Comparison of modes of feedback on glide performance in swimming

The software product "GlideCoach" was recently developed to give quantitative and qualitative feedback on the glide performance of a swimmer (Naemi & Sanders, 2008 ). This study compared the effect of feedback on glide performance from GlideCoach with video and verbal feedback. Nineteen elite swimmers were randomly assigned to one of three groups: Group 1 and 2 included six swimmers and Group 3 included seven swimmers. All participants performed ten dives in each of five sessions. Each group received one of three forms of feedback (video, video and verbal, and GlideCoach and verbal) for four sessions. In the fifth, retest session, performed 4 weeks after the fourth session, all groups received GlideCoach and verbal feedback only. This enabled the analysis of GlideCoach and verbal feedback on performance of the groups that had not yet received this feedback and assessment of the retention ability for the group that had. Feedback resulted in all groups recording an improvement, as indicated by effect sizes, for average velocity, glide factor (related to resistive drag), and initial velocity (P < 0.05). The improvement following the GlideCoach and verbal feedback was greater than that of the two other feedback methods for all variables of interest (P < 0.05), with effect sizes ranging from 1.0 to 2.5, compared with values less than 0.6 for the other feedback methods. We conclude that GlideCoach feedback is effective in improving glide performance.     

The effects of augmented feedback on students' perceptions and performance

The effects of augmented feedback on perceptions of ability (SPA), practice behaviors, and performance during motor skill instruction of a novel task were investigated. Fourth-grade students (N = 103) were randomly assigned to one of four conditions: (a) no feedback; (b) motivational feedback; (c) task feedback; or (d) motivation and task feedback. They then practiced simple and complex cupstacking skills. On a relatively simple task, the type of feedback did not have a significant effect on children's SPA, practice behaviors, or performance; but on a more complex task, differential effects of feedback were evident. Results indicate that informational feedback is an important factor in facilitating student engagement, fostering positive perceptions of ability, and ultimately improving performance on a challenging task.     

非冰期提高冰球运动水平措施的探讨

我国目前人工室内冰场还较少,多个冰上运动项目陆训阶段争冰上训练时间的矛盾比较突出,冰球队在准备期冰上训练时间明显不足。建议冰球运动员在陆训期增加轮滑球的训练内容,以消除冰上训练不足带来的不利影响。     

Augmenting performance feedback does not affect 4 km cycling time-trials in the heat

We compared the effects of (1) accurate and (2) surreptitiously augmented performance feedback on power output and physiological responses to a 4000 m time-trial in the heat. Nine cyclists completed a baseline (BaseL) 4000 m time-trial in ambient temperatures of 30°C, followed by two further 4000 m time-trials at the same temperature, randomly assigning the participants to an accurate (ACC; accurate feedback of baseline) or deceived (DEC; 2% increase above baseline) feedback group. The total power output (PO) and aerobic (P_aer) and anaerobic (P_an) contributions were determined at 0.4 km stages during the time-trials, alongside measurements of rectal (T_rec) and skin (T_skin) temperatures. There were no differences (P > 0.05) in any of the variables between BaseL, ACC and DEC, despite increases (P < 0.05) in T_rec and T_skin. Typical pacing profiles were demonstrated; however, there was no interaction (P > 0.05) between feedback condition and time-trial stage. Providing surreptitiously augmented performance feedback to well-trained cyclists did not alter their performance or physiological responses to a 4000 m time-trial in a hot environment. The assumed influence of augmented performance feedback was nullified in the heat, perhaps reflecting a central down-regulation of exercise intensity in response to an increased body temperature.     

A method of providing accurate velocity feedback of performance on an instrumented kayak ergometer

On a kayak ergometer, an accurate simulation of the athlete-paddle-kayak system kinematics is essential for analysing the relationship between technique and performance. The purpose of this study was to establish a strong relationship between performances on flatwater and performances on an ergometer by means of propulsive force measurement and drag models. Two trials were performed by 12 kayakers in which they were first timed over 250 m of flatwater kayaking (the reference test) and were then asked to perform a trial of the same duration on the ergometer with the same perceived physical exertion. Three techniques for measuring propulsive force and three drag models generated nine combinations, which were all evaluated for their ability to estimate kayak velocity. For each combination, the distance covered by the athlete on the ergometer was simulated. A kayakers’ ergometer ranking was based on the average velocity in the ergometer trial. Both distance and ranking were compared to the on-water results. The simulation with the best combination of force measurement and drag model gave an accurate estimate of distance (253 ± 10.5 vs. 250 m) and ranking compared to the reference test.     

Open feedback in gymnastic judging causes conformity bias based on informational influencing

The aims of this study were twofold: (1) to determine whether open feedback (i.e. the ability to hear or see the scores of colleague judges after each performance) would lead judges in gymnastics to conform with their colleagues, and (2) to identify the underlying process on which this conformity is based. Twenty-three certified Flemish judges in women's gymnastics were randomly divided into panels of a maximum of five judges. These panels had to rate the same 30 videotaped individual vaults: 15 in phase 1 and 15 in phase 2. Two independent variables were orthogonally manipulated: feedback (or no feedback) during phase 1 and feedback (or no feedback) during phase 2. The results of phase 1 revealed that the variation between the judges' scores was less within panels that had received feedback than within panels that had not received feedback. We therefore conclude that the availability of feedback elicits conformity among gymnastic judges. The results of phase 2 indicated that this conformity continued even when feedback was no longer provided, suggesting that the observed conformity was based on informational influencing (i.e. because of uncertainty about the correct responses) and not on normative influencing (i.e. out of fear of standing out in the group).     

Open feedback in gymnastic judging causes conformity bias based on informational influencing

Abstract

The aims of this study were twofold: (1) to determine whether open feedback (i.e. the ability to hear or see the scores of colleague judges after each performance) would lead judges in gymnastics to conform with their colleagues, and (2) to identify the underlying process on which this conformity is based. Twenty-three certified Flemish judges in women's gymnastics were randomly divided into panels of a maximum of five judges. These panels had to rate the same 30 videotaped individual vaults: 15 in phase 1 and 15 in phase 2. Two independent variables were orthogonally manipulated: feedback (or no feedback) during phase 1 and feedback (or no feedback) during phase 2. The results of phase 1 revealed that the variation between the judges' scores was less within panels that had received feedback than within panels that had not received feedback. We therefore conclude that the availability of feedback elicits conformity among gymnastic judges. The results of phase 2 indicated that this conformity continued even when feedback was no longer provided, suggesting that the observed conformity was based on informational influencing (i.e. because of uncertainty about the correct responses) and not on normative influencing (i.e. out of fear of standing out in the group).     

Stress reactivity after maximal exercise: the effect of manipulated performance feedback in endurance athletes

This study was designed to assess the effect of performance feedback on stress reactivity after recovery from maximal exercise. Forty competitive athletes were recruited to complete a maximal exercise test. Performance feedback was manipulated after the exercise test to give four groups: (1) high performance, (2) low performance, (3) accurate feedback and (4) no exercise control. Cardiovascular reactivity was assessed during psychological stress. The results indicate that accurate feedback participants experienced lower relative reactivity to stress (lower mean arterial pressure) than their no-exercise counterparts. These results demonstrate that the stress-buffering effect of exercise extends to maximal exercise. In addition, high-performance participants experienced lower relative reactivity than low-performance participants. Thus, low-performance feedback was sufficient to remove the buffering effect of exercise. There were no differences between the high-performance and accurate feedback conditions, or between the low-performance and control conditions.     

现代化辅助教学手段建立体操技术教学反馈系统的实验研究

基于现代化教学辅助手段在体育教学实践中的应用，建立了数码摄像机录像的即时反馈系统、多媒体CAI课件延时反馈系统和FIP文件与CSCL教学延时反馈系统，并在体操技术教学实践中进行了实验研究。结果表明：实验班结业成绩明显优于对照班，证明应用现代化反馈系统指导体操技术教学可提高教学质量，增强教学效果。     

Girls' and boys' perceptions of physical education teachers' feedback: Effects on performance and psychological responses

Abstract

In this study, we examined the perceptions of physical education (PE) teachers' feedback patterns with female and male high school students (n = 325). Eight physical education teachers (4 females and 4 males) were involved. We examined (a) whether teachers' feedback was perceived differently by boys and girls, and how the sex of the teacher influenced these perceptions, and (b) the effects of types of feedback (praise, no response-successful, encouragement, technical information, criticism, no response-unsuccessful, and teacher's invested time) on students' perceived competence, effort, enjoyment, and their PE performance. A multivariate analysis revealed an interaction between teacher and student gender on perceptions of teacher feedback. Hierarchical regression analyses highlighted that the perceived feedback significantly predicted students' perceptions of competence (ΔR ² = 0.088), effort (ΔR ² = 0.119), enjoyment (ΔR ² = 0.085), and their PE performance (ΔR ² = 0.039) after accounting for the gender of the students and teachers and the students' initial PE performance. The perceptions of praise and teachers' invested time were positively linked with the dependent variables, whereas encouragement and technical information and criticism were negatively linked. The findings are discussed in terms of teaching effectiveness and gender equity.     

Girls' and boys' perceptions of physical education teachers' feedback: effects on performance and psychological responses

In this study, we examined the perceptions of physical education (PE) teachers' feedback patterns with female and male high school students (n = 325). Eight physical education teachers (4 females and 4 males) were involved. We examined (a) whether teachers' feedback was perceived differently by boys and girls, and how the sex of the teacher influenced these perceptions, and (b) the effects of types of feedback (praise, no response-successful, encouragement, technical information, criticism, no response-unsuccessful, and teacher's invested time) on students' perceived competence, effort, enjoyment, and their PE performance. A multivariate analysis revealed an interaction between teacher and student gender on perceptions of teacher feedback. Hierarchical regression analyses highlighted that the perceived feedback significantly predicted students' perceptions of competence (DeltaR(2) = 0.088), effort (DeltaR(2) = 0.119), enjoyment (DeltaR(2) = 0.085), and their PE performance (DeltaR(2) = 0.039) after accounting for the gender of the students and teachers and the students' initial PE performance. The perceptions of praise and teachers' invested time were positively linked with the dependent variables, whereas encouragement and technical information and criticism were negatively linked. The findings are discussed in terms of teaching effectiveness and gender equity.     

Sprinting performance on the Woodway Curve 3.0TM is related to muscle architecture

Abstract

To determine if unilateral measures of muscle architecture in the rectus femoris (RF) and vastus lateralis (VL) were related to (and predictive of) sprinting speed and unilateral (and bilateral) force (FRC) and power (POW) during a 30 s maximal sprint on the Woodway Curve 3.0^TM non-motorized treadmill (TM). Twenty-eight healthy, physically active men (n = 14) and women (n = 14) (age = 22.9 ± 2.4 years; body mass = 77.1 ± 16.2 kg; height = 171.6 ± 11.2 cm; body-fa t = 19.4 ± 8.1%) completed one familiarization and one 30-s maximal sprint on the TM to obtain maximal sprinting speed, POW and FRC. Muscle thickness (MT), cross-sectional area (CSA) and echo intensity (ECHO) of the RF and VL in the dominant (DOM; determined by unilateral sprinting power) and non-dominant (ND) legs were measured via ultrasound. Pearson correlations indicated several significant (p < 0.05) relationships between sprinting performance [POW (peak, DOM and ND), FRC (peak, DOM, ND) and sprinting time] and muscle architecture. Stepwise regression indicated that POW_DOM was predictive of ipsilateral RF (MT and CSA) and VL (CSA and ECHO), while POW_ND was predictive of ipsilateral RF (MT and CSA) and VL (CSA); sprinting power/force asymmetry was not predictive of architecture asymmetry. Sprinting time was best predicted by peak power and peak force, though muscle quality (ECHO) and the bilateral percent difference in VL (CSA) were strong architectural predictors. Muscle architecture is related to (and predictive of) TM sprinting performance, while unilateral POW is predictive of ipsilateral architecture. However, the extent to which architecture and other factors (i.e. neuromuscular control and sprinting technique) affect TM performance remains unknown.     

When the chips are down: effects of attributional feedback on self-efficacy and task performance following initial and repeated failure

In two experiments, we manipulated the controllability and stability of causes of failure and explored the impact of these factors on self-efficacy and performance. In Experiment 1, participants (N=80; mean age 20.0 years, s=1.0) were provided with false negative feedback following performance on a blindfolded dart-throwing task. Consistent with theory and recent research, an induced belief that failure was beyond control and unlikely to change led to lower self-efficacy and poorer performance (all F1,754>5.49, all P<0.05, all η2=0.01). A second experiment (N=80; mean age 22.0 years, s=2.1) demonstrated that following an induced belief that failure was beyond control and unlikely to change, only new perceptions that a repeated failure was within one's control and likely to change resulted in higher self-efficacy and improved performance (all F1,75>4.53, all P<0.05, all η2>0.004). All effects were mediated by self-efficacy: Sobel's (1982) test, all z>1.97 (in absolute magnitude), all P<0.05, all r>0.22 (in absolute magnitude). These findings suggest that in novel circumstances individuals believe in the best for themselves unless possibilities to self-enhance are explicitly precluded, and only reinvest efforts when opportunities for self-enhancement become clearly admissible.     

基于 SEM的体育用品制造业经营管理绩效测评模型

选取全国31个省、市及自治区体育用品制造业作为实证研究对象,并引入结构方程模型(SEM)探讨了体育用品制造业产品销售状况、资产运营状况、债务状况与经营管理绩效之间的相互关系及影响路径.结果表明:①产品销售状况对体育用品制造业经营管理绩效具有显著的直接正向影响;②资产运营状况对体育用品制造业经营管理绩效也具有显著的直接正向影响;③产品销售状况以资产运营状况为中介对体育用品制造业经营管理绩效具有显著的间接正向影响;④债务状况也可通过资产运营状况对体育用品制造业经营管理绩效具有显著的间接负向影响;⑤产品销售状况以债务状况和资产运营状况为中介对体育用品制造业经营管理绩效具有显著的间接正向影响.该实证研究结果对于人们正确认识体育用品制造业产品销售状况、资产运营状况、债务状况与经营管理绩效之间的内在联系具有重要意义,以期为相关部门提供决策参考.     

"Because I know it will!": placebo effects of an ergogenic aid on athletic performance

In the perpetual quest for better performance, athletes are using an increasingly diverse range of ergogenic aids. Some are permitted; however, this "drug" use is often seen as an ethically questionable behavior. A variety of research suggests that much of the impact of such aids may be due to expectancy-the belief that the substance will aid performance. It would be useful to demonstrate this to athletes considering such usage, especially as a pillar of antidrug education. Accordingly, this investigation used sodium bicarbonate and placebo additives in a double disassociation design, with athletes completing a series of 1,000-m time trials. Results showed that believing one had taken the substance resulted in times almost as fast as those associated with consuming the drug itself. In contrast, taking the drug without knowledge yielded no significant performance increment. Results are discussed against the backdrop of applying expectancy effects in high-performance sport, including dissuading athletes from using illegal aids.     

高校高水平运动员心理健康状况调查

运用<症状自评量表>对25所高校的404名高水平运动员进行测量,评定高校高水平运动员的心理健康状况.结果表明:高校高水平运动员的心理健康状况较差,心理健康水平各项指标得分均高于全国成人常模;女子运动员在人际关系、焦虑、精神病性3个因子上显著高于男运动员;不同年级运动员在人际关系因子、焦虑因子及精神病性因子上,差异均有显著性;一年级、四年级运动员的心理健康水平较差;焦虑因子与性别、年级的主效应均有关,精神病性因子与性别的主效应有关;焦虑因子与性别与年级的交互作用有关.     

Auditory concurrent feedback benefits on the circle performed in gymnastics

In this study, we examined the effectiveness of auditory concurrent feedback on body segmental alignment during the circle movement performed on a pommel horse. Eighteen gymnasts were assigned to one of two groups: a concurrent auditory feedback group (experimental) or a control group that received no concurrent feedback. After 2 weeks of training (300 circles), the body segmental alignment (BSA) of the experimental group had improved by 2.3% between the pre test (85.7 +/- 4.8% BSA(max)) and the post test (87.7 +/- 4.0% BSA(max)). Furthermore, the results of a retention test administered 2 weeks after the post test revealed no decline in performance for the experimental group. No gains in body segmental alignment were found for the control group. It was concluded that augmented auditory feedback made available in real time can be used to correct complex movements, such as the circle movement on a pommel horse, and does not appear to lead to information-dependence despite the frequent administration of feedback. The auditory signal available in real time could help gymnasts to become more objective about their own intrinsic information necessary for the refinement of the circle movement.     

基于Visual C + +的北京奥运会游泳项目成绩预测方法

采用了一种简便易用、通用性强的数据插值算法，以历届奥运会成绩数据为基础，以灰色理论分析方法为理论依据，对2008年北京奥运会游泳成绩做出了预测。对模型化的算法采用计算机编程方式，并提供可视化界面，大大减少了冗余复杂的数据计算，只需录入历年成绩，程序本身就可自动算出北京奥运会的该项目成绩预测值，极大方便了此预测算法的使用。     

基于Visual C + +的北京奥运会游泳项目成绩预测方法

采用了一种简便易用、通用性强的数据插值算法,以历届奥运会成绩数据为基础,以灰色理论分析方法为理论依据,对2008年北京奥运会游泳成绩做出了预测。对模型化的算法采用计算机编程方式,并提供可视化界面,大大减少了冗余复杂的数据计算,只需录入历年成绩,程序本身就可自动算出北京奥运会的该项目成绩预测值,极大方便了此预测算法的使用。     

大型体育场馆绩效管理指标体系构建研究

以促进大型体育场馆绩效管理目标的完成为目的,从BSC模型的财务构面、顾客构面、内部业务流程构面和创新与学习成长构面4个角度入手,充分发挥人力资源绩效考核在激励工作人员、培育企业文化、提升企业核心竞争力方面的重要作用,探究了适合我国大型体育场馆发展战略的绩效管理指标体系.