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Table 2
Studies based one the naturalistic approach.
| Authors, year of publication, and aim of the study | Characteristics of handball players’ cohort | Theoretical framework (Classification) |
Methods and variables | Main results and main skills investigated | Limits and perspectives mentioned |
|---|---|---|---|---|---|
| De Keukelaere et al., 2013 To identify elements which contribute to shared understanding between players during rapid attack situations. |
A F (n = 6) International level |
NDMC Team cognition Course of action RPD model team situation awareness |
S − QL Auto-confrontation interviews VI: typical shared sequences VD: typical forms of individual activities articulation |
Authors identified seven typical shared sequences and four typical shared understanding. The shared elements concerned essentially few players and are transient. Skill: offensive phase, team coordination |
/ |
| De Keukelaere et al., 2014 To analyze the evolution of shared elements about the perceived team performance. |
A F (n = 6) International level |
NDMC Team cognition Course of action RPD model team situation awareness. |
S − QL Auto-confrontation interviews VI: typical shared sequences VD: typical forms of individual activities articulation |
The collective performance feeling was associated with fluidity in actions’ sequence and to a security judgment about the situation’s evolution. There were three dimensions of perceived team performance (isolated action vs. successions of actions; actions flow vs. skating in the string of action: judgement of safety vs. insecurity). Skill: offensive phase, team coordination |
There were high difficulties to generalize the results. Analysis about team cognition could allow coaches to organize training sessions with the collective performance opinion. |
| Glockner, Heinen, Johnson, & Raab, 2011 To compare two classes of models able to explain choices based on gaze behavior. |
Players (n = 74) age/gender/level |
NDMI | S − QL Model simulations (generated options and gaze behavior measurements) VI: deterministic vs. probabilistic model VD: time of fixation, performance in prediction |
Both deterministic and probabilistic models could fit and predict participants’ initially generated options based on gaze behavior data. Skill: offensive phase, pass or throw decision. |
The models used in this study could be applied within the naturalistic approach to many domains, such as parking and selecting living spaces, or problem-solving in chess. |
| Hohmann et al., 2016 To compare the effectiveness of video-based decision training programs. |
T 1) F (n = 20) 2) M (n = 30) national candidates |
NDMI | S − QT option generation paradigm VI: 3D or 2D video or tactic board, pre/post retention VD: quality of decisions (first and best option), decision time |
1) The presentation of a 3D video in training seemed to be more effective than the presentation of a 2D video for improving decision time. 2) Decision-making training improved the decision-making abilities of participants. The quality of decisions was not improved. Skill: offensive phase, option-generation process. |
The 3D video decision-training programs could be used to identify talents. An additional video decision-making training could be used to focus on decision quality. It will be interesting to create a test measuring the transfer between training interventions and performances in real match situations. |
| Johnson & Raab, 2003 To examine the link between the use of different strategies and the options generated, the choice quality and dynamic inconsistency. |
T M (n = 85) German and Brazilian medium skill level |
NDMI Critic decision method |
S − QT generated options (frozen videos) VI: specific action VD: options generated, quality of choice |
Producing few generated options results in better and more consistent decisions. A higher number of generated options is associated with a higher inconsistency between the first/fast option and the final/best choice. Time-pressure led to better decisions for highly trained players. Skill: offensive phase, option-generation process. |
“Due to the fact that the study was conducted as a part of a larger study with a broader scope, perhaps all of the necessary experimental controls were not in place”. |
| Laborde & Raab, 2013 To examine the link between mood and option-generation process. |
A M experts (n = 30) near-experts (n = 30) non-experts (n = 30) |
NDMI | S − QT Generated options (frozen videos). VI: mood VD: options generated, quality of choice, decision time |
The option-generation process was associated with the physiological component of mood. Skill: offensive phase, option-generation process. |
The preference for certain options, the process of the decision, and the effect of discrete emotions were not examined. |
| Lenzen et al., 2009 To investigate what do elite players consider deciding in real game situations. |
A F (n = 6) D1 Belgium |
NSI Theory of situated action |
S − QL Self-confrontation interviews VI: offensive or defensive situations VD: mobilized skills |
Four elements contribute to the decision-making: perception, knowledge, expectations, and contextual elements. Skill: offensive and defensive phases. |
Results could not be generalized to other populations and contexts. It was difficult to access to players’ subjective experience. Results constitute “a reliable source of inspiration for teaching strategies and didactic contents”. |
| Raab & Johnson, 2007 To investigate expert performance and understand the mechanisms associated with levels of expertise in complex choice situations. |
T M + F (n = 66) experts (n = 29) near experts (n = 22) non-experts (n = 18) |
NDMI | S − QL Generated options (frozen videos), quiz and recognition test, decision-making video test and eye-tracking test VI: expertise VD: eye-tracking, position of players, quality of tactical option |
Expertise is associated with higher quality of the first generated options. The first option generated by experts is often the final choice. Skill: offensive phase, option-generation process. |
“Future researchers need to employ continuous ratings for association strength between a situation and an option as well as similarity ratings between options and potentially new study designs to distinguish and weigh these processes”. |
| Raab & Laborde, 2011 To investigate whether a preference for intuition over deliberation results in faster and better lab-based choices in attack situations”. |
T M + F (n = 54) experts-1st league (n = 16) near experts-2nd league (n = 22) non-experts-3rd (n = 18) |
NDMI | S − QT + QL Generated options face to frozen videos. PID scale decision-making video test VI: expertise VD: eye-tracking, position of players, quality of tactical option, decision time |
Intuitive athletes made decisions faster and better than deliberative decision makers. Experts should be intuitive and trained to intuitive decisions. Non experts have a lower number of generated options and have a faster generation time of first option. Skill: offensive phase, option generation and tactical individual decision for the ball carrier. |
Results could not be generalized to other sports. The tests were performed in a lab. It could be interesting to examine when a decision is defined as intuitive, and how “individuals’ movement capacity can limit the options they generate”. “Future research should focus on the influence of emotions on sport decisions”. |
| Weigel et al., 2015 To examine eye-tracking movements during the decision-making process. |
T gender/elite players (n = 9)/district players (n = 9) novices (n = 8) |
NDMI RPD model |
S − QT + QL To verbalize the final action for a player on virtual tactic boards and real attack scenes VI: experience VD: fixations, score, quality of generated action |
The capture of relevant information was faster for experts. The description of decision-making situations was more efficient for experts. Experts generated options with higher probability of success, especially in more complex situations. Skill: offensive phase. |
It could be interesting to examine the quality of gaze behavior. |
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