Visual feedback can enhance motor learning in golf; however, so far, this has mostly been time-delayed. Using extended reality (XR), learners can receive visual feedback in real time without relying on an external perspective. The aim of this study was to investigate a novel XR-based method of real-time feedback for golf putt training. Thirty-two subjects were divided between an XR group and a technique instruction (TI) training group, completing three weeks of training each, and a no-training control group. XR training included a virtual club projected into the real training environment via HoloLens 2. Real-time information was provided on the precalculated targeted club alignment and velocity. The TI method included written technical instructions already used in golf putt training. Before and after the training, all subjects performed a pre-, post-, and retention test, and two transfer tests with shorter (2 m) and longer (4 m) putting distances than during training (3 m). Results showed a significant increase in the number of hits and a significant decrease in the radial error after training in all groups. The number of hits remained the same during the retention test and at shorter putting distance, but decreased at longer distance. The radial error decreased even more during the retention test and revealed no difference between putting distances. Our study shows that the acquisition of golf putting skills can be enhanced not only through proven TI training, but also by incorporating visual real-time feedback via XR. Future studies could examine the extent to which the effects of this method exceed those of TI training over a longer period when learners can familiarize themselves with it more.

Goalkeeping in Junior Team Handball – A Frustrating Profession?Patrick Engel, André Nicklas, Stefanie Klatt, and Frowin FasoldPatrick EngelPatrick Engel, André Nicklas, Stefanie Klatt, and Frowin Fasold, Institute of Exercise Training and Sport Informatics,, German Sport University Cologne, Germany, p.engel@dshs-koeln.de, a.nicklas@dshs-koeln.de, s.klatt@dshs-koeln.de, f.fasold@dshs-koeln.deSearch for more papers by this author, André NicklasPatrick Engel, André Nicklas, Stefanie Klatt, and Frowin Fasold, Institute of Exercise Training and Sport Informatics,, German Sport University Cologne, Germany, p.engel@dshs-koeln.de, a.nicklas@dshs-koeln.de, s.klatt@dshs-koeln.de, f.fasold@dshs-koeln.deSearch for more papers by this author, Stefanie KlattPatrick Engel, André Nicklas, Stefanie Klatt, and Frowin Fasold, Institute of Exercise Training and Sport Informatics,, German Sport University Cologne, Germany, p.engel@dshs-koeln.de, a.nicklas@dshs-koeln.de, s.klatt@dshs-koeln.de, f.fasold@dshs-koeln.deSearch for more papers by this author, and Frowin FasoldPatrick Engel, André Nicklas, Stefanie Klatt, and Frowin Fasold, Institute of Exercise Training and Sport Informatics,, German Sport University Cologne, Germany, p.engel@dshs-koeln.de, a.nicklas@dshs-koeln.de, s.klatt@dshs-koeln.de, f.fasold@dshs-koeln.deSearch for more papers by this authorPublished Online:April 12, 2023https://doi.org/10.1026/1612-5010/a000386PDFView Full Text ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinkedInReddit SectionsMoreLiteraturBroadbent, N., Buszard, T., Farrow, D., & Reid, M. (2021). Scaling junior sport competition: A body-scaling approach? Journal of Sports Sciences, 39 (23), 2746 – 2754. https://doi.org/10.1080/02640414.2021.1956217 First citation in articleCrossref, Google ScholarDeutscher Handball Bund (DHB). (2022). Internationale Hallenhandballregeln mit DHB Zusatzbestimmungen [International handball rules with adaptions of the DHB]. Dortmund: DHB. First citation in articleGoogle ScholarInternational Handball Federation (IHF). (2023). Goalkeeper Statistics World Championship 2023. Basel: IHF. First citation in articleGoogle ScholarKrüger, K., Pilat, C., Tirekoglou, P., Frech, T., & Mooren, F. C. (2016). Positions- und Spielklassenspezifität anthropometrischer und konditioneller Faktoren im Männerhandball [Playing positions and class specificity of anthropometrical and physiological factors in male handball players]. Deutsche Zeitschrift für Sportmedizin 67 (6), 144 – 149. https://doi.org/10.5960/dzsm.2016.234 First citation in articleGoogle ScholarLimpens, V., Buszard, T., Shoemaker, E., Savelsbergh, G. J. P., & Reid, M. (2018). Scaling constraints in junior tennis: The influence of net height on skilled players’ match-play performance. Research Quarterly for Exercise and Sport, 89 (1), 1 – 10. https://doi.org/10.1080/02701367.2017.1413230 First citation in articleCrossref, Google ScholarMartínez-Rodríguez, A., Martínez-Olcina, M., Hernández-Garcia, M. J., Rubio-Arias, J. Á., Sánchez-Sánchez, J., & Sánchez-Sáez, J. A. (2020). Body composition characteristics of handball players: Systematic review. Archivos de Medicina del Deporte, 37 (1), 52 – 61. First citation in articleGoogle ScholarFarrow, D., & Reid, M. (2010). The effect of equipment scaling on the skill acquisition of beginning tennis players. Journal of Sport Sciences, 28, 723 – 732. https://doi.org/10.1080/02640411003770238 First citation in articleCrossref, Google ScholarFiguresReferencesRelatedDetails Volume 30Issue 1Januar 2023ISSN: 1612-5010eISSN: 2190-6300 InformationZeitschrift für Sportpsychologie (2023), 30, pp. 36-37 https://doi.org/10.1026/1612-5010/a000386.© 2023Hogrefe VerlagPDF download

Technik und Taktik im Sportspiel Handball bedingen sich stark gegenseitig und sind nicht immer präzise voneinander getrennt zu beschreiben. Nach Hottenrott et al. (2013) ist Technik in sportlichen Bewegungen definiert als „…ein Verfahren zur bestmöglichen Lösung einer bestimmten sportlichen Bewegungsaufgabe.“ (S. 486). Im Sportspiel Handball wird hier der Begriff Technik damit als spezifische Bewegungsfertigkeiten definiert (u. a. Kromer 2015).

Die in diesem Buch vorgeschlagene Vermittlungskonzeption bedient sich an Evidenz zu spielerisch-implizitem Lernen und taktikorientierten Vermittlungsansätzen (u. a., Griffin und Butler 2005; Loibl 2001; Raab et al. 2009; Roth und Kröger 2011). Zusätzlich wird auf Elemente der Nichtlinearen Pädagogik und des Constraints-Led Approach zurückgegriffen (u. a., Koekoek et al. 2022; Newell 1986).

Die Aufgabe des Schiedsrichterns ist ein elementarer Bestandteil zur Durchführung von sportlichen Wettkämpfen. So soll sichergestellt werden, dass der Wettkampf im Einklang mit den Regeln erfolgt und, dass das bessere Team gewinnt. Schiedsrichter*innen bekommen meist nur dann Aufmerksamkeit geschenkt, wenn sie Fehler begehen. Dass in dieser Rolle die Voraussetzungen zur erfolgreichen Herstellung eines spannenden und dynamischen Spiels liegen, wird dabei häufig vernachlässigt.

Sports and exercise training research is constantly evolving to maintain, improve, or regain psychophysical, social, and emotional performance. Exercise training research requires a balance between the benefits and the potential risks. There is an inherent risk of scientific misconduct and adverse events in most sports; however, there is a need to minimize it. We aim to provide a comprehensive overview of the clinical and ethical challenges in sports and exercise research. We also enlist solutions to improve method design in clinical trials and provide checklists to minimize the chances of scientific misconduct. At the outset, historical milestones of exercise science literature are summarized. It is followed by details about the currently available regulations that help to reduce the risk of violating good scientific practices. We also outline the unique characteristics of sports-related research with a narrative of the major differences between sports and drug-based trials. An emphasis is then placed on the importance of well-designed studies to improve the interpretability of results and generalizability of the findings. This review finally suggests that sports researchers should comply with the available guidelines to improve the planning and conduct of future research thereby reducing the risk of harm to research participants. The authors suggest creating an oath to prevent malpractice, thereby improving the knowledge standards in sports research. This will also aid in deriving more meaningful implications for future research based on high-quality, ethically sound evidence.

Kompetenzen zum Coaching im Sportspiel Handball sind nicht nur für Handballtrainer*innen relevant, sondern ebenso auch für Lehrer*innen oder Übungsleiter*innen. Die Unterschiede dieser Rollen liegen in der Zielsetzung. Trainer*innen/Coaches möchten mit ihren Spieler*innen primär einen erfolgreichen Wettkampf gestalten, Lehrer*innen möchten im Unterricht Wissen und Werte vermitteln. Die Entwicklung der Persönlichkeit von Spieler*innen findet sich in beiden Rollen wieder. Da viele Kompetenzen für alle Bereiche der Vermittlung des Sportspiels Handball eine wichtige Rolle spielen, werden diese als allgemeine Kompetenzen und Coaching-Hinweise beschrieben.

Zur Einführung des Sportspiels Handball wird ein Konzept gewählt, das sich als ganzheitlich-analytische Methoden-Konzeption beschreiben lässt. Die Umsetzung der Spielidee anhand einer vorher definierten Spielauffassung (Kap. 3) steht in der Spielreihe jederzeit im Vordergrund. Zum Einstieg werden die Spielanforderungen soweit minimiert, dass eine Umsetzung der Spielidee auch ohne nennenswerte Vorerfahrungen möglich ist.

Der tatsächliche Ursprung des Sportspiels Handball lässt sich wissenschaftlich nicht präzise aufklären. Nach Bebetsos (2012) wurde schon in antiken Schriften von handballähnlichen Spielformen berichtet (Urania im Griechischen, Harpaston im Römischen). Auch in den Erzählungen von Walter von der Vogelweide (1170–1230) kommt es zur Erwähnung von einem ‚Fangballspiel‘. Weiter sei das Spiel Rabelais (Frankreich) aus dem Mittelalter aufzuführen und es soll aus Grönland Illustrationen von mit Spielen mit Hand und Ball aus dem 18. Jahrhundert geben.

Adapting Game Structures to Promote Sports Participation Among ChildrenFrowin Fasold, Stefanie Klatt, and André NicklasFrowin Fasoldf.fasold@dshs-koeln.deInstitute of Exercise Training and Sport Informatics, German Sport University Cologne, GermanySearch for more papers by this author, Stefanie Klatts.klatt@dshs-koeln.deInstitute of Exercise Training and Sport Informatics, German Sport University Cologne, GermanySearch for more papers by this author, and André Nicklasa.nicklas@dshs-koeln.deInstitute of Exercise Training and Sport Informatics, German Sport University Cologne, GermanySearch for more papers by this authorPublished Online:May 20, 2022https://doi.org/10.1026/1612-5010/a000359PDFView Full Text ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinkedInReddit SectionsMoreLiteraturBroadbent, N., Buszard, T., Farrow, D., & Reid, M. (2021). Scaling junior sport competition: A body-scaling approach? Journal of Sports Sciences, 39 (23), 2746 – 2754. https://doi.org/10.1080/02640414.2021.1956217 First citation in articleCrossref, Google ScholarWulf, G., & Lewthwaite, R. (2016). Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning. Psychonomic Bulletin & Review, 23 (5), 1382 – 1414. https://doi.org/10.3758/s13423-015-0999-9 First citation in articleCrossref, Google ScholarFiguresReferencesRelatedDetails Volume 29Issue 1Januar 2022ISSN: 1612-5010eISSN: 2190-6300 InformationZeitschrift für Sportpsychologie (2022), 29, pp. 34-35 https://doi.org/10.1026/1612-5010/a000359.© 2022Hogrefe VerlagPDF download

Directing the attentional focus towards intended movement effects could enhance individual performance. This meta-analysis examines the immediate effects of an instructed external (proximal/distal) and internal attentional focus on an experimental group and a control group on their performance. A systematic review was done following the PRISMA guidelines. A total of 3833 reports were scanned. Of these, 83 were included in the systematic review, and 61 studies were included into the meta-analysis. The meta-analysis was additionally split into the original categories, which included the instructions as mentioned in the paper, and the adapted classifications, for which the instructions were reclassified based on the definition by [Wulf, G. (2013). Attentional focus and motor learning: A review of 15 years. International Review of sport and Exercise psychology, 6(1), 77-104. doii:10.1080/1750984X.2012.723728 and McNevin, N. H., Shea, C. H., & Wulf, G. (2003). Increasing the distance of an external focus of attention enhances learning. Psychological Research, 67(1), 22-29. doii:10.1007/s00426-002-0093-6]. In line with the constrained-action hypothesis, an external attentional focus instruction enhanced the immediate performance compared to an internal attentional focus instruction (SMDadapted = 0.24) and the control group (SMDadapted SMD = 0.31). Also, consistent with the constrained-action hypothesis, distal external attentional focus instructions showed performance-enhancing effects compared to proximal external attentional focus instructions (SMDadapted = 0.23). However, most comparisons showed moderate to substantial heterogeneity and wide prediction intervals. Therefore, the results cannot be generalized for all tasks and skill levels.

Throwing a ball is a primary skill in team-handball and can be directly influenced by the properties of different types of balls. Therefore, the use of different balls (i.e., methodic ball) recommended by the handball federations (e.g., IHF) and the education guidelines, are important in teaching throwing. Previous studies have shown that movement patterns and throwing velocity can be influenced by different ball types and sizes. However, the influence of these factors on throwing accuracy has not been investigated in detail yet. This study aims to replicate the findings of previous studies on increasing throwing velocity in children by comparing the use of a soft methodic ball with a size 0 handball. Furthermore, this study investigates the influence of these balls on throwing accuracy. In an experimental study, participants (10-years of age) threw a soft methodic ball and a size 0 ball at target areas in a handball goal. For all the throws, throwing velocity and accuracy were measured. Commensurate with previous research, throwing velocity was higher for the soft methodic ball compared to a size 0 ball. No difference was found in accuracy, although, it is worth mentioning that the participants were only experienced in throwing using the size 0 ball. Moreover, only one-third of the children favored throwing with a size 0 ball, which is what they are used to in training and competition. The results of our study, therefore, confirm that using soft methodic balls additionally, positively influences the throwing velocity and has no negative effect on the accuracy in throwing among young handball beginners.

Previous research has indicated that social interactions and gaze behavior analyses in a group setting could be essential tools in accomplishing group objectives. However, only a few studies have examined the impact of social interactions on group dynamics in team sports and their influence on team performance. This study aimed to investigate the effects of game performance pressure on the gaze behavior within social interactions between beach volleyball players during game-like situations. Therefore, 18 expert beach volleyball players conducted a high and a low game performance pressure condition while wearing an eye tracking system. The results indicate that higher game performance pressure leads to more and longer fixation on teammates' faces. A higher need for communication without misunderstandings could explain this adaptation. The longer and more frequent look at the face could improve the receiving of verbal and non-verbal information of the teammate's face. Further, players showed inter-individual strategies to cope with high game performance pressure regarding their gaze behavior, for example, increasing the number of fixations and the fixation duration on the teammate's face. Thereby, this study opens a new avenue for research on social interaction and how it is influenced in/through sport.

This study looks at the visual scan patterns of high-class basketball referees. Using mobile eye-tracking devices, referees’ gaze behavior was analyzed during the execution of three-point shots in the official pre-season games of Germany’s men’s professional basketball league. We evaluated the extent to which the referees fulfill the tasks assigned to them, where do they look, and to what extent does their gaze behavior overlap during a three-point shot. Results indicate that referees who are far away from the ball and are, therefore, not responsible for observing the actual shot, tend to comply with their areas of responsibility less often than referees standing nearer to the ball, i.e., they appear to observe the ball more than required (ball watching) at the expense of other areas that they are required to be observing at the beginning of the shooting process. However, referees spend a very small part of a three-point shot looking at the same areas of interest. This indicates that referee teams’ allocation of gaze is rather effective, remaining in line with FIBA recommendations and is presumably not the main cause for errors in officiating.

The performance and the success of a group working as a team on a common goal depends on the individuals’ skills and the collective coordination of their abilities. On a perceptual level, individual gaze behavior is reasonably well investigated. However, the coordination of visual skills in a team has been investigated only in laboratory studies and the practical examination and knowledge transfer to field studies or the applicability in real-life situations have so far been neglected. This is mainly due to the fact that a methodological approach along with a suitable evaluation procedure to analyze the gaze coordination within a team in highly dynamic events outside the lab, is still missing. Thus, this study was conducted to develop a tool to investigate the coordinated gaze behavior within a team of three human beings acting with a common goal in a dynamic real-world scenario. This team was a (three-person) basketball referee team adjudicating a game. Using mobile eye-tracking devices and an indigenously designed software tool for the simultaneous analysis of the gaze data of three participants, allowed, for the first time, the simultaneous investigation of the coordinated gaze behavior of three people in a highly dynamic setting. Overall, the study provides a new and innovative method to investigate the coordinated gaze behavior of a three-person team in specific tasks. This method is also applicable to investigate research questions about teams in dynamic real-world scenarios and get a deeper look at interactions and behavior patterns of human beings in group settings (for example, in team sports).

Die Hilfe des visuellen Systems bei der BewegungsauswahlAndré NicklasAndré NicklasSearch for more papers by this authorPublished Online:September 04, 2020https://doi.org/10.1026/1612-5010/a000299PDFView Full Text ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinkedInReddit SectionsMoreReferences Klostermann, A. , Kredel, R. & Hossner, E. J. (2014). On the interaction of attentional focus and gaze: the quiet eye inhibits focus-related performance decrements. Journal of Sport and Exercise Psychology , 36 , 392–400. Crossref, Google Scholar Klostermann, A. (2019). Especial skill vs. quiet eye duration in basketball free throw: Evidence for the inhibition of competing task solutions. European Journal of Sport Science , 19 , 964–971. https://doi.org/10.1080/17461391.2019.1571113 Crossref, Google ScholarFiguresReferencesRelatedDetails Volume 27Issue 2April 2020ISSN: 1612-5010eISSN: 2190-6300 InformationZeitschrift für Sportpsychologie (2020), 27, pp. 78-78 https://doi.org/10.1026/1612-5010/a000299.© 2020Hogrefe VerlagPDF download