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Virtual Reality Virtual reality L. Katz, J. Parker, H. Tyreman & R. Levy Sport Technology Research Laboratory, University of Calgary, Calgary, Canada. Abstract Virtual reality (VR) involves technology and visual art that allows a user to inter- act with a computer-simulated environment. These environments can range from a simulation of an authentic situation to the creation of a wholly imagined world. While most virtual reality environments (VREs) are primarily visual experi- ences (computer screens, large screen displays, multiple screens and stereoscopic displays) new tools are being developed that enhance the visual experience by addressing other sensory modalities (e.g. sound, tactile feedback and smell). VR has been used effectively to train astronauts, pilots, physicians, military person- nel, and now, even athletes. While the cost of creating VRE is the most expensive type of computer development, the entry of game manufacturers into the fi eld is drastically changing the cost of producing and using these environments. This chapter provides an overview of VR and focuses on the most promising develop- ments in VR, especially in the area of sport and exercise. The implications of these innovations for other spheres of activity are also discussed. Keywords: virtual reality, virtual environments, virtual reality environments, simulation, gaming, reaction time 1 Introduction This chapter acquaints the reader with the issues related to virtual reality (VR) in sport and human performance and also highlights the potential of these types of environments to revolutionize the approach to equipping and training athletes and coaches. Extrapolation of the impact of this promising technology to other diverse fi elds is provided. VR has been defi ned previously [1]. The most recent defi nition in Webopedia (www.webopedia.com/TERM/V/virtual_reality.html) is listed below: An artifi cial environment created with computer hardware and software and pre- sented to the user in such a way that it appears and feels like a real environment. WIT Transactions on State of the Art in Science and Eng ineering, Vol 32, © 2008 WIT Press www.witpress.com, ISSN 1755-8336 (on-line) doi:10.2495/978-1-84564-064-4/01 WWITPress_CS_Ch001.inddITPress_CS_Ch001.indd 3 11/29/2008/29/2008 33:50:47:50:47 PPMM 4 COMPUTERS IN SPORT To ‘enter’ a virtual reality, a user dons special gloves, earphones, and goggles, all of which receive their input from the computer system. In this way, the computer controls at least three of the fi ve senses. In addition to feeding sensory input to the user, the devices also monitor the user’s actions. The goggles, for example, track how the eyes move and respond accordingly by sending new video input. To date, virtual reality systems require extremely expensive hardware and software and are confi ned mostly to research laboratories. The term virtual reality is sometimes used more generally to refer to any virtual world repre- sented in a computer, even if it’s just a text-based or graphical representation (19 February 2007). VR is a small component in the overall use of technology in coaching and sport (see Figure 1). However, from a design, development and cost perspective, VR is the most intensive application and can incorporate a number of the others technologies as well (e.g. wireless technology and collaborative immersive envi- ronments over distance). These integrated systems have incredible potential to change the way coaches and athletes approach training and performance. The model presented for computer-assisted coaching is a work in progress and includes the broad categories of managing, monitoring and mentoring. While VR is categorized under the monitoring (facilitate coaching) section together with simulations, it is clear that future development of VR systems will include many aspects of monitoring, managing and mentoring. Ultimately, sophisticated VR systems will incorporate a multitude of sport science components including data management; notational, pattern, performance and game analysis; biomechanics; physiology; and collaborative and distributed communications technologies. For example, [2, 3] describe a real-time skiing system that models skiing tech- nique, collect GPS survey data of slope and gates, triangulates the data to generate a mesh, obtains the anthropometric data of the skier, fi nds the optimized trajec- tory on the slope for the skier and creates a computer-generated visualization of the optimized trajectory which the athlete can use to study the course and com- pare it with other trajectories. By extension, this integrated system should allow the visualization to take place in a completely immersive environment including haptic devices that would enable the skier to virtually experience the course in high fi delity with emulation of both sound and weather conditions. While military and medical evidence suggests that these types of environ- ments are highly effective and effi cient in improving performance the research in VR and sports is still in its infancy [1]. This chapter has been divided into six sections. Section 1 is Introduction to the chapter. In Section 2, an overview of VR and its application to sport is presented. Section 3 discusses the components of VR participant activity that are most pertinent to understanding performance (reaction time, anticipation time, reaction accuracy and presence). These components are identifi ed and defi ned in relation to the transferability to the real world. Issues related to the background of the athletes (e.g. anticipation factors and level of expertise – expert vs. novice) are also discussed. In Section 4, the process of creating VR WIT Transactions on State of the Art in Science and Eng ineering, Vol 32, © 2008 WIT Press www.witpress.com, ISSN 1755-8336 (on-line) WWITPress_CS_Ch001.inddITPress_CS_Ch001.indd 4 11/29/2008/29/2008 33:50:47:50:47 PPMM VIRTUAL REALITY 5 Computer Administration Computer • Web Communication Assisted Statistical & • Word Processing Assisted • Spreadsheets • Multimedia Resources Tutorials & Skill Analysis Lesson Plans • Data bases Lessons Collecting Keeping Track of Providing Information Information Information For Educational Purposes MANAGING MENTORING COMPUTER ASSISTED COACHING (CAC) MONITORING Using Technology to: Monitor Behavior Facilitate Measure Coach Real Time vs. Recorded Coaching Performance Fitness, Health, Virtual Simulation, Reaction Time Coaching Virtual Reality Video Analysis Computer e.g. Heart Rate e.g. Coaching Visualization & Skill Analysis as a Coach Monitors, Over Distance Video Games Metabolic Carts ALSO KNOWN AS: E-Coaching, Distance Expert Systems Coaching, & Al Video Coaching Synchronous Asynchronous Figure 1: Computer-assisted coaching. (Copyright Katz and Wong (2006), reprinted with permission.) environments is presented, including the use of graphics, audio, haptic devices and other sensory modalities. In addition, video games design and development are introduced, and their impact on VR environments is highlighted. Section 5 focuses on examples of VR sport environments including unique innovations. Finally, in Section 6, the implications of these VR developments for sports per- formance are discussed. WIT Transactions on State of the Art in Science and Eng ineering, Vol 32, © 2008 WIT Press www.witpress.com, ISSN 1755-8336 (on-line) WWITPress_CS_Ch001.inddITPress_CS_Ch001.indd 5 11/29/2008/29/2008 33:50:47:50:47 PPMM 6 COMPUTERS IN SPORT 2 Overview of VR and sport VR systems use technology to create environments that allow the user to actively participate and navigate in events or worlds that engage the mind and body. It is concerned with the realistic simulation of environments. This means giving a human subject a multi-sense view of a place and/or situation that does not exist, but that behaves as if it does. It could also give a simulated view of a real place, such as a specifi c sport venue such as the Calgary Olympic Speed Skating Oval [4]. VR was originally envisioned as an interface to remote-controlled vehicles or manipulators that were operating in hostile environments such as the ocean fl oor or a volcano interior. The idea was that a remote operator would perform better if the context of the actual environment could be presented to them realistically. Thus, the use of computer graphics or remote video along with audio and haptic feedback (touch) would be used to make the operator feel as if they were doing the real work on the actual site. The term for this is ‘presence’. The degree to which the senses are engaged [e.g. whether three-dimensional (3D) or 2D, immersive or non-immersive, surround sound or no sound] is directly related to the considera- tions of design, costs of development, costs of equipment and the imagination of the user. Presence is discussed in more detail later in this chapter. Many organi- zations still use VR for training staff for operations in harsh environments. For example, NASA uses VR to train astronauts for working in the hostile environ- ment of space [5]. Since sport requires extensive physical activity, it is a natural fi t for VR devel- opment. The use of VR in sport is primarily connected with coaching and train- ing. For the purposes of this paper, designing VR for sport can be conceptualized as optimizing performance through effective and effi cient models that increase participation, enhance team play, augment individual activity and reduce the pos- sibility of injuries through models for prevention and or rehabilitation as shown in Figure 2. The connection between sport and VR is clear: sport involves motion, physical activity and decision-making, while virtual environments have the capa- bility to capture, analyse and reproduce the natural human movement realistically and accurately as well as provide the opportunity for athletes to apply strategies and tactics in a variety of situations with immediate feedback under controlled conditions. No other artifi cial environment has that potential. In VR, participants enter a new environment that is created by a mix of tech- nology and art. This experience comes through a variety of effects (e.g.
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