Author(s): LIM, J., UNGU, D.A.K., LIEW, Z.Z.X., LU, J., KHOO, Y.C.D., CAI, Y., KONG, P.W., Institution: NATIONAL INSTITUTE OF EDUCATION, NANYANG TECHNOLOGICAL UNIVERSITY, Country: SINGAPORE, Abstract-ID: 2363

INTRODUCTION:
Immersive virtual reality (iVR) training has gained significant interest as a safe and controllable training tool for sports. For novice goalkeepers, VR offers the opportunity to experience and familiarize with the task demands without the risks associated with real-world goalkeeping. The aim of this study is to examine whether a VR training program can improve field hockey goalkeeping performance within a representation VR task.
METHODS:
Twenty-eight current sports players with no prior competitive field hockey goalkeeping experience participated in the study. Participants were assigned to either control (n = 14) or intervention (n = 14) group. All experiments were conducted using an in-house developed iVR field hockey goalkeeping application. Participants assumed the role of a field hockey goalkeeper, with head, hand, and leg movements tracked to estimate body position and execute saving actions. Shots were delivered by a virtual field hockey shooter created from motion-capture data of an experienced field hockey player. Both groups completed pre-, post, and retention tests, each consisting of 45 trials (5 shots x 9 goal areas). The intervention group underwent eight training sessions (40 min per session) between pre-test and post-test while the control group did not receive training. Linear mixed-effects models were used to assess saving performances between groups and across test sessions.
RESULTS:
No significant differences in saving performance were observed between both groups at pre-test (Control: 33.8 ± 8.46%, Intervention: 29.7 ± 6.01%; p = .193). After the VR training, the intervention group demonstrated superior performances at post-test (Control: 32.4 ± 9.09%, Intervention: 39.0 ± 9.89%; p < .001) and retention test (Control: 34.3 ± 6.96%, Intervention: 41.6 ± 8.60%; p < .001). Within intervention group, saving performance significantly increased from pre-test to post-test (p = .001), and from pre-test to retention test (p < .001) but did not differ between post-test and retention test (p = .459). No change in the control group was observed across all tests.
CONCLUSION:
These findings suggest that VR training program is an effective training tool for improving and retaining field hockey goalkeeping performance in novice goalkeepers. Such training has advantages over traditional training, allowing new goalkeepers to familiarize with a goalkeeping task before being exposed to real-world goalkeeping. Future studies should examine the transfer of VR-acquired goalkeeping skills to real-world goalkeeping performance.