By Darren Smith UOW No. 3938876
3rd June 2012
Dr Sarah Howard Lecturer
BLOG ADDRESS
http://www.blogger.com/blogger.g?blogID=4019035293841095105#editor/target=post;postID=7209047322199992884
TOPIC
Virtual Reality in Ball Sports
Key Points
1. Does Virtual Reality (VR) increase skill acquisition and anticipation in ball sports? Can it be empirically measured and supported with evidence?
2. Can present day capabilities of VR live up to an avatar experience (that seems like reality to them both) when a coach can manipulate a sports persons environmental conditions or variables and an athlete has no physical hindrances in performing?
3. What are the benefits and limitations of VR presently and can they be overcome and enhanced for future generations to come?
INTRODUCTION
Study Question: Virtual Reality; Is it a Friend or Foe to Skill Development in Ball Sports? Can an Avatar
Experience be Actuated to Improve Performance?
Since the dawn of time humanity has long learnt from picture assimilation when passing information onto one another. Pictures have long been established as a natural way to communicate substantial and varied amounts of information to students, teachers, friends and family in a myriad of pedagogical environments throughout history “using visual images to be encoded and stored into their long term memories” (Cornell & Bailey, 1996). History has moved from cave paintings, to books and print, to radio and television, on to present day mobile and mass media computers and simulations, commonly known as Virtual Reality (VR). Virtual Reality combines the pictures of mass media with computers to establish a three dimensional visualisation experience that can place a participant into an artificial environment where variables can be changed or adjusted to simulate actual experience (Song, et al., Dec 2010). Can this VR experience actually replicate reality and improve performance in ball sports or is it a present day hype that has been over commercialise in order for individuals/companies to reap monetary gain (Falk & Castrronova, Oct 2009)? If there is a type of VR that can be used by coaches and athletes alike to mimic actual playing conditions? Will it have the capabilities of engaging and manipulating a participant’s environment that will better prepare the athlete in skill acquisition and anticipation for future endeavours under different scenarios and pedagogy's with empirical evidence and reasoning to base it on? With the investigation of these questions and the four annotations that follow the writer intends to discuss the present day reality of VR and its capabilities on whether or not they could gratify Hollywood’s blockbusters like Avatar, the Matrix and Spy Kids in our sportsmen and women’s conceptual designs in training and experience in the future.
New technology and conceptual designs are constantly being applied to learning experiences and education environments in order for students/athletes and their educators or coaches to enhance learning experiences/education design. Koehler, Mishra and Yahva, (2007) “suggest that developing Technological Pedagogical Content and Knowledge (TPCK) is a multi-generational process, involving the development of deeper understandings of the complex web of relationships between content, pedagogy and technology and the contexts in which they function” (Koehler, et al., 2007). VR is no different in its TPCK; it too has a very complex web of design processes which can more often than not be influenced by its “philosophical inquiry” within its research, design and application (Koetting and Malisa, 2004). No research is completely neutral as not one person is an island and so the writer of this paper has a bias towards new technology and its application when reporting on the benefits of VR technology with ball sports in conceptual learning in the future.
New skill acquisition and anticipation by athletes when learning requires conceptual designs that are very complex in relationships with TPCK’s, the human muscular system itself has over 400 separate muscles that can regulate one’s motor movement (Quinten, 2011). In order to design a VR system that needs to be as realistic as possible one will need to incorporate a computer and multimedia entertainment system that can cater for these muscular movements as well as environmental factors like topography, climatic conditions or pedagogy constructs like game boundaries, competitors, and their responses, not to mention the actual athlete themselves in cognitive responses, decision making processes and outcomes (Song, et al., Dec 2010). In complex high stress training the psychological and emotional reactions to replicated events will impact on both performance and the ability to recognize task requirements. Therefore a realistic avatar, near out of body experience will require an elaborate array of high quality, complex and very often expensive equipment that could far out-weigh the benefit and outcomes desired. Tichon, (2012) acknowledges this when he adds that “in complex high stress training the psychological and emotional reactions to replicated events will impact on both performance and ability to recognize task requirements” (Tichon, 2012). A true VR experience will require equipment that could be far out of the economic reach of coaches and athletes alike, unless they pool resources together like a sporting institute to create a laboratory of state of the art resources (Falk & Castrronova, Oct 2009). However the Nintendo Wii is the closes the greater public will experience VR generally, and it is only basic technology that does not show real life experience which is the bible of the VR industry. Gotsis, (2009) pushes this point and lays the goal of the VR industry wide open for all to see when she says, “An affordable, untethered, full body VR experience is still the Holy Grail.” Can a full immersive experience be achieve by VR athletes that they totally feel absorbed and engaged in with today’s technology? Is it possible to achieve this lofty goal of the so called “Holy Grail” (Gotsis, 2009)?
Full immersion in VR technology in a cognitive pedagogy is the ultimate experience a coach/educator wants with their protégées. This allows them to test and evaluate decision making processes and see if desired outcomes are achieved in simulated pedagogy's that are enacted upon their game experience. Song, et al., (Dec 2010) desire was to simulate a VR experience that replicated reality with visual displays of the tennis ball coming to the racket and the sensual vibrations and feelings of the ball hitting the racket within the VR simulation. Song and her associates compared the haptics with a Wii Nintendo where she says that the Wii only gives the vibration where her VR system also provides the tactile force and torque as well (Song, et al., Dec 2010). However the drawback was that the Central Processing Unit (CPU) processor which took valuable space and time evaluating and simulating the actual environment of a shaded skin person which took away from its overall response time. If, however the CPU just used animation in its environment then the overall response time improved dramatically as the CPU only had to concentrate on processing the ball trajectory, impact and outcome. Virtual environments need many cameras, powerful projectors with darken environments to facilitate reflection and the triangle detection of ball and racket outcomes. Hawkeye a three dimensional evaluation of tennis ball or cricket ball trajectories that are incorporated on television games gives animation figures and lines on the balls trajectory that give the umpire’s and players alike delayed feedback on where the ball has gone or will end up going. This technology is a type of VR projection that is simulated across our television sets to enhance our decision making processes. Nevertheless it still does not give instantaneous feedback, nor does it simulate a real life environment as the CPU’s playback is in animation. Another simulator used in ball sports is called the Pro-batter which is very expensive in VR technology (Falk & Castrronova, Oct 2009). It is used in baseball and cricket simulations pretending to be the pitcher or bowler respectively. The writer tried hard to obtain scientific data or evaluations to justify massive investments in hardware versus the measured outcomes of skill acquisitions or bettered performances, however no direct data could be obtained to verify or justify investment apart from personal testimonies with no scientific fact to verify. Obviously VR has to improve its reality, affordability and accessibility to become more viable and beneficial. However is it able to be applied to an athlete now in some form that can improve performance or skill acquisition?
Action research is very much the prescribed method to evaluate the skill acquisition or performance related variables of VR technologies of an athlete’s pedagogy. In the literature of Watson, et al., (2010) a study was prescribed to ascertain a novice athlete’s ability to perceive a skill in passing a rugby ball at an optimum time exposing gaps in the oppositions defence. Here they attempted to demonstrate decision making ability of the athlete by studying the preceptor clues athletes use to govern that decision making process. From their studies using VR technology researchers were able to demonstrate a correlation between visual perceptions and their novice athlete’s decision capabilities to pass. Empirical evidence here suggests that VR has the ability to facilitate skill acquisition and development of model scenarios for future athletes who would like to play rugby. Similarly Portus & Farrow, (2011) advocate that VR has the capability to aid in skill acquisition through the ProBatter Technology but has no empirical evidence to support his claim. To their credit though, he calls for researchers to come to his aid to verify his claim with future research. Bideau and his associates believe that VR will have a huge future impact on skill acquisition when he compares the “limitations” of traditional video playback to VR capabilities of “numerical simulations of immersed interactive environments” (Bideau, et al., 2010). Although there seems to be a consensus that VR technology is having an impact on coaching/athlete relationships and interactions within coaching methods through action research the writer has found one piece of literature that was written in 1996 that seems to warn against using VR technology due to possible side effects to an athlete’s health. Cornell & Bailey, (1996) believes that VR technology could have adverse effects on people not distinguishing between what is reality and what is actual, it may tax mental capabilities, like flashbacks and dizzy spells and the mental impact on those with weaken dispositions having schizophrenia, bi-polar disorders and claustrophobia could cause a nightmare to society at large. While noting his concerns there seems to be greater benefits with VR even though it has limitations now.
VR seems to have many and varied benefits that warrant specific mention even though it has a great deal of limitations that cannot live up to the Hollywood movies with 3 dimensional out of body experiences in another dimension and/or world. Firstly the benefits seem to have an emotional wow factor to attract the technological savvy consumer. Most coaches and athletes want the state of the art technology to give them the edge over their rivals and competitors. The writer must confess here that he has this weakness in disposition. The ecological tasks using VR demonstrate a natural coupling between perception and action that is enhanced using VR technology (Watson, G. et al., Oct 2010; Portus & Farrow, Nov 2011). Skills can also be practised using VR without harm or great expense to capital to encourage skill acquisition, testing scenarios for decision making abilities, verifying reactions to get favoured responses changing variables within the VR experience and generally encourage a competitiveness to perform better (Bideau, et al., 2010; Song et al., Dec 2010). Some limitations are quite obvious with the large scale expense in purchasing equipment, correlating data and research, being untethered, actually moving and feeling the impact or torque in equipment, imitating environmental factors, animation not being real life simulations and the needing of an indoor darken facility to capture VR responses (Lecuyer, et al., Oct 2008; Reider, Jun 2007).
There seems to be many added benefits to VR technology that have more emotional outlooks rather than empirical evidence to help with scientific research verification. Knowing this and granting that the technology is relatively new, emerging and evolving. The writer is certain that scientific research will verify VR technology’s benefits which will ensure its broad appeal and applications that will modify athletes and coaches reactions and decision making processes in the future. A greater acceptance and proliferation of VR technology should lead to enhance skill acquisition and performances in the future within their cognitive learning pedagogies.
4 Annotations; Critical Reviews
http://web.ebscohost.com.ezproxy.uow.edu.au/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46bBRs6e2TLek63nn5Kx95uXxjL6rrUuupbBIr6ieTrimtVKwr55oy5zyit%2fk8Xnh6ueH7N%2fiVaunrlGyqLRPsqe0PurX7H%2b72%2bw%2b4ti7i%2b7epIzf3btZzJzfhruss1GxrK9Ospzkh%2fDj34y73POE6urjkPIA&hid=8
Judging the ‘Passability’ of Dynamic Gaps in a Virtual Rugby Environment
Gareth Watson, Sebastien Brault, Richard Kulpa, Benoit Bideau,
Joe Butterfield, Cathy Craig
Type: Empirical/Conceptual Country of origin: United Kingdom
Area of study: Practical issues
Keywords: Affordances Perception-Action
Concise summary of the central themes and scope of the article
The purpose of this study was to action research the affordances (Gap between opposition players) and the decision of when a novice player will pass the ball (Pass ability). This research was enacted upon due to the importance of coaches training their protégée’s in the need to find gaps to pass in while the looming defence of opposition lines approach. Finding the perception-action recourse was a critical preceptor that was measured for analyses and comparison to test if the affordances in VR in passability could be isolated and used for future training methods. 14 novice participants where used on their pass ability when approached by 2 defenders using a push down button to pass. The experiment was modelled after the Tau theory and based on the informational quantity. The passable affordance was measured showing their perspective judgements in order to observe conceptual data that could be correlated in this rugby scenario. The researches then use their empirical results to assess perceived affordance to teach future successful players to perceive a break in the line of defence and exploit it to attack and score. The limitations are then discussed and future applications are signalled to facilitate future decision making opportunities.
A comment on the intended audience
The intended audience are the athletes and coaches who are trying to get the best intended advantage they can to exploit oppositions cracks within their defencive structures. The affordance methodology using VR technology could have other applications as well. Like assessing gaps in traffic to cross roads.
A description of research methodology, results & conclusions
The researchers used a virtual reality methodology to measure the Tau effect which is the rate of closure between the two gaps. This is then correlated and the difference in closing the gap and passing the ball is measured. The researchers then draw their conclusions stating that affordance has the “potential to become a guiding principle for research on perception and action in sport” for the future (Watson et al., 2011). They also conclude that the dominant cognitive approach is superseded for the perception-action approach in formulating precise decision making.
Limitations of the study and a comparison to other work you have cited
Watson and his associates acknowledged that the sitting down and pushing of the button to pass was a shortfall. They also cited other limitations like the bulkiness of the video eye mask and its possible distortion in closeness which could influence results. They also believed that VR did not capture true interactions between defenders and attackers. I believe the animation is also a downside to VR which takes away from the reality side of the experiment, not to mention climatic conditions above or underfoot. The author’s research has a similar approach to the next 3 annotations in that they feel the type of preceptors will need a greater in depth study to quantify the issue.
Research implications and relevance to focus area
Implications of this research has significant impact on the dominant cognitive approach to a more perceptive-action orientated methodology that measures the decision making process of the participants. This perception-action orientation has the ability to perceive when the environment affords a certain action with considering one’s own action capabilities when doing so. Using VR capabilities to perceive action, passing the ball when attackers are close, has assisted effective decision making that can be assessed and evaluated for appropriate learning.
http://web.ebscohost.com.ezproxy.uow.edu.au/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46bBRs6e2TLek63nn5Kx95uXxjL6rrUuupbBIr6ieTrimtVKwr55oy5zyit%2fk8Xnh6ueH7N%2fiVaunrlGyqLRPsqe0PurX7H%2b72%2bw%2b4ti7i%2b7epIzf3btZzJzfhrustU2wq7RMt5zkh%2fDj34y73POE6urjkPIA&hid=8
Sports Biomechanics
Enhancing Cricket Batting Skill:
Implications for Biomechanics and Skill
Acquisition Research and Practice
Marc R. Portus & Damian Farrow
Type: Empirical/Conceptual Country of origin: United Kingdom
Area of study: Investigative, Practical issues
Keywords: Expertise, Interceptive Actions, ProBatter, Simulation, Skill Development, Technique
Concise summary of the central themes and scope of the article
The authors through this paper make a broad attempt to search and review available literature on batting to highlight the need for researchers to take up their generated questions for future research. Their three key points relate around the need for research in the skills and interests of the cricket community at large, interpretation and synthesis of this material from a bio mechanics and the skill acquisition specialists point of view and the need of coaches to have strong and concrete ideas for future reference. The authors cover a range of topics to generate interest including twenty-20 cricket, skill transfer measurement and design, simulation using VR tools like ProBatter, ball machines and the ability to advocate best practise in coaching batting techniques. The author does advertise his potential bias with ProBatter. They also make a huge appeal for greater research into the coupling of perceptive-action orientated methodology that will open up best practise techniques for bio mechanical and skill acquisition specialists
.
A comment on the intended audience
The researchers are making and highlighting the need for more specific and robust research into batting best practise techniques for coaches and elite players with researchers taking the lead. While the authors create the need for greater research to stimulate best practise it is hoped by them that this will appeal and create better coaching techniques for coaches and cricket players alike.
A description of research methodology, results & conclusions
Since the researchers are using investigative techniques to establish a benchmark to adapt to their need of research action within batting approaches researchers will need to apply their suggested interdisciplinary collaboration techniques used or a cross sectional or longitudinal study form. From Portus and Farrows research the need for empirical concrete analysis cannot be underestimated. They believe bowling machine training compared to ProBatter simulation/training is a positive step forward for research into developing best practise techniques, however nothing will take away from actual match study, which would be the ultimate study for researchers. This Holy Grail is not yet achievable but nevertheless the authors are advocating for better research design in order for bio mechanics and skill acquisition experts to concur and mediate to coaches to facilitate best practise techniques.
Limitations of the study and a comparison to other work you have cited
The study recognisers that there is not enough research into batting techniques and best practise. They believe that practical empirical evidence has not yet been forthcoming and so coaches, skill coordinators and bio mechanic operators are largely flying blind. He also believes that straight bowling machine coaching is fundamentally flawed and even the VR aspect of ProBatter has limitations as it doesn’t take into the effect pitch or weather conditions or ball release as it is not movable. Even the triangular animation simulation of a controlled pedagogy with the darken environment is flawed compared to actual match conditions and play, however at least it could stimulate protocols and guidelines for future stake holders. The author’s findings are more an appeal to researchers to study his forthcoming questions compared to the other 3 annotations and their actual evidence to sustain VR technology.
Research implications and relevance to focus area
All stakeholders need a solid base to work from in order to not have arbitrary scientific research that doesn’t support best practise. The authors appeal for multi-disciplinary longitudinal research approaches to alleviate this sort of confusion. They believe like Watson, et al., (2011) that perception-action through VR clears the way for better decision making. The capabilities of VR is still in its relative infancy when compared to other past mediums, but hopefully many of the past limitations will be accounted for soon.
http://www-scopus-com.ezproxy.uow.edu.au/record/display.url?eid=2-s2.0-84860647319&origin=resultslist&sort=plf-f&src=s&st1=An+Immersive+VR+System+for+Sports+Education&sid=yYyaHaMMM8Ga4GetSMEz3Hf%3a30&sot=b&sdt=b&sl=58&s=TITLE-ABS-KEY%28An+Immersive+VR+System+for+Sports+Education%29&relpos=0&relpos=0&searchTerm=TITLE-ABS-KEY(An Immersive VR System for Sports Education) #
An Immersive VR System for Sports Education
Peng Song, Shuhong Xu, Wee Teck Fong, Ching Ling Chin, Gim Guan Chua and Zhiyong Huang
Institute for Infocomm Research, Singapore
Type: Empirical/Conceptual Country of origin: Singapore
Area of study: Practical issues
Keywords: Haptics, Immersive, Stereoscopic, Telepresence
Concise summary of the central themes and scope of the article
The development of new technologies like Virtual Reality (VR) machines have been applied to educational settings but literature with VR technology when applied to sport pedagogies is few and far between. The authors have focused the paper on the immersion VR technologies with the game of tennis to develop live and animated feedback to simulate the game experience in real time. Sports education has long for a VR experience that is interactive. This study uses hardware to simulate this experience and reference has been made to adapt this VR technology to the military, architecture, walk throughs, interactive theatres, telepresence and game simulators. Game simulations of tennis are then enacted using animation and CPU processors that are evaluated and compared using real life simulations as well. The design of the simulation was to make the experience as real as it can be, with multiple camera angles to not restrict movement, stereoscopic sensation with no flickering in the picture, provide real time tracking and actual force hitting the racquet's. The limitations are then discussed and the application is then applied to the studies focus.
A comment on the intended audience
The educational environment and its sports educational system is the authors intended audience. Bringing reality into sporting pedagogies has long been a goal of scientists and gamers. However the more realistic they make the projected combatants the more memory and stronger the CPU has to be.
A description of research methodology, results & conclusions
The methodology is action based drawing on the empirical and conceptual research to formulate an experiment design that enhances VR capabilities by the participant. Their results formulated an immersive experience that gave the impression of real life simulation through the haptics of the tennis racquet and the unrestricted play of the participant. The authors agree that applications can be incorporated in other pedagogies besides tennis simulation, but feel an even more immersive experience can be achieve if they place haptics in the flooring and change air flows for wind conditions.
Limitations of the study and a comparison to other work you have cited
The paper discusses its limitations by the amount of processor speed that is needed in the CPU when just skin colouring is made more life-like. This cut the level of simulation playback time and created a lag in experience. They also felt the animation was a put down for VR technology. The authors also felt a greater experience could be achieved if they used haptics in the flooring and simulated air flows to mimic weather conditions. All 4 annotations believe VR technology with its limitations still far out weights two dimensional video feedback.
Research implications and relevance to focus area
Song and her associates believe that with larger CPU computers a more realistic VR experience could be generated which would have huge implications for military and game simulators. Having an untethered VR experience certainly frees the movement with unrestricted flows. Developing VR capabilities that equate to an immersion experience will bring the fun and realism into their pedagogies which could capture the imaginations and enthusiasm of all stake holders in the future.
http://ey9ff7jb6l.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Virtual+reality%2C+a+serious+game+for+understanding+performance+and+training+players+in+sport&rft.jtitle=IEEE+Computer+Graphics+and+Applications&rft.au=Bideau%2C+Benoit&rft.au=Kulpa%2C+Richard&rft.au=Vignais%2C+Nicolas&rft.au=Brault%2C+Sebastien&rft.date=2009-01-01&rft.issn=0272-1716&rft_id=info:doi/10.1109%2FMCG.2009.134&rft.externalDBID=n%2Fa&rft.externalDocID=10_1109_MCG_2009_134
Using Virtual Reality to Analyze Sports Performance
Benoit Bideau, Richard Kulpa, Nicolas Vignais, Sébastien Brault, and Franck Multon
Type: Empirical/Conceptual Country of origin: France
Area of study: Practical issues
Keywords: Perception-action loop, immersion, MKM animation engine, bio mechanics, computer graphics, graphics and multimedia, neurosciences, simulation, virtual reality.
Concise summary of the central themes and scope of the article
This research paper revolves around the need to improve sporting performance through an athlete’s bio mechanical, physiological, and psychological factors using VR technology to improve performance. Bideau and his associates stress the importance of athletes and coaches to understand the fundamentals of the perception-action loop within performance. Separating these contributing aspects through 2 case studies via VR technology will enable researches to establish the behavioural-neuroscience pedagogy needed to increase and analyse performance. Traditional feedback of an athlete’s performance using video analysis cannot match the capabilities of immersion VR technology with its interactive, multi angle and change in variable playback. Incorporating the 2 case studies on rugby and handball with VR using a complicated animation engine the researchers intend to demonstrate the advantages it has over traditional video two dimensional playback analyses by seeing what preceptor clues are being used by the athletes to interpret and determine what action they end up taking.
A comment on the intended audience
The researchers are targeting the coach and their related athletes to improve and isolate variables that can enhance and determine their decision making processes. Every foreseeable advantage must be taken by coaches/educators to develop their protégées and give them every benefit at their disposal.
A description of research methodology, results & conclusions
Using empirical and conceptual data gathered from the closed perceptive-action loop using a large MKM animation engine computer with a head mounted display unit the researchers obtained valuable data that generated differences with the novice and the expert player.
This data was used to isolate the difference between the novice and expert by looking for the preceptors that experts observe which give them an unmistakable advantage in action in decision making over the novice. The authors believed that an outward study of preceptors using VR technology will inherently lead to greater decision making for future athletes and their coaches with real-time feedback.
Limitations of the study and a comparison to other work you have cited
Some of the limitations include the head monitor that could affect readings due to its awkwardness when moving. The need for a darken environment due to projectors takes away from normal environmental conditions. Animation and not live pictures adaptations in playback also limit a full immersion experience by the athlete. Bideau and his associates like the other 3 annotations believe the decision making process in perceptions will increase the likelihood of better actions and outcomes.
Research implications and relevance to focus area
Bideau and his associates believe that once the perceptual information and its action is understood the next logical step is to develop VR technology tools that will detect the visual clues to benefit decision making for future athletes. The authors also believe that coaches will be able to place themselves within the VR activity in order to understand and be more empathetic with athlete’s decision making processes. Understanding visual perceptions in order to make the right decision in action will better equip athlete’s performance. This focus on “training players to be attentive to pertinent perceptual information so that they can make advanced” judgements with split second timing will enable athletes to out-perform their rivals (Bideau, et al., 2010).
REFERENCES
Bideau, B. et al., 2010. Using Virtual Reality to Analyze Sports Performance. IEEE Computer Graphics and Applications, 30(2), pp. 14-21.
Cornell, R. & Bailey, D., 1996. Virtual Reality: A dream Come True or Nightmare. Indianapolis, Us department of Education.
Falk, M. & Castronova, E., Oct 2009. Virtual Worlds: Petri Dishes, Rat Mazes, and Supercolliders. Games and Culture, 4(4), pp. 396-407.
Gotsis, M., Sept/Oct 2009. Games, Virtual Reality and the pursuit of Happiness. IEEE Computer Society , 29(5), pp. 14-19.
Koehler, M., Mishra, P. & Yahva, K., 2007. Tracing the Development of Teacher Knowledge in a Design Seminar: Integrating Content, Pedagogy and Technology. Computers Education, 3(49), pp. 740-762.
Koetting, J. R. M. M., 2004. Philosophy, Research and Education. In: D. H. Jonsssen, ed. The Handbook of Research for educational Communications and Technology. London: Erlbaum Associates, pp. 1009-1020.
Lecuyer, A., Lotte, F., Reilly, R. & Leeb, R. .., Oct 2008. Brain-Computer Interfaces, Virtual Reality, and Videogames. Computer, 41(10), pp. 66-72.
Portus, M. & Farrow, D., Nov 2011. Enhancing cricket batting skill: implications for biomechanics and skill acquisition research and practice. Sports Biomechanics, 10(4), pp. 294-305.
Quinten, N., 2011. The Physical side of the digital: Teaching Physical Actions via a Digital Medium. Limburg, Belgium, Global Time, pp. 449-453.
Reider, B., Jun 2007. King Ludd Meets Virtual Reality. The American Journal of Sports Medicine, 35(6), pp. 881-882.
Song, P. et al., Dec 2010. An Immersive VR System for Sports Education. Singapore, Institute of Infocomm Research.
Tichon, J., 2012. Evaluation of Virtual Reality Training using Affect. International Journal of E-Learning, 11(2), pp. 209-218.
Watson, G. et al., Oct 2010. Judging the ‘passability’ of dynamic gaps in a virtual Rugby Environment. Human Movement Science, Volume 30, pp. 942-956.
PHOTOS
http://www.istockphoto.com/search/text/cricket/source/basic#e2b4f97
PRIVATE Collection; Darren Smith
Steven Smith Photography
