Authors: F. Moen1, M. Hrozanova2, and A. M. Pensgaard3
Centre for Elite Sports Research, Department of Education and Lifelong Learning, Faculty of Social and Educational Sciences, Norwegian University of Science and Technology, Trondheim, Norway, 2Centre for Elite Sports Research, Department of Neuromedicine and Movement Science, Faculty of Medicine and Health Science, Norwegian University of Science and Technology, Trondheim, Norway, 3Department of Coaching and Psychology, The Norwegian School of Sport Sciences, Oslo, Norway
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Postal address: Department of Education and Lifelong Learning
Norwegian University of Science and Technology
N-7491 Trondheim, Norway
Frode Moen is currently the head manager of the Norwegian Olympic Sports Center in the Mid-Norway region, where he also has a position as a coach / mental trainer for elite athletes and coaches. He also is an associate professor at the Department of Lifelong Learning and Education at the Norwegian University of Science and Technology. He previously has worked as a teacher in high school where sport was his major subject, and he has been a coach for the national team in Nordic combined in Norway for several years. Frode received his Ph. D. in coaching and performance psychology from the Norwegian University of Science and Technology. His research focuses mainly on coaching in business, coaching in sport, communication, performance psychology and relationship issues.
The effects of Perceptual-Cognitive training on Subjective Performance in Elite Athletes
This current study examines if a perceptual-cognitive training program, such as the Neurotracker (NT) 3-dimensional (3D) multiple object tracking (MOT) device, has the potential to improve elite athletes’ performances in dynamic sports. Fifty-four elite athletes from boxing, wrestling, women handball, women soccer, orienteering, biathlon, alpine skiing, sled hockey, badminton and table tennis completed a pre-post quasi experiment over a period of 5 weeks (46% males and 54% females). The results show that the NT baseline scores and subjective performance improved significantly during the experiment. However, subjective performance improved only when learning rate and number of targets were controlled for. The results are discussed in regard of applied implications and possible future research.