Nicola Hodges

Publications (3)6.41 Total impact

• Article: Perceiving patterns in dynamic action sequences: Investigating the processes underpinning stimulus recognition and anticipation skill

  Jamie S. North, A. Mark Williams, Nicola Hodges, Paul Ward, K. Anders Ericsson
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  ABSTRACT: We examined whether skilled and less-skilled participants process dynamic sequences comprised of numerous elements using relational information or specific display features. Moreover, the processes underpinning anticipation and recognition judgments were compared. Participants viewed dynamic film sequences showing multiple display features and anticipated what would happen next. New and previously viewed action sequences were then presented in film or point-light display format. Participants attempted to recognize previously viewed sequences. Skilled participants demonstrated superior anticipation skill and were more sensitive in discriminating previously viewed and novel clips than their less-skilled counterparts. Skilled participants fixated more locations than less-skilled participants, implying that they process dynamic scenes as a series of relations between display features. The patterns of eye fixation measures differed between the anticipation and recognition tasks suggesting that different processes underpin these two types of judgments. Copyright © 2009 John Wiley & Sons, Ltd.
  Applied Cognitive Psychology 05/2009; 23(6):878 - 894. · 1.67 Impact Factor
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  Available from: Daniel Eaves

  Article: Energetic costs of incidental visual coupling during treadmill running.

  Daniel L Eaves, Nicola J Hodges, A Mark Williams
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  ABSTRACT: To determine the role of visual-spatial information in stabilizing movement during treadmill locomotion. Physiological, biomechanical, and psychological indices of coordination stability were recorded while participants were visually coupled with a whole-body image of themselves during treadmill locomotion. Ten participants ran on a treadmill under three visual conditions: two dynamic images (symmetrical, mirror image; asymmetrical, reversed mirror image) and one static. Performance was examined at two speeds. Participants ran more economically (mL x kg x min(-1)) when they were visually coupled with a symmetrical rather than with an asymmetrical or static image. An asymmetrical coupling resulted in increased variability in footfall position at the faster speed, in comparison to the symmetrical and static conditions. However, at slower speeds, footfall variability and frequency were higher under both dynamic visual conditions in comparison to the static control. Changes in metabolic economy (mL x kg x min(-1)) were only partially mediated by movement kinematics. Visual information influences treadmill locomotion and associated measures of stability even when there is no intention to coordinate with external stimuli.
  Medicine and science in sports and exercise 09/2008; 40(8):1506-14. · 3.71 Impact Factor
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  Available from: Daniel Eaves

  Article: End-point trajectory matching as a method for teaching kicking skills

  Nicola Hodges, Spencer Heyes, Daniel Eaves, Rob Horn, A Mark Williams
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  ABSTRACT: The aim in this experiment was to determine whether demonstrations that focus on end-point related information, in this case, ball-trajectory information (BALL), are more effective in teaching motor skills than more traditional demonstrations which focus on movement technique (BODY). Nineteen participants with low-level soccer experience practised a left-footed, soccer-chip shot, which required them to land a ball on a target, while clearing a height barrier. Information concerning how to achieve the task goal was manipulated. Participants either received demonstrations of an expert performing the skill (i.e., BODY, n = 10) or they received a demonstration of the expert's ball flight path (BALL, n = 9). The participants were asked to match the criterion flight or form to achieve the task goal. Feedback concerning ball flight and movement form was controlled, although all participants received KR. Trials were videotaped for analyses and feedback and movement kinematics were collected using 3D cameras on a selection of trials. Both groups improved during acquisition although there was no significant difference between the groups in terms of outcome attainment (i.e., height success and radial error). In retention, the BALL group showed more accurate performance relative to the BODY group, when demonstrations and feedback were withheld. Only in acquisition were any differences between the two groups noted in terms of movement kinematics. The BODY group showed a closer approximation to the model in terms of how various joint displacement angles were obtained (but not the actual angles) in comparison to the BALL group. These results provide initial evidence to support the use of end-point template matching strategies for teaching complex movement skills, such as those common in sports which require the accurate displacement of some external object (such as a ball or disc).
  International journal of sport psychology 04/2006; 37(2-3-37):230-247. · 1.03 Impact Factor