Advanced Motor-Sports Didactics: The Embodied (Artificial) and Peripheral Vision
DOI:
https://doi.org/10.32043/jimtlt.v4i1.114Parole chiave:
Educazione motorio-sportiva; Visione periferica; A.I. Embodied, Allenamento sportive; Competenze motorieAbstract
Background: The Sincrony Method, launched in Italy in 1991, is an innovative teaching methodology in the motor-sport sector. Connected with embodied cognition theory, it highlights the complex synergy between body and cognition as fundamental tools in learning. A key aspect of this approach is the interaction between peripheral visual capacity and body dynamics, particularly relevant in high-level sports education.
Methods: This study focuses on Artificial Intelligence Embodied in sports as a specialized device, aiming to train peripheral vision in real contexts. Over the past decade, integration of advanced technologies like video games or viewers has yielded mixed results, often due to lack of transferability. The application of new technologies directly in the real training environment could make motor learning more efficient.
Results and Conclusions: Although data is limited, the integration of Embodied A.I. to enhance peripheral vision is potentially enriching according to expert estimates. However, this technology, while deemed useful in motor learning evolution, cannot replace traditional teaching. The real challenge lies in integrating body, mind, environment, and technology in a holistic approach to refine technical skills while respecting individual uniqueness.
Riferimenti bibliografici
Adams, J. A. (1987). Historical Review and Appraisal of Research on the Learning, Retention, and Transfer of Human Motor Skills. Psychological Bulletin, 101(1), 41-74.
Andriacchi, T. P., & Alexander, E. J. (2000). Studies of human locomotion: past, present and future. Journal of biomechanics, 33(10), 1217-1224.
Bernstein, N. (1967). The coordination and regulation of movements. Pergamon Press.
Biocca, F. (1992). Will simulation sickness slow down the diffusion of virtual environment technology? Presence, 1(3), 334-343.
Boot, W. R., Kramer, A. F., Simons, D. J., Fabiani, M., & Gratton, G. (2008). The effects of video game playing on attention, memory, and executive control. Acta Psychologica, 129(3), 387-398.
Brooks, R. A. (1991). Intelligence without representation. Artificial Intelligence, 47(1-3), 139-159.
Chun MM, Turk-Browne NB. (2008). The Influence of Attentional, Emotional, and Motivational Factors on Visual Working Memory. Current Directions in Psychological Science.
Clark, A. (1997). Being there: Putting brain, body, and world together again. MIT press.
Cornelissen FW, Kimmig H, Schira M, Rutschmann RM, Maguire RP, Broerse A, et al. (2002). The role of peripheral vision in saccade planning: learning from people with tunnel vision. Journal of Neurosci-ence.
Cunningham, D., Billock, V. A., & Tsou, B. H. (2001). Sensorimotor adaptation to violations of temporal contiguity. Psychological Science, 12(6), 532-535.
Dalgarno, B., & Lee, M. J. W. (2010). What are the learning affordances of 3-D virtual environments? Brit-ish Journal of Educational Technology, 41(1), 10-32.
De Bernardi, F. (2008) Educare al movimento. Red Edizioni.
Ferguson, C. J. (2007). Evidence for publication bias in video game violence effects literature: A me-ta-analytic review. Aggression and Violent Behavior, 12(4), 470-482.
Gibbs, R. W. (2006). Embodiment and cognitive science. Cambridge: Cambridge University Press.
Gibson, J. J. (1979). The ecological approach to visual perception. Houghton Mifflin.
Goodale, M. A., & Milner, A. D. (1992). Separate visual pathways for perception and action. Trends in Neurosciences, 15(1), 20-25.
Green, C. S., & Bavelier, D. (2007). Action-video-game experience alters the spatial resolution of vision. Psychological Science, 18(1), 88-94.
Hays, R. T., Jacobs, J. W., Prince, C., & Salas, E. (1992). Flight simulator training effectiveness: A me-ta-analysis. Military Psychology, 4(2), 63-74.
Kristjánsson, Á. (2013). The case for causal influences of action videogame play upon vision and attention. Attention, Perception, & Psychophysics, 75(4), 667-672.
Mantovani, F., & Castelnuovo, G. (2003). The sense of presence in virtual training: Enhancing skills acquisi-tion and transfer of knowledge through learning experience in virtual environments. In Being There: Concepts, effects and measurement of user presence in synthetic environments (pp. 167-181). IOS Press.
Marr, D. (1982). Vision: A computational investigation into the human representation and processing of vis-ual information. Henry Holt and Co. Inc.
Medina, J. (2014). Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School. Pear Press.
Murphy, K., & Spencer, A. (2009). Playing video games does not make for better visual attention skills. Journal of Articles in Support of the Null Hypothesis, 6(1), 1-20.
Parsons, T. D., & Rizzo, A. A. (2008). Affective outcomes of virtual reality exposure therapy for anxiety and specific phobias: A meta-analysis. Journal of Behavior Therapy and Experimental Psychiatry, 39(3), 250-261.
Powers, K. L., Brooks, P. J., Aldrich, N. J., Palladino, M. A., & Alfieri, L. (2013). Effects of video-game play on information processing: A meta-analytic investigation. Journal of Experimental Psychology: General, 142(4), 1043–1059.
Posner, M. I. (1980). Orienting of attention. Quarterly Journal of Experimental Psychology, 32(1), 3-25.
Rink, J. E. (2013). Teaching physical education for learning. New York: McGraw-Hill Higher Education.
Stojšić, I., Savić, G., & Milovanović, M. (2015). The effectiveness of virtual reality based training on military skills development. Vojnotehnički glasnik, 63(1), 182-199.
Shumway-Cook, A., & Woollacott, M. H. (2012). Motor control: Translating research into clinical practice. Lippincott Williams & Wilkins.
Smith, D., & Ericsson, A. (2019). Use of virtual reality in sport psychology: Cognitive rehabilitation and motor learning. Frontiers in Psychology, 10, 2058.
Van Ravenzwaaij, D., Boekel, W., Forstmann, B. U., Ratcliff, R., & Wagenmakers, E. J. (2014). Action video games do not improve the speed of information processing in simple perceptual tasks. Journal of Experimental Psychology: General, 143(5), 1794.
Varela, F. J., Thompson, E., & Rosch, E. (1991). The embodied mind: Cognitive science and human experi-ence. MIT press.
Williams, A. M., Ward, P., Knowles, J. M., & Smeeton, N. J. (2002). Anticipation skill in a real-world task: Measurement, training, and transfer in tennis. Journal of Experimental Psychology: Applied, 8(4), 259.
Wolfe, J. M. (1998). Visual search. In H. Pashler (Ed.), Attention (pp. 13-73). Hove: Psychology Press.
Wolf, M. J. P. (2007). The Video Game Explosion: A History from PONG to PlayStation and Beyond. Greenwood Press.
##submission.downloads##
Pubblicato
Come citare
Fascicolo
Sezione
Licenza
Copyright (c) 2024 Arianna Fogliata, Antinea Ambretti
Questo lavoro è fornito con la licenza Creative Commons Attribuzione - Non commerciale - Non opere derivate 4.0 Internazionale.
