Skill transfer through multi-sport play: A tennis and hockey example

The concept of “skill transfer” is introduced with the sports of ice hockey and tennis as examples. Skill transfer is addressed with a backdrop and understanding that it is based on existing concepts that have been researched significantly over the past few decades. They include Physical Literacy, Early Sport Specialization and Long-Term Athlete Development. Specific commonalities and skill benefits are highlighted. This inclusive, unified approach may serve as a catalyst to a better understanding of the benefits of skill transfer as well as the benefits of learning physical activities through two sport examples on multiple surfaces.

The Assistance in developing religious-based tourism villages in Susut Village, Bangli

The natural and cultural potential of Susut Village, Banjar District is a tourist attraction that has not been fully developed by the community considering the lack of knowledge about the development of tourist villages. The purpose of this community service is to provide an understanding of the community in Susut Village, especially through village officials regarding the management of the accommodation business (home stay), assisting the registration of tourism awareness groups, and the formation of tourist villages. The knowledge and skill transfer method are used to overcome the problems experienced by village officials in Susut Village. The result of this community service is that village officials can propose pokdarwis as an institution that cares about tourism development which will eventually be able to realize the formation of a Tourism Village in Susut Village, Bangli Regency.

German police recruits’ perception of skill transfer from training to the field

In order optimally to prepare police officers for the demands in the field, police training has to be designed representatively. However, for the German context, there is a scarcity of research investigating to what extent training meets the demands of the field. To fill this gap, the current study examined if police training in Germany meets the field demands of police officers based on the perspective of police recruits. Thirteen recruits from a German police force were interviewed in a semi-structured way to identify possible matches and discrepancies between training and the field. The qualitative were was analysed using content analysis. The results revealed that recruits valued police training very positively because they were able to apply learned skills and tactics in the field. However, results also indicated that: (a) key informational variables present in the field were missing in training, namely chaotic, highly dynamic situations; and (b) police officers need to be adaptable and flexible in the field to cope with the demands. Finally, the results suggested that police training focuses narrowly on dealing with extreme threats, which differs from the experiences recruits had in the field and may have drawbacks because continuously perceiving social situations as threatening and dangerous is a risk factor for aggressive behaviour. Taken together, the current study provides further insights into the wants and needs of recruits in police training.

Evaluating the Role of Breathing Guidance on Game-Based Interventions for Relaxation Training

Working in a fast-paced environment can lead to shallow breathing, which can exacerbate stress and anxiety. To address this issue, this study aimed to develop micro-interventions that can promote deep breathing in the presence of stressors. First, we examined two types of breathing guides to help individuals learn deep breathing: providing their breathing rate as a biofeedback signal, and providing a pacing signal to which they can synchronize their breathing. Second, we examined the extent to which these two breathing guides can be integrated into a casual game, to increase enjoyment and skill transfer. We used a 2 × 2 factorial design, with breathing guide (biofeedback vs. pacing) and gaming (game vs. no game) as independent factors. This led to four experimental groups: biofeedback alone, biofeedback integrated into a game, pacing alone, and pacing integrated into a game. In a first experiment, we evaluated the four experimental treatments in a laboratory setting, where 30 healthy participants completed a stressful task before and after performing one of the four treatments (or a control condition) while wearing a chest strap that measured their breathing rate. Two-way ANOVA of breathing rates, with treatment (5 groups) and time (pre-test, post-test) as independent factors shows a significant effect for time [F(4, 50) = 18.49, p &lt; 0.001, ηtime2=0.27] and treatment [F(4, 50) = 2.54, p = 0.05, η2 = 0.17], but no interaction effects. Post-hoc t-tests between pre and post-test breathing rates shows statistical significance for the game with biofeedback group [t(5) = 5.94, p = 0.001, d = 2.68], but not for the other four groups, indicating that only game with biofeedback led to skill transfer at post-test. Further, two-way ANOVA of self-reported enjoyment scores on the four experimental treatments, with breathing guide and game as independent factors, found a main effect for game [F(1,20)=24.49,p<0.001, ηgame2=0.55], indicating that the game-based interventions were more enjoyable than the non-game interventions. In a second experiment, conducted in an ambulatory setting, 36 healthy participants practiced one of the four experimental treatments as they saw fit over the course of a day. We found that the game-based interventions were practiced more often than the non-game interventions [t (34) = 1.99, p = 0.027, d = 0.67]. However, we also found that participants in the game-based interventions could only achieve deep breathing 50% of the times, whereas participants in the non-game groups succeeded 85% of the times, which indicated that the former need adequate training time to be effective. Finally, participant feedback indicated that the non-game interventions were better at promoting in-the-moment relaxation, whereas the game-based interventions were more successful at promoting deep breathing during stressful tasks.

Mutual Skill Learning and Adaptability to Others via Haptic Interaction

When learning a new skill through an unknown environment, should we practice alone, or together with another beginner, or learn from the expert? It is normally helpful to have an expert guiding through unknown environmental dynamics. The guidance from the expert is fundamentally based on mutual interactions. From the perspective of the beginner, one needs to face dual unknown dynamics of the environment and motor coordination of the expert. In a cooperative visuo-haptic motor task, we asked novice participants to bring a virtual mass onto the specified target location under an unknown external force field. The task was completed by an individual or with an expert or another novice. In addition to evaluation of the motor performance, we evaluated the adaptability of the novice participants to a new partner while attempting to achieve a common goal together. The experiment was set in five phases; baseline for skill transfer and adaptability, learning and evaluation for adaptability and skill transfer respectively. The performance of the participants was characterized by using the time to target, effort index, and length of the trajectory. Experimental results suggested that (1) peer-to-peer interactions among paired beginners enhanced the motor learning most, (2) individuals practicing on their own (learning as a single) showed better motor learning than practicing under the expert's guidance, and (3) regarding the adaptability, peer-to-peer interactions induced higher adaptability to a new partner than the novice-to-expert interactions while attempting to achieve a common goal together. Thus, we conclude that the peer-to-peer interactions under a collaborative task can realize the best motor learning of the motor skills through the new environmental dynamics, and adaptability to others in order to achieve a goal together. We suggest that the peer-to-peer learning can induce both adaptability to others and learning of motor skills through the unknown environmental dynamics under mutual interactions. On the other hand, during the peer-to-peer interactions, the novice can learn how to coordinate motion with his/her partner (even though one is a new partner), and thus, is able to learn the motor skills through new environmental dynamics.

Training on processing Buleleng local wine into sustainable culinary tourism products in Banjar Village, Buleleng

Banjar Village, Banjar District, Buleleng Regency is known as a center for horticultural commodities in the form of fruits, one of which is grapes. The purpose of this service is to improve the ability and basic development skills in processing local wines that have existed previously so that they have new innovations and creativity. The method used to overcome the problem is done by using the method of knowledge and skill transfer to a group of wine farmers in Banjar Village. As a result of this community service, the wine farmer group has deeper insight and is more creative and innovative in processing local Buleleng grapes into sustainable culinary tourism products, such as wine, peanut brittle, and herbal tea.

Cognitive & motor skill transfer across speeds: A video game study

We examined the detailed behavioral characteristics of transfer of skill and the ability of the adaptive control of thought rational (ACT-R) architecture to account for this with its new Controller module. We employed a simple action video game called Auto Orbit and investigated the control tuning of timing skills across speed perturbations of the environment. In Auto Orbit, players needed to learn to alternate turn and shot actions to blow and burst balloons under time constraints imposed by balloon resets and deflations. Cognitive and motor skill transfer was assessed both in terms of game performance and in terms of the details of their motor actions. We found that skill transfer across speeds necessitated the recalibration of action timing skills. In addition, we found that acquiring skill in Auto Orbit involved a progressive decrease in variability of behavior. Finally, we found that players with higher skill levels tended to be less variable in terms of action chunking and action timing. These findings further shed light on the complex cognitive and motor mechanisms of skill transfer across speeds in complex task environments.