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1
Freeman, James D. (James David Douglas). "The Effects of Mental Imagery Training on a Baseball Throwing Task." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc500604/.
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This study was designed to determine if long term training of mental imagery skills is more beneficial to an athlete than immediate imagery rehearsal practiced only prior to an event. Subjects were thirty male high school baseball athletes who were randomly assigned to one of three treatment conditions: (1) long term imagery training and practice; (2) immediate imagery practice only; and (3) control. An accuracy relay-throwing test was performed with pre-test, mid-test, and post-test performance trials. Results of the study revealed no statistically significant differences over the three test periods for any of the treatment conditions. Thus, long term imagery combined with immediate imagery practice, immediate imagery practice and control groups performed equally well on the baseball throwing task.
2
Gallivan, Michael Timothy. "An analysis of trajectory control strategies in a goal oriented throwing task /." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63949.
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Athreya, Dilip N. "Prospective Control of Action during Interpersonal Throwing-Catching." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1470743699.
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Wilkinson, Ryan John Paul. "Effect of glucose on the suppression and post-suppression rebound of stereotypes." Thesis, University of Canterbury. Psychology, 2011. http://hdl.handle.net/10092/6213.
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The suppression of unwanted thoughts is an effortful process. An ironic effect of this process is that the unwanted thoughts can become hyper-accessibility after a period of their suppression, known as “post-suppression rebound”. In the present study the impact of providing energy (through a glucose drink) on post-suppression rebound was investigated. One hundred and twenty participants participated in the main study, and another 30 participants served as a baseline group. Half of the participants in the main study were given a drink containing glucose and the other half was given a placebo drink containing an artificial sweetener. All participants wrote a passage about a “day in the life” of a gay male, with half the participants directed to avoid using stereotypes. A subsequent lexical decision task measured activation of stereotypes. Finally, a measure of prejudice was given to account for individual differences. Neither the direction to avoid using stereotypes nor the glucose resulted in lower stereotypicality of the “day in life” passages. Furthermore, response times during the lexical decision task did not differ between any of the main conditions or the baseline condition. However, the combination of both glucose and directed suppression did result in more positive passages, suggesting that the combination assists in reducing negative stereotype usage. Results are discussed in terms of stereotype usage and suppression and prejudice level.
5
Tsirakos, Dimitrios Konstantinos. "Biomechanical analysis of a ballistic throwing task under different loading conditions using non-linear optimisation methods." Thesis, Manchester Metropolitan University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266789.
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Arsal, Guler. "Effects Of External And Self-controlled Feedback Schedule On Retention Of Anticipation Timing And Ball Throwing Task." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605445/index.pdf.
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The purpose of this study was to examine whether the feedback schedule controlled by the learner created an optimal environment for retention of motor skills. Two experiments were conducted and participants were randomly assigned to a Control (100% KR), 20% RF KR, Self-controlled and Yoked conditions. In experiment one an anticipation timing task and in experiment two a ball throwing task was used. The second experiment also included a transfer test in order to measure the persistence of the acquired capability for performance. Absolute constant error (│
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) and variable error (VE) were calculated for four blocks of ten trials in acquisition phase and two blocks of ten trials in retention and transfer phases to analyze the subject&rsquo
s performances by repeated measures ANOVA. Experiment one analysis indicated significant main effects for groups in &
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and VE. Participants in the self-controlled condition performed significantly better on retention test than the control group. Contrary to the expectations, experiment two analysis showed no significant differences between the groups in acquisition and retention tests. Group differences were only observed in transfer test between the 20% RF KR and Yoked conditions. There was an improvement in the performance by groups as they progressed through the acquisition trials. The results of the experiment were not consistent with regard to effects of KR on learning. The reasons might be attributed to several factors such as the age and the motivation of the subjects, and the nature of the task.
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Miles, Charlotte Alice Louise. "The quiet eye in a throwing and catching task : visuomotor skill of children with and without developmental coordination disorder." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/16209.
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Knowing where and when to look is critical for effective performance of visually guided tasks. A gaze strategy termed the quiet eye (QE; the final gaze before the onset of a critical movement) is strongly associated with motor skill proficiency, with earlier and longer QE periods leading to improved visuomotor control. Children with poor motor proficiency, such as those with Developmental Coordination Disorder (DCD), have impairments in the pick-up and processing of visual information, translating into poorly coordinated movements. The purpose of this project therefore was to perform the first examination of the QE strategy in children of different motor coordination abilities and furthermore to investigate the efficacy of task-specific QE training (QET) to improve the skills of children with and without DCD beyond the effects of a standard coaching technique. Study 1 determined that children with low motor coordination had later, shorter QE durations in comparison to coordinated children and as a result, performed worse in a specified motor task (throwing and catching). Study 2 therefore performed two experiments aimed at developing an appropriate but brief QET protocol for children to improve their throwing and catching ability. These experiments found that typically developing children were able to increase their QE durations with QET and this was reflected in a durable improvement in their motor skill execution. The final study examined this QET intervention in children with DCD. This was the first application of QET in a clinical population, and found that children with DCD were able to improve their QE durations, and make robust changes to their visuomotor control. These studies associate a longer QE with motor skill proficiency in children, and provide an important adjunct to current therapeutic intervention for children with poorly developed motor skills.
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Potter, Aaron William. "Movement and skill adaptability: a novel approach to talent identification and development in tennis." Thesis, 2017. https://vuir.vu.edu.au/37830/.
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Tennis at the elite level is a sport that is intermittent in nature and requires proficiency across a number of key performance attributes; physical, technical, tactical and psychological (Fernandez-Fernandez, Sanz-Rivas, & Mendez-Villanueva, 2009; Hornery, Farrow, Mujika, & Young, 2007a; Kovacs, 2006, 2007; Unierzyski, 2002). The diverse skill set required for success in tennis poses a problem for practitioners attempting to identify and develop talent at an early age. The current methods of talent identification in tennis are largely based on ranking and tournament results despite reported low success rates (Brouwers, De Bosscher, & Sotiriadou, 2012). These methods represent an evaluation of current performance, often overlooking the capacity for further development, which is essential in any talent identification/development program (Martindale, Collins, & Daubney, 2005). Movement and skill adaptability (used interchangeably with the term adaptability herein) is an individual’s ability to acutely adjust their performance based on the changing constraints within the performance environment (Martin, Nejad, Colmar, & Liem, 2012; Newell, 1986). This definition has merit for use in tennis as optimal performance requires a player must be able to acutely modify their game in relation to the changing stimuli. Adaptability is relevant for talent identification purposes as it is representative of the dynamic, unpredictable nature of the sporting environment. To progress from a theoretical concept, development of adaptability metrics is required combined with evidence of its impact as a training mechanism.
Therefore, two novel measures of adaptability; the throwing and rebound task (TRT) and the continuous rebounding task (CRT) were created. Construct and face validity of both tasks was established, as was reliability via a test-retest method. Adaptability explained a higher percentage of tennis performance (assessed via a volley test), when compared to anthropometric, maturation, physical performance and general motor skill variables. This demonstrates the importance of adaptability in junior tennis performance. In contrast to the volley test, coaches’ subjective stroke evaluation reported no significant relationships. Adaptability was compared to a conventional tennis training program, with both groups reporting significant improvement on a number of variables (best TRT, average TRT, sum CRT, KörperKoordinations Test Für Kinder [KTK] and forehand stroke evaluation). Importantly, only the adaptability group improved on a timed, tennis-specific accuracy task and reported higher levels of enjoyment than the conventional tennis training group. These findings provide evidence for potential inclusion of the TRT and CRT into tennis talent identification programs. Additionally, the importance of adaptability as a theoretical construct which can develop junior players has been established. More broadly, the theoretical concepts underpinning adaptability as a testing mechanism (TRT and CRT) and training method could be applied to other sports where time constrained perception-action is required.
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Aboaf, Eric W., Christopher G. Atkeson, and David J. Reinkensmeyer. "Task-Level Robot Learning: Ball Throwing." 1987. http://hdl.handle.net/1721.1/6055.
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We are investigating how to program robots so that they learn tasks from practice. One method, task-level learning, provides advantages over simply perfecting models of the robot's lower level systems. Task-level learning can compensate for the structural modeling errors of the robot's lower level control systems and can speed up the learning process by reducing the degrees of freedom of the models to be learned. We demonstrate two general learning procedures---fixed-model learning and refined-model learning---on a ball-throwing robot system.
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Wang, Han-Che, and 王翰晢. "The Effect for Dart-throwing Task under Different Visual Condition." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/86278138718371274987.
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碩士國立體育大學
運動科學研究所
97
Purpose: The purpose of this study was to compare the differences under different visual condition for dart-throwing. Methods: Twenty-one subjects voluntarily participated this study. In order to obtain throwers’ performance both in segmental motion and dart location, present study used high speed camera (100Hz) to collect data. The study adapted the repeated one-way ANOVA (α＝.05) and qualitative analysis to compare the difference among three different visual condition. Results: The results showed that the dart location of binocular vision were more accuracy and stable than that of advantage vision. The throwing motion of binocular vision and monocular vision weren’t significantly different. The horizontal deviation of dart location of monocular vision was higher than that of binocular vision. The vertical deviation of dart location of monocular vision was also higher than that of binocular vision. Conclusion: The throwing motion of different visual constraint weren’t significantly different, but the information from monocular vision were harmful for judgment including horizontal and vertical direction of judgment. The accuracy and stable of dart location were affected by monocular vision.
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Huang, Ke-Shin, and 黃可欣. "Effects of Attentional Focus and Task Difficulty on Dart Throwing." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/27039930819637314130.
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碩士國立彰化師範大學
運動健康研究所
101
This study uses internal and external focus of attention instructions, and dart throwing at different distances as a measure of task difficulty to observe the difference in darts score and kinematics parameters. Study participants were 15 male college students, who were all healthy and have not received darts training, the average age was 21.73 ± 2.49 years. Based on within-subjects design, every participant under both internal and external focus of attention instruction threw darts at target distances of 2.37 meters and 3.56 meters. The kinematic parameters were collected by the VICON 3D Motion Capture System, while the darts score was simultaneously recorded. The resulting data, organized using a 2 (task difficulty) 2 (focus of attention) study design, was statistically analyzed using two-way ANOVA, with an alpha level of .05. The results showed that only the elbow’s action time and the finger’s maximum speed have a significant interaction effect with task difficulty and focus of attention. The main factor affecting elbow movement time was focus of attention, with elbow movement time being longer with internal focus of attention than with external focus of attention, regardless of the throwing distance; the main factor affecting the finger’s maximum speed was distance, with maximum speed at 3.56 meters being greater than at 2.37 meters. Exploring the other kinematic parameters found that energy consumption for darts throwing is higher at 3.56 meters than at 2.37 meters; in addition, energy consumption was higher with internal focus of attention than with external focus of attention. Furthermore, the results of the darts scores showed that there was no interaction between task difficulty and focus of attention. However, dart scores were affected by both task difficulty and focus of attention with scores at 2.37 meters being higher than at 3.56 meters and scores with external focus of attention being higher than with internal focus. Based on these results, it is readily seen that task difficulty will affect dart throwing performance, and furthermore, external focus of attention will not only result in better dart scores, but the energy consumption is also less.
12
Hu, Xiaogang Sternad Dagmar. "Variability in the acquisition and control of a throwing task." 2008. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-3209/index.html.
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Hsieh, Wen-Chuan, and 謝玟娟. "Exploring the impact of vision on learning a hoop throwing task." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/87445160362196442356.
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碩士國立臺灣師範大學
運動科學研究所
98
Rhythmic gymnastics is a competitive sport event with strength and beauty. It not only needs flexible and aesthetic body movement, but also operates with apparatus to show the skill. Moreover, the throw techniques are one of the basic capabilities, and a perfect performance is often the key to win the competition, therefore, how to practice the throw technique becomes an important issue. For the throw technique, the proprioception of the throwing arm provides some of the important information for controlling the throwing task. Due to the overpowering nature of the vision, it is possible that the proprioception of the throwing movement can be enhanced by taking away the use of vision when practicing the throw act. Purpose: The study investigated whether we could find a training method during the learning process of hoop throwing task which could enhance the stability of performance and be more sensitive to proprioception. Methods: There were 2 experiments in this study. Experiment 1 examined 4 elite rhythmic gymnasts who practiced the hoop throwing task without vision. The performance outcome and movement kinematics were analyzed with the Wilcoxon signed-rank test for the pre-test and post-test. Experiments 2 examined 16 female college students majoring in PE related areas, and they were randomly divided into vision and no-vision groups. Results: (1) For the performance outcome, post-tests were better than pre-tests in elite and non-elite groups. For the post tests, the performance of the vision condition was better than that of the no-vision condition in non-elite groups. (2) For the movement kinematics, there was no difference in the shoulder angular displacement after no-vision practice, elbow joint movements were more stable after no-vision practice, and the wrist joint movements were more stable in the no-vision conditions for the elite gymnasts. In non-elite groups, the shoulder and elbow joints movement improved after the practice for both groups, However, the wrist joint movements were more stable for the no-vision practice group. Conclusions: No matter the learners have experience or not, no-vision practice condition facilitated the performance of hoop throwing task. No-vision training provided a more sensitive condition for the control of the throwing arm.
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Wung, Ching-Wei, and 翁精蔚. "The Effects of Task Constraints on Throwing Accuracy of Elementary School Child." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/14445981688929183200.
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碩士臺北市立教育大學
體育學系碩士班
96
The purpose of this study was to investigate the influence of task constraints on throwing accuracy of children. This research adopted a designed task experiment. 91 second-grade, forth-grade and sixth-grade children participated in this study in the elementary school of Zhongzheng District, Taipei city. The researcher conducted repeated measurement of one-way ANOVA to analyze the difference in throwing velocity among different instructions. Mixed-design two-way ANOVA were adopted to analyze the influence of genders, grades, distance and instructions on throwing accuracy. The findings of this study were as follows: 1.When instructions increasingly emphasized speed, velocity increased. However, when instructions increasingly emphasized accuracy, velocity decreased. 2. Boys were more accurate than girls. 3. Children were more accurate in near space. 4. Elder children were more accurate. 5. Any type of instruction did not affect the throwing accuracy of second-grade and forth-grade children. Accuracy was improved when sixth-grade children were instructed to focus on it.
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Huang, Yuan-Chang, and 黃源璋. "The Effects of Different Task Settings on Throwing Patterns of Children Students." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/43529019414651809403.
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碩士臺北市立師範學院
體育研究所
93
Throwing is one of the most common human movement patterns. It is obvious in daily life and thus it acts as a significant index in human movement development. Researchers have started their work on throwing patterns as early as 1930. Until today, a fair amount of accumulated literatures are available for reference. This research used different task settings to investigate their influences on throwing patterns of students. The participants consisted of the middle class of the kindergarten, first graders, third graders and fifth graders. There were a total of 40 students (20 boys and 20 girls) whose ages ranged from 4 to 11 years old. There were two parts of task settings in this research. One was the accuracy of hitting the targets at various distances and another one was the distance of throwing with or without the targets. We asked the students to do the throwing movements as the task settings required. Each child had to throw 12 times. The movements were recorded by a camcorder and the grading tool which analyzed throwing movement patterns was the throwing test of TGMD-2. The results are: 1. As the distances of the targets increases, the students movement patterns get better. 2. The movement patterns among different age groups of students vary. Higher grade students have better movement patterns than those of lower grade students. However, the relationship is not absolute linear growth. 3. Boys have better movement patterns than girls do. 4. The presence or absence of targets does not have significant influences on throwing movement patterns.
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Hung, Chih-I., and 洪至懿. "Feature extraction and classification of imagery post-movement beta-rebound in finger lifting task." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/00332014393290019966.
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Chi-Chih-Lang and 紀志郎. "The influence of task constraints on learning over-arm throwing skill in teenagers." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/82764844632742431474.
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碩士國立臺東大學
進修部暑期體育碩士班
101
Abstract In this thesis, the impacts of different task constraints (accuracy or speed focus practice) in over-arm throwing by some 7th grades students were presented. Furthermore, this research also discusses the relationship between the accuracy and speed practice to test whether the transfer of task constraint could be observed or not. There were 38 participants who are 7th grade female (13 years old) students and never been trained with any softball throwing skill. In this research, the pre-testing is given immediately after they are randomly divided into two groups. In the following two weeks period, there were four blocks of practice within each twenty times of the speed or accuracy focus throwing for 7 meters. The total practice duration is four weeks and two groups would exchange the task constraints (accuracy or speed focus practice) in the end of second week. In order to collect data, there were two speed and accuracy tests followed by the second and the fourth block of practice. Bases on the testing results, three observations could be concluded. First, the post- test always gets better result than the pre-test for both groups. Second, the only significant difference is the accuracy improvement in the group who focus on accuracy first after first two weeks of practice. In the other tests, there is no significant difference in speed or accuracy improvement. Third, the accuracy and speed are both improved in the group who focus on accuracy first in mid-test comparing to the other tests in which only speed or accuracy was found improved. To be concluded, the task constraints could be satisfied after the speed and accuracy practices were given to 7th grade female students. Besides, the group who focus on speed is able to meet the task constraint easier then another group. The team who focuses on accuracy first would have different performance based on different constraints in testing.
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Tsuen-Chyi, Lee, and 李村棋. "Handball Throwing Pattern of Male Elementary School Students: Effects of Task and Environmental Constraints." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/38142914455848885325.
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碩士國立臺灣師範大學
體育研究所
87
The purpose of this study was to examine the overhand throwing patterns as a function of task and environmental constraints. Twenty-four male participants were chosen from elementary school students (mean age = 11.86). The participants were asked to perform overhand throw under two constraints: (1) task constraints: throwing for force throwing for accuracy, and (2) environmental constraint: the throwing distance ranging from 5 to 15 meters. The independent variables were task and environmental constraints, and the dependent variables were the velocity, accuracy, stability and level of the components of throwing patterns. According to the throwing speed and accuracy. The participants went through motor component analysis and the scores of trials were analyzed using Pearson Product-moment correlation method, Repeated Two-way ANOVA, and percentage descriptive statistics. It was found that there were statistically significants between the task constraints and the environmental constraints in the stability and the level of component of the throwing patterns. Statistical interactions were also found between the task constraints and the environmental constraints in the velocity and accuracy of the throwing patterns. Therefore, the throwing patterns were significantly affected by task and environmental constraints.
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Sylvester, Michael Joseph. "TEACHING THE UNKNOWABLE: DOES ANALOGY LEAD TO IMPLICIT SKILL ACQUISITION IN A DART-THROWING TASK?" Thesis, 2007. http://hdl.handle.net/1974/909.
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This experiment was conducted to examine the hypothesis that learning by analogy will invoke characteristics of an implicit mode of learning. On Day 1, dart novices learned to throw darts as close as possible to the centre of a target under one of three scenarios: control (without instruction), implicit (while performing a distracting secondary task), and analogy (while imagining an analogous physical image). Each participant threw 6 blocks of 40 darts, receiving repeated instructions before each block. The next day (Day 2), participants were tested for retention and for transfer by the addition of a secondary distracting task. The results showed that significant learning took place in all groups over a period of six learning blocks on the first day. There was also significant response to retention and transfer testing on Day 2. Learning to throw darts without instruction was shown to be superior to learning under both of the other conditions – analogy and secondary task. The study demonstrated that dart throwing instruction using analogy was insufficient to induce the beneficial features of implicit learning. The chosen elastic analogy, in fact, led to a significant deterioration of performance when compared to controls during transfer on Day 2. Sex and skill differences are unlikely to have played a significant role in the main findings. The findings are discussed within the framework of current literature.Thesis (Master, Education) -- Queen's University, 2007-11-13 09:40:59.568
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Li, Wan-Hsuan, and 李婉瑄. "The Effects of Task Constraints on Throwing Accuracy and Performance of Movement Patterns on Elementary School Students." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/6t646h.
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碩士臺北市立大學
體育學系體育教學碩士學位班
107
The purpose of this study was to investigate the influence of task constraints on throwing accuracy and performance of movement patterns on elementary school students. This research invited 78 first-grade, third-grade, and fifth-grade students, studied Luzhou District, New-Taipei City, who participated in this experiment by throwing T-balls and sponge baseballs in different distance. The research had been analyzed by the method of Pearson product-moment correlation and two-way ANOVA, as the coefficient set as α=.05. The experiment had showed the following results: First, about the throwing accuracy, boys were more accurate than girls. Students had better throwing performance when they stood at the 4 meter line. Fifth-grade students were more accurate than first-grade and third-grade students. Secondly, about the performance of movement patterns, boys had better scores in sort of movement patterns than girls. Students threw more standardly when they stood at the 6 meter line. Third-grade and fifth-grade students threw more maturely than first grade students did in sort of movement patterns. Finally, for all the participants, throwing accuracy and performance of movement patters showed positive relation only when they used T-balls.
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Zajíček, Tomáš. "Analýza herních činností brankáře na ME U 21 2015." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-348635.
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Author: Bc. Tomáš Zajíček Title: Analysis of game activities of goalkeeper during European Championship Under-21 2015. Objectives: The main objective is to analyse of game activities of goalkeeper on European Chapmionship Under-21 2015. Partial objectives: ranking of all matches on European Chapmionship Under-21 2015 in football, completing data, frequency of game activities, ratio of defensive and offensive game activities of goalkeeper and comparing the effect of regular and irregular performance on the goalkeeper on European Chapmionship Under-21 2015 in Czech republic. Methods: For getting information there were used indirect observation in this Bachelor thesis. The indirect observation from videorecords was time postponed. Results: The results show that in current football the goalkeeper has to be in control of the game with his foot more than ever before. A study points to the fact that the goalkeeper has to offend four times more than defend during the game. Available data show that U21 goalkeepers run less towards center balls than their older colleagues. The data also show that especially defense experience and regular utilization during the game shows. Keywords: Goalkeeper, game activities of goalkeeper, catching ball, rebound ball, running out for centered balls, taking ball, throwing...