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Table 1
Studies based one the cognitive approach.
| Authors, year of publication, and aim of the study | Characteristics of handball players’ sample | Theoretical framework (Classification) | Methods and variables | Main results and main skills investigated | Limits and perspectives mentioned |
|---|---|---|---|---|---|
| Dane & Erzurumluoglu, 2003 To investigate the sex and handedness differences in eye-hand reaction times. |
T M (n = 160) + F (n = 166) level |
CP | NS − QT (see legend) Visual reaction time tasks from flash signals VI: gender, handedness VD: reaction time |
Men right-handers had longer visual reaction times than women right-handers. The lefts-handers had better visual reaction time than right-handers. Skill |
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| Fruchart et al., 2010 To compare the way in players use informational cues for deciding a quick start or play. |
T + A M (n = 200) regional level (n = 160) (12 to 18 years) national level (n = 40) (Mage = 24.1 years) |
CK Functional theory of cognition |
S − QT 36 stories were presented. Participants need to give a score on a scale. VI: context of the match VD: scale for quick restart or not |
A higher level of experience was linked to 1) a higher importance granted to the numerical status and the current score; 2) a higher influence of the time factor. Skill: offensive phase. |
The physical and mental conditions should be considered. |
| Furley & Memmert, 2013 To explore experience related differences on attentional guidance effects from working memory. |
A M + F experienced (n = 12&26) no experience (n = 12&26) |
CP | S − QT recall tasks and pass options computer based sport tasks VI: set size, attentional guidance VD: accuracy, response time |
The visual attention performance was influenced by a potential pre-activation of objects in the working memory (more errors and less speed if more players to consider). Skill: offensive phase, decision of whom to pass the ball. |
Human behavior needs to be studied with its environment. “Within cognitive psychology a further promising approach–cognitive ethology has recently been put forth due to converging evidence that cognitive processes substantially depend on the situational context in which a person is embedded”. |
| Kiss & Balogh, 2019 To explore the decision-making strategies of players, their reactive stress tolerance, their attention and concentration skills. |
A M (n = 45) + F (n = 47) level |
CP | NS − QT Vienna test system (VTS) VI: gender, age, position VD: concentration, reaction time |
Goalkeepers, wingers and center-backs reacted faster than other players. Center-backs reacted faster under great pressure than other players. The young group performed better both in terms of concentration as well as decision-making skills and reactive behavior. Skill |
The tests used in this research are general and not closely related to handball. It will be interesting to examine abilities and skills in a more special testing arrangement appearing also at handball trainings and matches. |
| Lagner et al., 2014 To examine the link between mood, memory and executive control in a real-life situation. |
A M (n = 61) first district league of Dresden (Germany). |
CM | NS − QT Tasks: memory, verbal fluency, cognitive flexibility VI: mood VD: cognitive skills |
After a winning match, performance in tasks assessing basic memory processes was impaired. Cognitive performance seems to be mediated by the more positive mood states reported after a winning match compared with training. Skill |
It might be interesting to examine the link between executive functions and mood in everyday life. |
| Lidor et al., 1998 To compare psychomotor tests performances in skilled players and novices. |
A F (n = 23) skilled (n = 13) and novices (n = 10) |
CP | NS + S − QT Different tasks measuring cognitive skills VI: Expertise VD (lab): reaction, movement, anticipation times VD (field): accuracy and speed of throwing and passing |
Skilled players performed better in field activities (throw, pass) and laboratory tasks (reaction time, anticipation time, movement time). Skill: offensive phase |
/ |
| Memmert & Furley, 2007 To explore the link between breadth of attention, inattentional blindness, and tactical decision making. |
T M exp. 1: n = 34 exp. 2: n = 29 exp. 3: n = 16 level |
CK Inattentional blindness paradigm |
S − QL Participants must identify the white defender in video sequences. VI: kind of instruction, kind of stimuli VD = position of the defender, tactical decision |
More tactical instructions can lead to a decrease of attention and an increase of inattentional blindness. Several exogenous stimuli reduce inattentional blindness. Team players often fail to find the optimal tactical solution to a situation because the coach narrows their focus of attention by giving restrictive instructions. Skill: offensive phase, tactical decision for the ball carrier. |
Participants were adolescents. The findings of this study could be checked in tasks where the decision is made physically. Longitudinal studies could examine the link between breadth of attention and creativity in training sessions. |
| Memmert et al., 2008 To examine the link between expertise and performance in general attention tasks. |
A M + F (n = 80) players (n = 40) novices (n = 40) |
CP | NS − QT Functional field of view task Multiple object tracking task Inattentional blindness task VI: expertise VD: reaction time, accuracy |
Team sports players showed no better performance on the basic attention tasks than novice athletes. Skill |
The task’s measures were not robust enough to produce stable individual or group differences. Future research could interest specific attention tasks. |
| Memmert, 2011 To examine the link between creativity and inattentional blindness in children. |
C + T M (n = 90) + F (n = 30) 3 skilled groups 3 non-skilled groups (M age = 7, 10 and 13 years old) |
CP | NS + S − QT Inattentional blindness and divergent thinking tasks VI: expertise VD: score |
Skilled players produced more original solutions than non-skilled players, especially when their attention score was high. Inattentional blindness appears essential in the production of solutions in general and sport game situations. Skill |
It could be interesting to examine attention performance in programmes for the promotion of creativity, with appropriate instructions and methods. |
| Menevse & Arslan, 2012 To examine reaction time differences in games. |
A M (n = 48) 2nd division |
CP | S − QT Ulrich’s scale Nelson hand reaction test and Nelson Foot Reaction Test VI: pre-post game; victory-defeat VD: reaction time, accuracy |
Reaction times were shorter for winners than losers in pre-game. Skill: reactivity (individual skill) |
/ |
| Przednowek et al., 2019 To compare psychomotor abilities in professional players and novices. |
A M (n = 90) 1st–2nd league of Polish men’s (n = 40) non-training men (n = 50) |
CP | NS − QT Computer Systems Test2Drive Tests: reaction time, hand-eye coordination, spatial anticipation VI: expertise VD: reaction and movement times, accuracy |
Players had better reaction times and movement times than novices. More experience is associated with shorter reaction time. Centre back players performed better in reaction time tasks. Skill: reaction time and eye-hand coordination. |
The pivot and left-handed players were less numerous than other players. The Test2Drive may help coaches to examine individual abilities in players. |
| Rousanoglou et al., 2015 To compare self-paced and temporally constrained throwing performance between experts and novices. |
A M (n = 30) expert-national Greek league (n = 15) novices (n = 15) |
CP | S − QT To complete shots under temporal constraint or not. VI: temporal constraint or not, expertise, kind of throw VD: throwing accuracy and velocity |
Experts have best results than novices in throwing velocity and accuracy. The temporal constraint leads to a decrease in the throwing velocity in the 3-step shot and in the throwing accuracy in the standing shot. Skill: offensive phase, throwing abilities. |
The tests used were not closed to in-game situations (without goalkeepers). |
| Rulence-Pâques et al., 2005 To examine whether simple algebraic rules may be found in sport decision making. |
A M (n = 60) players |
CK Functional Theory of Cognition |
S − QT 36 stories were presented. Participants need to give a score on a scale for playing a quick restart or not. VI: context of the match VD: scale for quick restart or not |
The score is the most important factor to decide to play a quick restart or not. The time and a combination of these the time and the score are great factors to decide to play quickly or not. Skill: offensive phase, quick restart. |
The athletes experience and skills were not assessed with precision. It could be interesting to examine the process in experts. |
| Schapschröer et al., 2016a To examine whether a specific physical exercise load influenced participants’ speed and accuracy in a specific flicker task. |
A F (n = 35) experts-3rd German league (n = 8) advanced-6th German league (n = 13) novices (n = 14) |
CM | S − QT Specific flicker task recall tasks on animated videos containing structured situations. VI: rest or physical exercise, expertise VD: speed, accuracy |
Participants performed more accurately and faster in the structured videos. No significant differences were found for the two exercise conditions. Skill: offensive and defensive phase combined. Reaction time. |
The tasks and the stimuli need to be closed to real game situations. It could be interesting to examine the influence of physiological stress on specific flicker task performances. |
| Schapschröer et al., 2016b To investigate the influence of expertise and different physical intensities on performances in recall tasks. |
A F experts-1st/3rd German league (n = 9&10) advanced-5th German league (n = 12&13) novices (n = 12&12) |
CM | S − QT Recall tasks on animated videos containing structured situations. VI: rest or physical exercise, expertise VD: speed, accuracy |
Experts performed better than novices in recall tasks, especially in structured and specific situations. No significant difference was found between rest and exercise conditions. Skill: offensive and defensive phase combined. |
The computer-generated-images used were not enough realistic. The physiological demand in study’s exercises might be different of the physiological demand induced by real game situations. It could be interesting to examine specific physiological exercises on perceptual-cognitive expertise. |
| Szczypińska & Mikicin, 2019 To examine attention, perception and sensorimotor coordination in handball players. |
A M + F (n = 18) F (n = 9) 1st Poland League M (n = 9) 2nd Poland League (n = 9) A |
CP | NS − QT General attention test Vienna test system VI: gender, age, pre/post training |
Training in the attention measurement test enhanced general attention. Peripheral perception was improved for men but not for women. Skill: attention. |
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| Tenenbaum et al., 1993 To examine the importance of the cognitive processes in a decision-making task. |
M (n = 118) experienced (n = 39) moderate experience (n = 37) novices (n = 42) Age |
CP | NS + S − QT Different cognitive tests VI: visual and auditory stimuli, target’s speed, exercise condition, experience VD: reaction time, accuracy |
Experience is the best indicator of the decision-making ability during two different exercise intensities. Attention, short-term memory, reaction time and general intelligence were associated with the decision-making ability. Skill: offensive and defense phases. |
The cognitive skills should be examined in specific situations. |
| Tenenbaum et al., 1994 To study the role of experience on perception of structured situations. |
M (n = 38) experienced (A, n = 19) less experienced (T, n = 19) |
CM | S − QT Recall tasks VI: experience, complexity of situation VD: accuracy |
In recall tasks, experts performed better than less experienced when the complexity increases and in structured situations. Skill: offensive and defensive phase combined. |
Age and experience were not differentiated. |
| Zwierko, 2007 To compare peripheral perception between players and novices. |
A gender experts (n = 16) novices (n = 16) |
CP | NS − QT Vienna test system Peripheral perception VI: expertise VD: reaction time |
Players had shorter response time in peripheral vision tasks than novices. Skill |
It is difficult to associate performances in perception tasks with result of training or with genetic skill. |
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