Visual Search Strategies of Elite Fencers: An Exploratory Study in Ecological Competitive Situation.

This study investigates the visual activity of fencers in conditions resembling official competitions. Previous research in experimental conditions has shown that experts focus on specific areas of the torso and the armed arm to control movement initiation. Eight right-handed fencers (epee: two males, one female; foil: one male; sabre: two males, two females) participated in a simulated competition, wearing an eye tracker during one bout. The findings showed that the main fixation in foil and sabre is the upper torso, while in epee, it is the lower torso. In epee and sabre, the upper torso is viewed about 50% of the time, with three other areas also observed, while in foil, the fixation is totally directed to the upper torso. Additionally, two new areas of interest were identified: the score machine and an area involving fixations other than the opponent. The study found no direct link between visual activity and performance. The visual search strategy varies among weapons, with foil using a gaze anchor or foveal spot and epee and sabre utilizing a visual pivot due to the discipline's inherent rules. The study also emphasizes that competition-like conditions can disrupt visual activity with external stimuli, possibly affecting performance.

Applying the Input-Process-Outcome Model to Team Learning in Sport Sciences: An Exploratory Qualitative Study on Twenty Soccer Players.

In sport science literature, referring to the Input-Process-Outcome (IPO) model, few studies demonstrated links between team training and team learning despites several calls for empirical studies. Thus, this study aimed at exploring systemically the building process of the interpersonal coordination by focusing on (1) a specific antecedent (i.e., video feedback during practice), (2) the influence of this antecedent on the team learning process, and (3) outcomes from this process as shared cognitive contents. Thus, this study was original by examining empirically the IPO model in a sport-training context. Our study showed that Input influenced the specific learning Process during practice (five processes) and video feedback sessions (five processes) and produced Outcomes (six typical shared cognitive contents). Finally, results are discussed in relation to team learning processes theoretically identified in the literature and an IPO soccer model adapted to team learning in a soccer context is proposed.