4.5 Article

Individual differences in performance and learning of visual anticipation in expert field hockey goalkeepers

期刊

PSYCHOLOGY OF SPORT AND EXERCISE
卷 52, 期 -, 页码 -

出版社

ELSEVIER
DOI: 10.1016/j.psychsport.2020.101829

关键词

Individual differences; Anticipation; Field hockey goalkeeper; Temporal occlusion; Training; Transfer

资金

  1. Australian Government Research Training Program scholarship

向作者/读者索取更多资源

This study investigated the impact of a penalty corner drag-flick temporal occlusion task on Australian male field-hockey goalkeepers through two experiments. It found that some goalkeepers were able to accurately anticipate by integrating information, and those who received intervention training showed personalized improvement in anticipation, with the effects lasting for a significant period of time.
The study of anticipation in truly expert performers can provide insight into how they cope with extreme time constraints. The purpose of this dual-experiment paper was to investigate individual differences; in anticipation of the penalty corner drag-flick, its trainability, and transfer of improvement to field settings. Australian international and national male field-hockey goalkeepers participated. In experiment 1, international and national goalkeepers (n = 11) completed a penalty corner drag-flick temporal occlusion task that presented; defensive runner positioning at the penalty spot, drag-flicker kinematics, and ball flight. Results indicated seven goalkeepers integrated runner contextual and drag-flicker kinematic information to anticipate above chance. The cause of individual differences was independent pick-up of run and kinematic cues that presented greater opportunity to integrate sources for anticipation. In experiment 2, a sub-sample of goalkeepers participated and received temporal occlusion training or no training. Results indicated individualized improvement in anticipation across video, field, and competition assessments for those that received the intervention, but not controls. Improvements on video test were retained for six months. An individual differences approach can identify deficiencies in anticipation, which can be improved through perceptual training that transfers to motor responses. This contributes to theoretical and practical knowledge to develop anticipation skill.

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