Attentional Engagement ◽

Level Of Difficulty ◽

Competitive Games ◽

Reinforcement Model

When we play competitive games, the opponents that we face act as predictors of the outcome of the game. For instance, if you are an average chess player and you face a Grandmaster, you anticipate a loss. Framed in a reinforcement learning perspective, our opponents can be thought of as predictors of rewards and punishments. The present study investigates whether facing an opponent would be processed as a reward or punishment depending on the level of difficulty the opponent poses. Participants played Rock, Paper, Scissors against three computer opponents while electroencephalographic (EEG) data was recorded. In a key manipulation, one opponent (HARD) was programmed to win most often, another (EASY) was made to lose most often, and the third (AVERAGE) had equiprobable outcomes of wins, losses, and ties. Through practice, participants learned to anticipate the relative challenge of a game based on the opponent they were facing that round. An analysis of our EEG data revealed that winning outcomes elicited a reward positivity relative to losing outcomes. Interestingly, our analysis of the predictive cues (i.e., the opponents’ faces) demonstrated that attentional engagement (P3a) was contextually sensitive to anticipated game difficulty. As such, our results for the predictive cue are contrary to what one might expect for a reinforcement model associated with predicted reward, but rather demonstrate that the neural response to the predictive cue was encoding the level of engagement with the opponent as opposed to value relative to the anticipated outcome.

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On characterizing equilibrium points in two person strictly competitive games

International Journal of Game Theory ◽

10.1007/bf01769094 ◽

1983 ◽

Vol 12 (4) ◽

pp. 245-247 ◽

Cited By ~ 12

Author(s):

James W. Friedman

Keyword(s):

Equilibrium Points ◽

Competitive Games

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Patent Nash equilibria in symmetric strictly competitive games

Economics Letters ◽

10.1016/j.econlet.2021.109733 ◽

2021 ◽

pp. 109733

Author(s):

Eric Bahel

Keyword(s):

Nash Equilibria ◽

Competitive Games

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The Classification of Skateboarding Tricks : A Transfer Learning and Machine Learning Approach

Mekatronika ◽

10.15282/mekatronika.v2i2.6683 ◽

2020 ◽

Vol 2 (2) ◽

pp. 1-12

Author(s):

Muhammad Nur Aiman Shapiee ◽

Muhammad Ar Rahim Ibrahim ◽

Muhammad Amirul Abdullah ◽

Rabiu Muazu Musa ◽

Noor Azuan Abu Osman ◽

...

Keyword(s):

Machine Learning ◽

Classification Accuracy ◽

Nearest Neighbor ◽

Olympic Games ◽

Learning Approach ◽

K Nearest Neighbor ◽

Test Dataset ◽

Machine Learning Approach ◽

Competitive Games

The skateboarding scene has arrived at new statures, particularly with its first appearance at the now delayed Tokyo Summer Olympic Games. Hence, attributable to the size of the game in such competitive games, progressed creative appraisal approaches have progressively increased due consideration by pertinent partners, particularly with the enthusiasm of a more goal-based assessment. This study purposes for classifying skateboarding tricks, specifically Frontside 180, Kickflip, Ollie, Nollie Front Shove-it, and Pop Shove-it over the integration of image processing, Trasnfer Learning (TL) to feature extraction enhanced with tradisional Machine Learning (ML) classifier. A male skateboarder performed five tricks every sort of trick consistently and the YI Action camera captured the movement by a range of 1.26 m. Then, the image dataset were features built and extricated by means of three TL models, and afterward in this manner arranged to utilize by k-Nearest Neighbor (k-NN) classifier. The perception via the initial experiments showed, the MobileNet, NASNetMobile, and NASNetLarge coupled with optimized k-NN classifiers attain a classification accuracy (CA) of 95%, 92% and 90%, respectively on the test dataset. Besides, the result evident from the robustness evaluation showed the MobileNet+k-NN pipeline is more robust as it could provide a decent average CA than other pipelines. It would be demonstrated that the suggested study could characterize the skateboard tricks sufficiently and could, over the long haul, uphold judges decided for giving progressively objective-based decision.

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Children’s Perspective of Game: A Comparison of the Public and Private Schools

Journal of Education and Training Studies ◽

10.11114/jets.v5i9.2603 ◽

2017 ◽

Vol 5 (9) ◽

pp. 158

Author(s):

Nevin Gündüz ◽

Tuğçe Taşpinar ◽

Nurdan Demiş

Keyword(s):

Public Schools ◽

Private Schools ◽

Qualitative Data ◽

Structured Interview ◽

Good Time ◽

Public And Private ◽

The Public ◽

Analysis Technique ◽

Private And Public ◽

Competitive Games

The purpose of this research is to determine what the game means from the perspectives of children studying at public and private schools. Four questionnaires were applied to all the third grade parents of four schools; two public and two private schools in Ankara, and questionnaires were completed and sent back by 212 parents. A total of 32 volunteer students from four schools, 4 girls and 4 boys, who were determined according to the results of parents surveys consist of our student research group. Qualitative data were obtained by semi-structured interview technique. Content analysis technique was used for qualitative data and six main themes were created.As a result, children at private and public schools have described as ‘’the meaning of the play’’ theme, as ‘’having fun, being happy, having a good time with friends, ’learning new rules, being healthy and doing sports’’. In the research, they also stated that they play game types such as ’’rope, hide, hide and seek’’ which do not require materials in public schools while they indicated they play games such as ‘’ball, dart, taboo and technological games’’ in private schools. Children indicated that they play at school competitive games prepared by teachers in physical activities lessons. It is concluded that, there is not too much change in the meaning of the game in terms of children who study at private and public schools. Children’s type of game and materials especially change for both girls and boys and schools. Although there are purpose of "enjoy" for both of the two groups, but materials and games that used and played are different.

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