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Effect of a sport vision training programme on the batting performance and predictive judgment of high school level cricketers

  • Authors: Gallagher, Liam
  • Date: 2017
  • Subjects: Cricket - Batting - Physiological aspects , Visual training , Sports ophthalmology
  • Language: English
  • Type: Article
  • Identifier: http://hdl.handle.net/10210/223661 , uj:22496 , Citation: Gallagher, L. 2017. Effect of a sport vision training programme on the batting performance and predictive judgment of high school level cricketers.
  • Description: Abstract: Vision plays a crucial role in sport as it is the primary source of external information and provides 85 – 90% of the sensory input during athletic performance (Vickers, 2007; Kluka & Knudson, 1997). The study aimed to investigate the effect of sports vision training on the batting performance and predictive judgement on high school cricket players. The sample included male, high school level cricketers ranging in ages 13 – 18 (14.8 ± 1.2) with at least two years playing experience in cricket. Three high schools were invited to participate in the study. The participants were non-randomly assigned to two groups, 15 participants to a sports vision training group (n=15) and 15 participants to a regular practice group (n=15). Each group was assessed according to the tasks of visual skills, fitness, batting performance, predictive judgement and fitness. The visual skills testing included eye hand coordination, central peripheral awareness and visual response. The fitness assessment was a multistage fitness test. The batting performance test assessed the quality of interception and the predictive judgment assessed the ability to judge the length bowled. The results showed that the intervention group showed significant improvement within the visual skills, batting performance and judgment test conducted (p< 0.05), however, these improvements were not statistically different to the control group (p> 0.05). Although there were improvements in certain parameters tested, a larger sample may produce better results.
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Effect of a sport vision training programme on the batting performance and predictive judgment of high school level cricketers

  • Authors: Gallagher, Liam
  • Date: 2016
  • Subjects: Visual training , Cricket - Batting - Physiological aspects , Sports ophthalmology
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/223181 , uj:22436
  • Description: Abstract: Vision plays a crucial role in sport as it is the primary source of external information and provides 85 – 90% of the sensory input during athletic performance (Vickers, 2007; Kluka & Knudson, 1997). The study aimed to investigate the effect of sports vision training on the batting performance and predictive judgement of high school cricket players. The sample included male, high school level cricketers ranging in ages 13 – 18 (14.8 ± 1.2) with at least two years playing experience in cricket. Three high schools were invited to participate in the study. The participants were randomly assigned to two groups, 15 participants to a sports vision training group (n=15) and 15 participants to a regular practice group (n=15). Each group was assessed according to the tasks of visual skills, fitness, batting performance, predictive judgement and fitness. The visual skills testing included eye hand coordination, central peripheral awareness and visual response. The fitness assessment was a multistage fitness test. The batting performance test assessed the quality of interception and the predictive judgment assessed the ability to judge the length bowled. The results showed that the intervention group showed significant improvement within the visual skills, batting performance and judgment test conducted (p< 0.05), however, these improvements were not statistically different to the control group (p> 0.05). Although there were improvements in certain parameters tested, a larger sample may produce better results. Further investigation is required into the visual training of high school level cricketers. , M.Phil. (Sports Science)
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The beneficial effects of letter sequencing therapy in a comparative study between educationally advantaged and educationally disadvantaged children

  • Authors: Alexander, Clyde
  • Date: 2012-08-15
  • Subjects: Therapeutics, Ophthalmological , Visual training , Saccadic eye movements , Eye -- Movements
  • Type: Thesis
  • Identifier: uj:9325 , http://hdl.handle.net/10210/5765
  • Description: D.Phil. , Efficient ocular saccadics with a clear visual memory are essential functions in reading fluently. A child needs to sequence the eyes in a controlled jump called a saccade in order to form a picture in the mind of what is being read. The child is therefore primarily aware of a story rather than individual words. This sequential visual input of the written text contributes to efficient reading skills. The letter sequencing therapy used in this research is designed to improve the ocular saccadics and also to simultaneously develop an efficient visual memory. This improves the reading skills and creates good comprehension. The above exercise program illustrated that visual therapy, in general, done not only as a physical exercise but by improving the visual memory, will integrate very quickly into a child's perceptual development. Visual therapy can therefore improve the learning skills in an effective and efficient manner. The development of learning skills can be expanded to benefit children that have poor reading skills as a result of cultural deprivation. Until recently, due to apartheid and cultural differences at the pre school level disadvantaged children were deprived of the same standard of education as advantaged children. This research compared the average visual skills in reading of educationally advantaged children to educationally disadvantaged children. This illustrated the gap created by apartheid, differences in culture and preschool stimulation in the two levels of education. 167 children with no particular learning or visual problems were randomly selected from a group of pupils at an average middle class educationally advantaged white school and an average middle class disadvantaged black school. 100 of the children came from two standard 2 and two standard 3 classes of the educationally advantaged school while 67 of the children came from one standard 2 and one standard 3 class of the educationally disadvantaged school. All the children were evaluated before the therapy program began with respect to ocular fixations, ocular regressions, reading rate, directional attack, span of recognition and relative efficiency. All the children were given letter sequencing therapy under supervision of the class teacher. Strict controls were applied.
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The beneficial effects of letter sequencing therapy with the ocular saccadics in reading tasks

The visual skills of professional and amateur rugby players

  • Authors: Ludeke, Alida Anelia
  • Date: 2008-10-27T07:45:05Z
  • Subjects: Rugby football players , Vision , Visual training , Sports psychology
  • Type: Thesis
  • Identifier: uj:13487 , http://hdl.handle.net/10210/1351
  • Description: M.Phil. , This study consists of three separate publications. The first article attempts to evaluate the difference in the visual skill level of professional versus non-professional rugby players. The software visual skills, involving skills such as eye-hand coordination, eye-body coordination, central-peripheral awareness, and reaction time, were examined. The results indicate that the professional players did out perform the non-professional players on all these skills except for visual concentration. Not all the results were however statistically significant. The importance of the above skills in the game of rugby is discussed and recommendations as to the implementation of vision enhancement programmes are made. The second study explores the importance of the ‘hardware’ factors of the visual system in the game of rugby. A group of professional and club rugby players were tested and the results compared. The results were also compared with the established norms for elite athletes. The findings indicate no significant difference in hardware skills between professional and club players. Compared with the norms for elite athletes, performance of most of the rugby players were average or even worse. This suggests that in the game of rugby the hardware skills may be of lesser importance and that visual enhancement programmes should focus more on improving the players’ software skills. The hardware visual skills should not be neglected though because these provide a base from where the software skills can develop. Thirdly we wanted to determine whether there are a statistically significantly difference between the visual skill levels of forward and back line players in rugby and whether they performed visually according to the norms established for elite athletes. The results indicates that there is much room for improvement for both forward and back line players in eye-hand coordination, visual concentration and central-peripheral awareness because these skills, play an important role in a sport like rugby and because the players under performed according to the established norms. Thus attention should be given to develop the hardware visual skills like accommodation and fusion to an average level of performance, to eliminate any potential limits on the software visual skills. Consistent, position specific visual training should be incorporated in the daily training routine of these players to develop the software visual skills to their full potential. , Prof. Jannie Ferreira
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Training of visual skills and transferability to overall rugby performance improvement

  • Authors: Ludeke, Alida Anelia
  • Date: 2012-11-07
  • Subjects: Sports ophthalmology , Visual training , Rugby football players - Visual training
  • Type: Thesis
  • Identifier: uj:7372 , http://hdl.handle.net/10210/8145
  • Description: D.Phil. (Optometry) , Vision is a learned skill that implies an appropriate interpretation of what is seen and interpreted (Abel, 1999). Neural pathways are established as a result of learning, strengthened by achieving a task goal and grow stronger as practice progresses (Edelman, 1992). According to Davis, Kimmet and Auty (1990) it takes 500 hours of practice to change a skill and use that skill competently during competitions. Therefore, training sessions should be structured around learning the perceptual and cognitive skills needed for successful decisions in different environments (Vickers, 2007). Four elements - skill execution, concentration, response time and decision-making - were identified and are known to have a great effect on overall sports performance (Coffey and Reichow, 1995; Erickson, 2007 & Vickers, 2007). A reliable model that could be used to evaluate performance levels by applying these four cardinal elements of performance has been developed through this study. Twenty five rugby players participated in the study which was conducted over a period of three years. The sample was divided into four groups of which three were experimental and one was a control group. Two of the three experimental groups, who came from different regional teams, had specific visual training in the national side. The third experimental group had off-season visual training only and the control group had no visual training at all. Two methods were used to evaluate performance: in the first method three independent top class raters conducted the performance evaluation and the second was based on data collection. Both methods involved the Verusco© system. The results indicated a poor correlation among the raters: two of the three raters agreed that Group 4 (Regional team B, that played for the national side and had specific visual training) performed significantly better than Group 3 (Regional team B that had no visual training) in decision-making during season 1 and Group 1 (Regional team A) showed a significant improvement in skill execution from season 1 to season 2. Group 1 (Regional team A) had non–specific off-season visual training. Groups 2 (Regional team A, that played for the national side) and 4 (Regional team B, that played for the national side) received specific visual training and Group 3 (Regional team B) had no visual training at all.
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