A descriptive and exploratory study of factors contributing to augmented feedback duration in professional Australian football practice

2021 ◽  
pp. 174795412110370
Author(s):  
Rhys Tribolet ◽  
William Bradshaw Sheehan ◽  
Andrew Roman Novak ◽  
Mark Langley Watsford ◽  
Job Fransen
Keyword(s):  
Skill Acquisition ◽  
Explanatory Power ◽  
Augmented Feedback ◽  
Feedback Intervention ◽  
Practice Characteristics ◽  
Frequency Interaction ◽  
Australian Football ◽  
Activity Form ◽  
Practice Activity ◽  
Practice Time

Augmented feedback supplements or replaces task-intrinsic feedback and is common in team sports, however, no studies have reported on augmented feedback provision in professional Australian Football (AF) practice. This study investigated the effects of practice characteristics (feedback intervention frequency, practice time, practice type, season phase, practice activity form and competitive match result) on the duration of feedback provided by professional AF coaches. Two linear mixed-effects models were constructed. The first examined the collective associations between these practice characteristics and feedback durations while the second model investigated the associations between the same practice characteristics and previous match result. Results showed the feedback intervention frequency, practice time and a practice time*feedback intervention frequency interaction explained 65% of feedback duration whenever feedback was provided. Additionally, practice time, feedback intervention frequency, a practice time*match result interaction and a match result*feedback intervention frequency interaction explained 99% of feedback duration in-season. Important factors that were hypothesised to affect feedback durations in AF such as practice type, practice activity form or season phase did not contribute any explanatory power. This study provides information on how professional AF coaches provide augmented feedback in-situ and provides opportunities for skill acquisition specialists to aid coaches when delivering augmented feedback.

How does practice change across the season? A descriptive study of the training structures and practice activities implemented by a professional Australian football team

2021 ◽  
pp. 174795412110198
Author(s):  
Rhys Tribolet ◽  
William Bradshaw Sheehan ◽  
Andrew Roman Novak ◽  
Mark Langley Watsford ◽  
Job Fransen
Keyword(s):  
Skill Acquisition ◽  
Best Practice ◽  
Team Sports ◽  
Descriptive Study ◽  
Practice Change ◽  
Football Coaches ◽  
Training Structures ◽  
Football Team ◽  
Australian Football ◽  
Practice Time

There is limited research investigating objective practice monitoring in team sports. This observational study examined the practice activities used by eight professional coaches across 72 different practice sessions in one season within a professional Australian football team. This study aimed to evaluate the extent to which these practice types differed from those shown to facilitate skill acquisition in team sports. Across the whole season (pre-season and in-season), coaches implemented seven practice types which were categorised into training-form and playing-form. Practice type frequencies were different between pre- and in-season (χ2 = 109.6, p < 0.001). Significant differences were reported for practice type duration between pre-season and in-season (p = 0.023, d=–0.17), where in-season activities were longer. Coaches implemented a higher percentage of practice time to playing-form activities in-season (62.0 [Formula: see text] 25.4) compared to pre-season (52.4 [Formula: see text] 19.8) [95%CI: –2.35:21.4]. Coaches were more likely to alter the frequency of practice types, rather than the exposure time. Players performed more training-form activities during pre-season than in-season (χ2 = 30.8, p < 0.001). There were no differences in playing-form activities between pre- and in-season. This study provides insights into the practice activities implemented by professional Australian football coaches and discusses the extent to which they represent best practice in the context of skill acquisition.

scholarly journals Effectiveness of Two Forms of Feedback on Training of a Joint Mobilization Skill by Using a Joint Translation Simulator

2007 ◽  
Vol 87 (4) ◽  
pp. 418-430 ◽  
Author(s):  
Ju-Ying Chang ◽  
Guan-Liang Chang ◽  
Chia-Jen Chang Chien ◽  
Kao-Chi Chung ◽  
Ar-Tyan Hsu
Keyword(s):  
Skill Acquisition ◽  
Glenohumeral Joint ◽  
Physical Therapist ◽  
Superior Performance ◽  
Control Group ◽  
Augmented Feedback ◽  
Feedback Group ◽  
Joint Mobilization ◽  
Tissue Resistance ◽  
The Status

Background and Purpose Joint mobilization is a complicated task to learn and to teach and is characterized by great intersubject variability. This study's purpose was to investigate whether quantitatively augmented feedback could enhance the learning of joint mobilization and, more specifically, to compare the effects of training with concurrent or terminal feedback by using a joint translation simulator (JTS). Subjects Thirty-six undergraduate physical therapist students were randomly assigned to control (no feedback), concurrent feedback, and terminal feedback groups. Methods The JTS was designed to simulate tissue resistance based on load-displacement relationships of glenohumeral joint specimens. Subjects applied specific mobilization grades of force on the JTS while quantitative feedback was given to the feedback groups either during a trial (ie, concurrent feedback) or after a trial (ie, terminal feedback). The skill acquisition phase lasted a total of 40 minutes, and a total of 75 repetitions were performed for each grade of each joint model. Pretest and no-feedback retention tests were conducted. Results During acquisition and retention, both feedback groups performed more accurately than did the control group. No obviously superior performance was shown by the terminal feedback group compared with concurrent feedback group during retention testing. Discussion and Conclusion Subjects who trained with augmented feedback had less variability, and thus more consistency, than the control group subjects who received no feedback. Augmented feedback provides the student with a reference force and the status of his or her performance. The effectiveness of the JTS feedback compared with no feedback was clearly demonstrated. Skill acquisition in mobilization can be enhanced by either concurrent or terminal feedback.

Augmented Feedback for Enhanced Skill Acquisition in Individuals with Traumatic Brain Injury

1996 ◽  
Vol 82 (2) ◽  
pp. 507-514 ◽  
Author(s):  
Ronald Croce ◽  
Michael Horvat ◽  
Glenn Roswal
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Skill Acquisition ◽  
Repeated Measures ◽  
Absolute Constant ◽  
Constant Error ◽  
Augmented Feedback ◽  
Knowledge Of Results ◽  
Variable Error

Coincident timing by individuals who exhibit traumatic brain injury was measured under conditions of no knowledge of results (no KR; n = 12), KR on every trial ( n = 14), summary KR ( n = 13), and average KR ( n = 12). Following acquisition trials, groups performed immediate and longer retention trials without KR. Absolute constant error and variable error, analyzed in separate repeated-measures analyses of variance, indicated that during acquisition trials subjects receiving KR on every trial were the most accurate and the most consistent in their responses; however, subjects in groups receiving summary and average KR were the most accurate during immediate retention, with the group receiving summary KR being the most accurate during longer retention.

scholarly journals Gamification and Formal Practice: A Pilot Study on Gamification’s Contributions to Kindergarten Students’ Musical Practice

2020 ◽  
pp. 103-129
Author(s):  
Thomas Nguyen
Keyword(s):  
Pilot Study ◽  
Skill Acquisition ◽  
Kindergarten Students ◽  
Musical Practice ◽  
Musical Skills ◽  
Song Acquisition ◽  
The One ◽  
Practice Time ◽  
Game Elements ◽  
Kindergarten Teaching

Practice is, and will always be, one of the fundamental ways of attaining musical skills. However, the efficiency of skill acquisition will be dependent on the quality and quantity of musical practice. On the one hand, a learner can be dedicated in their practice, seeking guidance to improve their own weaknesses and strategize their practice time, reminding us of formal practice. On the other hand, a learner can lack dedication or even be amotivated by practicing without effort or goals, reminding us of informal practice. This pilot study explores how gamification can potentially contribute to formal practice and song acquisition, incorporating game elements like reward systems, level gaining, competition, cooperation, storytelling, and goals into a ukulele and song course. This intervention design tested kindergarten teaching students (n = 60) at Queen Maud University College (DMMH) of Early Childhood Education.

scholarly journals Exploring the coach’s and athletes’ behaviour in martial arts

Kinesiology ◽  
2020 ◽  
Vol 52 (2) ◽  
pp. 196-207
Author(s):  
Jan-Erik Romar ◽  
Markus Ranta-Aho ◽  
Emyr Williams
Keyword(s):  
Physical Activity ◽  
Martial Arts ◽  
Vigorous Physical Activity ◽  
Activity Level ◽  
Observation Data ◽  
Activity Levels ◽  
Systematic Observation ◽  
Practice Activity ◽  
Context Specific ◽  
Practice Time

This descriptive study examined the processes of coaching and participation in Brazilian jiu-jitsu (BJJ) for both experienced (n=3) and novice (n=3) adult participant, members of a martial arts club in Finland. Over a period of six weeks, five practice sessions were videotaped with a mean duration of 84.35 minutes. Systematic observation data were used to describe the practice structure and participants’ engagement. Additionally, a modified version of the Coach Analysis and Intervention System was used to evaluate coaching behaviour. The heart rate data were also collected to evaluate the participants’ physical activity levels. Results indicated that practice time allocated to training and playing were 75% and 25%, respectively, which differs from team sport research. The coaching emphasis observed in this study highlighted competition and technique perfection. The participants’ practice activity level was high with most participants spending more than half of practice time at a moderate-to-vigorous physical activity level. These findings show that both the structure and content of coaching practice is context specific and that the coach need to identify and react to the needs of individual athletes.

Practice

2021 ◽  
pp. 66-92
Author(s):  
Robert H. Woody
Keyword(s):  
Athletic Training ◽  
Skill Acquisition ◽  
Deliberate Practice ◽  
Psychological Research ◽  
Careful Consideration ◽  
Folk Knowledge ◽  
Musical Expertise ◽  
Practice Time ◽  
Over Time

Practicing is an activity that accounts for the highest levels of musical expertise, but one that many musicians do not typically—or at least consistently—carry out. Most people have done some kind of independent practicing (or academic studying or athletic training) in their lives and have likely heard platitudes such as “Practice makes perfect.” Such folk knowledge tends to suggest that quantity of practice is the most important factor. Unfortunately, popular handling of psychological research has largely reinforced this misconception. More careful consideration of the research, however, shows that although developing musicians certainly must make time for practice, the efficiency and deliberateness of time spent are also crucial. This chapter begins by defining “deliberate practice” as the type of practicing that optimally contributes to musical skill acquisition. Through consistent practice over time, skills that began as highly conscious and effortful progress to ultimately becoming fluently and automatically performed. Rather than striving to simply amass hours of practice time, musicians are encouraged to be more productive and efficient by strategically planning, executing, and reflecting on their practice.

Assessing Performance, Productivity, and Staffing Needs in Pathology Groups: Observations From the College of American Pathologists PathFocus Pathology Practice Activity and Staffing Program

2006 ◽  
Vol 130 (9) ◽  
pp. 1263-1268
Author(s):  
Scott A. Martin ◽  
Patricia E. Styer
Keyword(s):  
Clinical Pathology ◽  
Current Procedural Terminology ◽  
Current Procedural Terminology Code ◽  
Staffing Levels ◽  
Practice Characteristics ◽  
Group Practices ◽  
Practice Activity ◽  
Highly Correlated ◽  
Staffing Requirements ◽  
Staffing Needs

Abstract Context.—The PathFocus program affords the opportunity for participating pathology practices to be compared with other practices that have similar characteristics. Objectives.—To demonstrate variability in workload among different pathology practice settings and to determine practice characteristics that influence staffing levels. Design.—Among 228 group practices in the PathFocus database, group practice settings were analyzed. The practice characteristics that were highly correlated with staffing levels are presented. Results.—Activities that showed significant variation include surgical pathology (P = .003), cytopathology (P = .006), miscellaneous (P = .006), and professional development (P = .003). Group practices report up to 4% of hours devoted to clinical pathology consultation, on average, and from 20% to 25% to administration and management. There are strong positive associations with staffing levels for lower-complexity Current Procedural Terminology code volumes (P &lt; .001) and higher-complexity Current Procedural Terminology code volumes (P = .006). Conclusion.—The settings of pathology practices carry specific commitments of time that are different and not equally distributed among all practice settings and strongly influence staffing requirements.

Effects of Learner Use of Practice Time on Skill Acquisition of Fifth Grade Children

1990 ◽  
Vol 10 (1) ◽  
pp. 84-95 ◽  
Author(s):  
Michael Goldberger ◽  
Philip Gerney
Keyword(s):  
Skill Acquisition ◽  
Motor Skill ◽  
Fifth Grade ◽  
School Age Children ◽  
School Age ◽  
Learning Centers ◽  
Motor Skill Acquisition ◽  
Task Order ◽  
Practice Style ◽  
Practice Time

The purpose of this study was to examine the effects of two teaching formats under Mosston’s practice style on the motor skill acquisition of school-age children. In these popular formats, referred to elsewhere as station work, learning centers, and circuit training, the teacher designs a series of tasks. In the teacher-rotated format (TR) the teacher systematically moves learners from task to task, while in the learner-rotated format (LR) the learners individually decide on task order and the amount of time to spend on each task. The present study examined the effects of these formats as fifth grade children practiced a football punting skill. While both formats were generally found to be effective, for low ability children the conditions provided by the LR format were found to be more profitable. It is recommended that teachers (a) be more sensitive to the tendency of learners not to use their practice time efficiently and (b) establish clear minimal engagement levels.

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