Pitch size varies in official soccer matches and differently sized pitches are adopted for tactical purposes in small-sided training games. Since interactive team behaviour emerges under constraints, the authors evaluate the effect of pitch size (task) manipulations on interactive team behaviour in small-sided soccer games. Four 4-a-side (plus goalkeepers) small-sided games were played: a reference game (30×20 m), length manipulation (24×20 m), width manipulation (30×16 m), and a combination (24×16 m). Using position data (100Hz), three measures quantifying the teams' interaction were calculated: longitudinal inter-team distance, lateral inter-team distance, and surface area difference. Means and standard deviations, correlations and coupling values were calculated. Running correlations were calculated over a 3-s window to evaluate interaction patterns. As expected, a shorter pitch results in smaller longitudinal inter-team distance, lateral inter-team distance decreased for narrow pitches, and smaller total playing area resulted in decreased surface area. Unanticipated, a crossover effect was present; length and width manipulations also triggered changes in lateral and longitudinal direction respectively. Inter-team distances and surface area difference differed significantly across conditions. Interaction patterns differed across conditions for all measures. So, highly tactically relevant, soccer teams seem to adapt their interactive behaviour according to pitch size in small-sided games. © 2013 Institute of Systems Science, Academy of Mathematics and Systems Science, CAS and Springer-Verlag Berlin Heidelberg.
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The research described in this paper provides insights into tools and methods which are used by professional information workers to keep and to manage their personal information. A literature study was carried out on 23 scholar papers and articles, retrieved from the ACM Digital Library and Library and Information Science Abstracts (LISA). The research questions were: - How do information workers keep and manage their information sources? - What aims do they have when building personal information collections? - What problems do they experience with the use and management of their personal collections? The main conclusion from the literature is that professional information workers use different tools and approaches for personal information management, depending on their personal style, the types of information in their collections and the devices which they use for retrieval. The main problem that they experience is that of information fragmentation over different collections and different devices. These findings can provide input for improvement of information literacy curricula in Higher Education. It has been remarked that scholar research and literature on Personal Information Management do not pay a lot of attention to the keeping and management of (bibliographic) data from external documentation. How people process the information from those sources and how this stimulates their personal learning, is completely overlooked. [The original publication is available at www.elpub.net]
This article describes how the 4 period rooms of the city museum in the Dutch town of Bergen op Zoom were redesigned using storytelling and how this design has been received by visitors. For this redesign, rooms were reframed as sets of the story of Marie Anne van Arenberg, Marquise of Bergen op Zoom, and the objects as props to stage her story, which was full of secrets and of unexpected turning points. The visitor is enticed to discover cues to unlock these secrets in order to get a grip on her story while exploring the museum space. This is however not a treasure hunt, nor simply a game, but an exploration in which visitors are invited to discover and to create meaning and a journey into what matters to them. To this end, they have indeed to resort to their own frame of reference and to their personal life story in order to come to a narrative closure at the end of their visit. We used Interpretative Phenomenological Analysis to understand the visitors’ lived experience, both emotionally and sensorially at different moments and situations during the story-driven experience and to understand how the chosen design helps tell the story and how visitors use their personal context and frame of reference to make sense of it.
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