Browsing by Subject "Affordances"

Now showing 1 - 4 of 4
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    APAL/Konya Higher Order Affordances in Soccer 2020-22
    (2023-01-30) Peker, Alper Tunga; Boge, Veysel; Bailey, George S.; Wagman, Jeffrey, B; Stoffregen, Thomas A.; tas@umn.edu; Stoffregen, Thomas A.; Affordance Perception-Action Laboratory
    This dataset contains all data collected for APAL's "Higher-Order Affordances in Soccer" JEP Publication, 2022. This data allowed for valued additions to be made to both the affordance literature, and the literature examining human performance in sport. We are releasing this data per APA standards upon the acceptance of our paper.
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    Comparison of teachers' and expert judgement's perceptions of the Integrated Thematic Instruction (ITI/HET) Affordances of Highlands Elementary school grounds
    (2014-11) Pates, Gregory Daniel
    Highlands Elementary school grounds were originally constructed for play. Use of settings for teaching using Highlands Integrated Thematic Instruction (ITI) approach varied; some teachers were unaware of teaching opportunities that the settings "afforded." The author hypothesized that by comparing teachers' affordance perceptions with the author's "expert judgment" perceptions, opportunities could be identified to improve the "fit" of teachers' and expert judgments' perceptions in ways that would enhance suitability for teaching.Three settings were rated by teachers and expert judgment. Data was interpreted at and across settings regarding Science, Health, Social Studies, Student Inquiry, and teaching using Students' Senses ITI affordances. Relatively similar patterns were found in Science, Student Inquiry, and teaching using Students' Senses affordances. Health and Social Studies affordances were perceived differently. Differences helped interpret and infer potential opportunities to alter teaching activities and intervene in setting design to enhance suitability for teaching, and in suggestions for professional development.
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    The Influence of Communication Modality on Verbal Person-Centered Supportive Conversations between Friends
    (2018-08) Youngvorst, Lucas
    Decades of research document that individuals depend on others in times of difficulty and stress, making social support one of the most important relational resources on which people rely. Not all support is equally effective, however, and past research identifies Verbal Person Centeredness (VPC) as an important feature characterizing the quality of support. Although a wealth of research has explored VPC within the context of face-to-face (FtF) communication, people are increasingly incorporating computer-mediated channels (e.g., social networking sites, text messaging, Skype) to create, sustain, and supplement supportive interactions. Yet, little research exists that systematically examines how or why such modalities uniquely influence supportive communication in general, or verbal person-centered supportive communication in particular. Thus, the purpose of this project was to acquire a more nuanced and ecologically valid understanding regarding how established relational partners, particularly friends, engage in verbal person-centered supportive communication via different communication modalities. An affordance-based framework was used to explore whether and how different communication modalities shape the communicative experiences and outcomes reported by support receivers and providers following a verbal person-centered supportive conversation with a friend. 246 friend-dyads participated in an experiment by engaging in a video-recorded supportive conversations that occurred via either face-to-face, text messaging, or Skype. The interactions were manipulated such that participants engaged in conversations reflecting either low VPC, moderate VPC, or high VPC. Participants also completed pre-/post-interaction surveys to assess personal/relational factors as well as to measure their perceptions and outcomes of the supportive conversation. Results suggest that Social Information Processing Theory best explains the communicative experiences of established relational partners engaging in verbal person-centered supportive communication via various communication channels. In particular, there was no significant differences in support providers’, receivers’, and third-party raters’ perception of support quality across face-to-face, text messaging, and Skype communication channels. Additionally, results revealed that participant's perceived affordances differed both as a function of 1) their role within a supportive conversation (e.g., receiver, provider), and 2) the communication channel through which they were interacting. Finally, perception of affordances significantly predicted the conversational experiences and outcomes for both support providers and receivers. Interestingly, in some instances, perceived affordances differently influenced outcomes as a function of the level of VPC. Ultimately, this study is one of the first to explore the influence of communication context on verbal person-centered supportive interactions between friends. Taken together, the results of this study present important theoretical and pragmatic implications for computer-mediated communication, perceived affordances, and verbal person-centered supportive communication.
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    The Perception of Affordances in Soccer
    (2024-05) Bailey, George
    Affordances are opportunities for action that emerge from relations between properties of an animal (human or non-human) and properties of its environment (Gibson, 1979/1986; Stoffregen, 2003). An individual’s ability detect affordances can change when a person acquires a high degree of skill in a particular sport (Higuchi et al., 2011; Seifert et al., 2018). In this dissertation, I extend research into affordances in sport, asking what soccer-specific affordances exist, and how they are detected and perceived. Chapter 1 serves as an introduction to the concept of affordances, explores context-specific affordances, and introduces higher- and lower-order affordances. In Chapter 2, I explore whether the type of kick (for power vs. for precision) affects youth soccer players’ perception of affordances. Furthermore, the effect of experience on the ability to perceive kicking-related affordances is explored. Some previous research has examined task-specific affordances within a sport, and other research has examined the difference in sport-specific affordance perception between skilled athletes and persons without athletic experience. This chapter adds the novel element of soccer-task-specific affordances, as well as covarying manipulations of long- and short-term experience. Chapter 3 extends the research into affordance perception in soccer, investigating the perception of higher-order interpersonal affordances for kicking that emerge in soccer. This chapter explores how these higher-order interpersonal affordances differ from their constituent lower-order affordances on both a personal level (the distance of the kick) and at the interpersonal level (whether the ball would be kicked through a gap defined by teammates or opponents). Chapter 4 directly expands on Chapter 3, investigating the influence of additional interpersonal affordances revealing game-specific context clues. In this Chapter, participants once again experienced the personal affordance of kick distance, as well as the interpersonal affordance of player role (team), though a third factor of whether they were facing away from each other (and, thus, facing away from the future path of the to-be-kicked ball), or facing toward each other (and, thus, facing toward the future path of to-be-kicked ball). Chapter 5 serves as a general discussion of the results of this research, as well as offering suggestions for future research into soccer- and sport-specific affordance research.