مقاله انگلیسی رایگان در مورد آموزش ادراکی اصلاح شده در ورزش – الزویر 2018

To support performance, elite athletes require a combination of general visual skills (e.g. visual acuity, contrast sensitivity, depth perception)1,2 and performance-relevant perceptual-cognitive skills (e.g. anticipation, decision-making).3 While these skills are typically developed as a consequence of regular, on-field practice, training techniques are available that can enhance those skills outside of, or inconjunction with, regular training. Perceptualtraining has commonly included sports vision training (SVT) that uses generic stimuli (e.g. shapes, patterns) optometry-based tasks with the aim of developing visual skills,4,5 or perceptual-cognitive training (PCT), that traditionally uses sport-specific film or images to develop perceptual-cognitive skills.6,7 While these traditional formats involve their own specific training tasks, when compared against each other,they presenttwo considerably differenttraining approaches; these task design differences (i.e. targeted perceptual function, training stimuli, training response mode) will be detailed in later sections. Improvements in technology5–7 have also led to the development of additional tools (e.g. reaction time trainers, computer-based vision training, and virtual reality systems) which claim to enhance perceptual skill using a variety of different equipment in on- and off-field settings that don’t necessarily fit in to these existing categories. This observation is due to these emerging approaches using task design factor combinations that differ from both the specific SVT and PCT approaches. That is, while these emerging tools aim to develop specific perceptual skills that may also be trained using SVT or PCT (i.e.visual through to perceptual-cognitive), the specific training stimuli and/or training response mode used in training, as well as the training environment in some cases, may differ. To cover this variety of techniques, modified perceptual training (MPT) collectively describes on- or off-field tasks that are specifically designed to improve an athlete’s perceptual skill. To help establish the value of these MPT tools, this paper proposes a new framework that provides testable hypotheses for future research to clarify the degree to which each could improve performance. We do so by classifying these emerging (and existing) approaches according to a number of key differentiating factors specifically related to the design of MPT tools. The presumed usefulness of any MPT tool relies on three key assumptions.4,8 First, the targeted skill should discriminate between athletes of different skill levels. Second, improvements in the skill of interest should be possible through training, and third, any improvement in that skill should transfer to enhanced on-field performance. While meeting the third assumption is undoubtedly the most critical in an applied sense, empirical evidence for the first two assumptions should be considered for all MPT tools. For the first two assumptions, inconsistent empirical support, particularly regarding visual skill in athletes, theoretically undermines the applicability of the third assumption.9 However, many MPT tools claim to address the third assumption of improved on-field performance, yet investigations of transfer are rare (for an exemplar transfer investigation see Gabbett, Rubinoff10).