| General Directions: EASI Tennis Research in active
in the area of Learning, Reasoning, Adaptation, and Self-Awareness. |
| Issue
1. The Development Process Generally. In
tennis training we have observed that the development process proceeds
in fits and
starts, rather than in a smooth series of improvements. In part,
it appears that there is an "oscillation" between utilizing
declarative knowledge, and "reflexive" knowledge. Due to
the speed of stroke execution, even when slow, this oscillation seems
to result in producing a very ragged development path. The exact
dynamics of this process should be understood and explained in detail. |
| Issue
2. Initial Observational Learning. We have observed that
a student can be shown a stroke once and then quickly reproduce
it. This happens with such regularity that the metaphor of "beginner's
luck" provides no reasonable explanation. However, the student
will quickly lose this skill and spend a long time before rediscovering
it. A precise explanation of how this initial "imprinting" (we
use the term "imprinting" rather than observational learning in
this case since this learning activity requires very little observation
and seems more akin
to the imprinting process in children) is rapidly formed, why
it is unstable, what is its typical duration (statistical
distribution) and what is the mechanism by which the brain moves
from the transient "imprint" to a more stable knowledge of
a stroke. |
Issue
3. Body Dynamics and Visual Processing. Specific body
positions seem to lend themselves to better visual processing.
For example, if one accurately replicates the position seen in
the figures below, we have discovered that the ability to process
visual information significantly improves. Of particular significance
is the placement of the elbow highlighted in the illustrations
below. In particular, does the development of the "correct" components
of physical action participate in directing the visual processing
to pick up the "right" information to maximize efficient
action? In simple terms, does knowing the right actions stimulate
the visual system to
acquire the right information? While it may seem
at first blush that there can be no relationship
between
body
position
and visual
processing,
our
experience suggests that there is. This relationship should be
the subject of a research program.
In particular, is the
improvement in visual processing simply a result of the presence
of a consistent set of dynamics, or are there movement pathways
along which vision is more effective? |
Issue
4. The Use of Force in Stroke Production. Many players
can be seen to be exerting considerable force in their arms in
the execution of their strokes as seen in the images below. Since
about 40% of the motor neurons can be found in the sensor cortex
it is reasonable to ask what benefit this exertion is providing.
It is a fact that it is not essential when the player is not
running or scrambling, but it is usually present in professional
rallies. In addition, the force illustrated in the figures below
cannot contribute substantially to the speed of the ball. One
conjecture
is that
this stress provides somatosensory feedback loop that better
locates
the
position
of the
arms in three
dimensional space. If so, the stress is an essential factor in
rallies generally and therefore provides a general value that
will benefit the precision of any movement. Another conjecture
is that the force provides a stabilizing effect on the stroke
at high rally speeds.
The exact purpose of
this force should be determined scientifically. |
Issue 5. Stages of
the learning process. It is clear from our work that learning
proceeds in stages. This is also intuitively acknowledged by the
structure of university education wherein the same material is usually
presented in at least three increasingly complex stages. What is
the nature of these stages. For example, is there an assembly process
followed by a pruning (consolidation) process. Are contradictory
and vague assemblies unstable? Does rote training of an imprecise
or
ambiguous
process
result in the formation of unadaptable structures?
|
