Komar, John

Non-proficient demonstration, gross motor skill assessment, and subjective feedback are but a few of the perennial problems in physical education (PE). These problems stand to benefit from a technology-based solution that uses human pose estimation to guide learning. In this approach, a criterion motor action is embedded in a deep-learning algorithm (DLA). A learner can view this motor action on an iPad and uses its kinematic signatures to guide practice. The learner’s movement is captured by the device and the recorded motor action enters the DLA for computation of movement proficiency. The output of the DLA is a quantitative index that informs the learner how well the movement has been executed. In this way, the learner gains timely and objective feedback. A separate device held by the PE teacher collates the quantitative indices from other students in the class. Collectively, the information facilitates the teacher’s selection of instructional strategies.

This narrative review seeks to compare the various ways in which motor creativity has been measured and to critically evaluate those methods within the context of our contemporary understanding of motor creativity. Eligible studies included those of any study design, experimental or observational, as long as motor creativity was measured. Three databases (i.e., PubMed, Scopus, and ScienceDirect) were searched from the earliest possible start dates to December 2021. No risk of bias assessment was performed as the study outcomes were not the focus of the review. After screening for eligibility, 23 articles were included for review, all having measured motor creativity. Of the 23 articles, 16 measured generic motor creativity, while the remaining seven measured task-specific motor creativity. Furthermore, 16 of the studies tested motor creativity with largely static environmental constraints, while the remaining seven were conducted with dynamic environmental constraints. Using a contemporary understanding of motor creativity, most motor creativity tests presently do not possess sufficient task specificity and environmental dynamism, which may not provide an appropriate context for the emergence of creative motor action.

Non-communicable diseases (NCDs) are a preventable threat to livelihood and longevity in the Association of South East Asian Nations (ASEAN) and insufficient physical activity (PA) is a primary cause of NCDs. A PRISMA based systematic review of measurement methodologies used to assess PA was conducted. 564 studies published between 1978 and 2020 were reviewed. The majority of the PA measurement employed subjective methodologies and were observational and cross-sectional, with disproportionately fewer studies conducted in economically-challenged member nations, except for Brunei. PA research in Brunei, Cambodia, Laos and Myanmar constituted 0.4–1.1% while Malaysia, Singapore, Thailand and Indonesia contributed 12–37% of all PA research within ASEAN. A decision matrix can be used to determine the measurement methodology of choice to assess PA. Joint research across ASEAN using a common assessment or measurement template that is co-curated by ASEAN researchers that incorporates multi-level and whole-of-society criteria in terms of PA enablers is a recommendation. This could be co-led by more experienced and better resourced countries so as to produce a unified and universal ‘report card’ for PA measurement within ASEAN.

Nonlinear Pedagogy has been advocated as an approach that views acquisition of movement skills with a strong emphasis on exploratory behaviors and the development of individualized movement skills. Underpinned by Ecological Dynamics, Nonlinear Pedagogy provides key ideas on design principles to support a teaching and learning approach that accounts for dynamic interactions among constraints in the evolution of movement behaviors. In the context of junior sports, the manipulation of task constraints is central to how games can be re-designed for children to play that are age and body appropriate so that the games can still capture the key elements of representativeness as compared to the adult form of the game. Importantly, these games offer suitable affordances that promote sensible play that could be transferable to other contexts. In this paper, we provide an in-depth discussion on how Nonlinear Pedagogy is relevant in supporting the design and development of modified games in the context of junior sports. Practical implications are also provided to share how games can be modified for meaningful play to emerge.

Background Simulation models have been applied to analyze daily living activities and some sports movements. However, it is unknown whether the current upper extremity musculoskeletal models can be utilized for investigating cue sports movements to generate corresponding kinematic and muscle activation profiles. This study aimed to test the feasibility of applying simulation models to investigate cue sports players’ cueing movements with OpenSim. Preliminary muscle forces would be calculated once the model is validated. Methods A previously customized and validated unimanual upper extremity musculoskeletal model with six degrees of freedom at the scapula, shoulder, elbow, and wrist, as well as muscles was used in this study. Two types of cueing movements were simulated: (1) the back spin shot, and (2) 9-ball break shot. Firstly, kinematic data of the upper extremity joints were collected with a 3D motion capture system. Using the experimental marker trajectories of the back spin shot on 10 male cue sports players, the simulation on the cueing movements was executed. The model was then validated by comparing the model-generated joint angles against the experimental results using statistical parametric mapping (SPM1D) to examine the entire angle-time waveform as well as t-tests to compare the discrete variables (e.g., joint range of motion). Secondly, simulation of the break shot was run with the experimental marker trajectories and electromyographic (EMG) data of two male cue sports players as the model inputs. A model-estimated muscle activation calculation was performed accordingly for the upper extremity muscles. Results The OpenSim-generated joint angles for the back spin shot corresponded well with the experimental results for the elbow, while the model outputs of the shoulder deviated from the experimental data. The discrepancy in shoulder joint angles could be due to the insufficient kinematic inputs for the shoulder joint. In the break shot simulation, the preliminary findings suggested that great shoulder muscle forces could primarily contribute to the forward swing in a break shot. This suggests that strengthening the shoulder muscles may be a viable strategy to improve the break shot performance. Conclusion It is feasible to cater simulation modeling in OpenSim for biomechanical investigations of the upper extremity movements in cue sports. Model outputs can help better understand the contributions of individual muscle forces when performing cueing movements.

Short-term forecasting of performance in football is crucial in week-to-week decision making. The current study presented novel contributions regarding the considerations that should be accounted for in the prediction of match actions performed in competitive matches. First, the study examined whether the quantity and recency of training data used to build a prediction model significantly influenced predictive accuracy. Three prediction models were built with the exponential moving weighted average (EMWA) method, each differing in the quantity of training data used (three, five, and seven preceding match days). Next, the study examined if contextual constraints, such as type of match action being predicted, playing position, or player age, significantly influenced predictive accuracy. Match action data from players in the top five European leagues were collected from the 2014/2015 to the 2019/2020 seasons. The model trained using less but more recent data (three preceding match days) demonstrated the greatest accuracy. Next, within the offensive and defensive phases, match actions differed significantly in predictive accuracy. Lastly, significant differences were found in prediction accuracy between playing positions, whereby actions associated with the primary task of the playing position were more accurately predicted. These findings suggest that in the forecasting of individual match actions, practitioners should seek to train the prediction model using more recent data, instead of including as much data as possible. Furthermore, contextual constraints such as the type of action and playing position of the player must be keenly considered.

The study aimed to 1) assess the risk of conceding a goal in an empty net; 2) characterise the context when using the empty goal (EG) rule (4:1) in handball and 3) identify the performance variables that influence the EG attacks’ efficacy. A total of 974 EG attacks were sampled from 65 matches of the 2022 European Men’s Handball Championship. An observational tool was developed to analyse all EG attacks. Frequency analysis and the chi-square test have been performed to analyse the use of EG according to the match context. The binomial logistic regression was used to identify the variables that influence the EG attacks’ effectiveness. The results demonstrated that the goalkeeper was replaced mainly to maintain numerical equality. To create offensive superiority, the teams mostly used EG during the last quarter of the match playing under a small score disadvantage. The risk of conceding a goal in the empty net was higher if a team failed to score in previous possession. No relationship was found between the team’s final classification and the frequency of EG use, nor the efficacy of EG situations. Two variables have been identified as significant for the 6 × 6 + GK possession outcome: 2nd pivot position and shot zone.

Expected goal models (xG) are of great importance as they are the most accurate predictor of future performance of teams and players in the world of soccer. This metric can be modeled by machine learning, and the models developed consider an increasing number of attributes, which increases the cost of learning it. The use of xG is not widespread in handball, so the question of learning it for this sport arose, in particular which attributes are relevant for learning. Here, we used a wrapper approach to determine these relevant attributes and guide teams through the data collection stage.

Visual and haptic exploration were shown to be central modes of exploration in the development of locomotion. However, it is unclear how learning affects these modes of exploration in locomotor task such as climbing. The first aim of this study was to investigate the modifications of learners’ exploratory activity during the acquisition of a perceptual-motor skill. The second aim was to determine to what extent the acquired perceptual-motor skill and the learners’ exploratory activity were transferred to environments presenting novel properties. Seven participants attended 10 learning sessions on wall climbing. The effects of practice were assessed during pretest, posttest, and retention tests, each composed of four climbing routes: the route climbed during the learning sessions and three transfer routes. The transfer routes were designed by manipulating either the distance between handholds, the orientation of the handholds or the handholds shape. The results showed that the number of exploratory hand movements and fixations decreased with practice on the learning route. A visual entropy measure suggested that the gaze path in this route became more goal-directed on posttest, but some search was necessary on the retention test. The number of exploratory movements also decreased on the three transfer routes following practice, whereas the number of fixations was higher than on the learning route, suggesting that, with learning, participants relied more on exploration from a distance to adapt to the new properties of the transfer routes. Analyses of the individual performances and behaviors showed differences in the development of skilled exploratory activity.