Foreword |
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xi | |
Preface |
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xv | |
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Multimedia/Presentation/Virtual Reality |
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1 | (96) |
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3 | (40) |
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3 | (3) |
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6 | (3) |
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Components of participant activity in VR and transferability |
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9 | (1) |
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9 | (2) |
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11 | (1) |
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The process of creating virtual environments |
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12 | (1) |
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Computer graphics: visual input |
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13 | (1) |
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14 | (3) |
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Haptics and other sensory input |
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17 | (1) |
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Kinetic interfaces: a coaching revolution |
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18 | (5) |
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Basic kinetic game technology |
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23 | (2) |
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25 | (3) |
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28 | (1) |
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VR environments designed for sports |
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29 | (1) |
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29 | (3) |
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Hockey goaltender simulation |
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32 | (1) |
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Visualization in speed skating |
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33 | (1) |
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34 | (2) |
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Implications of VR developments on sport performance |
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36 | (1) |
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37 | (1) |
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38 | (1) |
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38 | (1) |
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39 | (4) |
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43 | (26) |
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43 | (1) |
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44 | (1) |
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45 | (1) |
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46 | (4) |
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50 | (6) |
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56 | (5) |
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61 | (3) |
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64 | (1) |
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65 | (4) |
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69 | (28) |
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69 | (1) |
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70 | (1) |
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71 | (1) |
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71 | (1) |
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72 | (2) |
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74 | (1) |
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75 | (3) |
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78 | (1) |
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Airhockey over a distance |
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79 | (3) |
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82 | (3) |
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85 | (2) |
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Applicability of existing sports |
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87 | (1) |
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87 | (2) |
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What computing and sports can learn from long-distance sports? |
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89 | (1) |
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89 | (2) |
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91 | (1) |
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Asynchronous long-distance sports |
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91 | (1) |
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Scaling of long-distance sports |
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91 | (1) |
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Are we going to play long-distance sports soon? |
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92 | (1) |
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92 | (1) |
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93 | (1) |
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93 | (4) |
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97 | (90) |
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Coaching and computer science |
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99 | (22) |
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99 | (1) |
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100 | (1) |
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100 | (1) |
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A conceptual framework for coaching |
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101 | (2) |
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Conditions for support by computer science |
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103 | (1) |
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Computer science and coaching; history and state-of-the-art |
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104 | (1) |
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Technological developments |
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104 | (2) |
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106 | (2) |
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Coupling of competition and coaching |
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108 | (2) |
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Qualitative game analysis |
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110 | (2) |
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Computer science and coaching: perspectives |
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112 | (1) |
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112 | (1) |
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From position detection to coaching |
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113 | (3) |
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116 | (2) |
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118 | (3) |
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121 | (40) |
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121 | (1) |
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Modelling and simulation in sport |
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122 | (1) |
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Paradigms and types of modelling |
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122 | (1) |
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Simulation and prediction |
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123 | (1) |
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124 | (1) |
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Artificial intelligence and soft computing |
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125 | (4) |
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129 | (1) |
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Antagonistic meta-model PerPot |
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129 | (1) |
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Applications and approaches |
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130 | (3) |
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Modifications and extensions |
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133 | (8) |
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PerPot as scheduling tool for endurance sports |
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141 | (2) |
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Analysis and simulation of processes |
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143 | (1) |
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Artificial neural networks |
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143 | (2) |
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Approaches and applications |
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145 | (4) |
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Modelling of learning processes |
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149 | (6) |
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155 | (2) |
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157 | (4) |
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Approaching a formal soccer theory from behaviour specifications in robotic soccer |
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161 | (26) |
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162 | (1) |
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162 | (2) |
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Challenges in robotic soccer |
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164 | (1) |
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Learning from human soccer |
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165 | (1) |
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165 | (1) |
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166 | (1) |
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166 | (1) |
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167 | (1) |
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168 | (1) |
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Formalizing soccer strategies |
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169 | (1) |
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The organization of soccer knowledge |
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170 | (2) |
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An example: build-up play |
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172 | (1) |
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173 | (2) |
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Deriving the specification of soccer tactics |
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175 | (3) |
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An example move on a robot |
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178 | (2) |
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180 | (1) |
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181 | (2) |
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183 | (1) |
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183 | (4) |
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187 | (60) |
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Biomechanical modelling in sports - selected applications |
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189 | (28) |
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189 | (1) |
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189 | (1) |
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A classification of models |
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190 | (1) |
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MBS in sports biomechanics |
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191 | (1) |
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Forward multi-body models |
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192 | (2) |
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Inverse multi-body models |
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194 | (1) |
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Finite element models in sports biomechanics |
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195 | (1) |
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The basic concept of the finite element method |
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196 | (3) |
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FEM applications to improve sports equipment |
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199 | (3) |
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The set-up of individual models of human body parts |
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202 | (11) |
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213 | (1) |
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214 | (1) |
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214 | (3) |
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Motion analysis in water sports |
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217 | (30) |
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217 | (1) |
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Technology in swimming research |
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218 | (1) |
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218 | (11) |
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Other motion analysis techniques |
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229 | (1) |
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229 | (4) |
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233 | (1) |
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Technology in kayaking research |
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233 | (1) |
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233 | (1) |
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233 | (6) |
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Kinetic analysis techniques |
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239 | (1) |
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Using electromyography as feedback in kayaking |
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240 | (1) |
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241 | (1) |
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241 | (6) |
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Data Acquisition/Analysis/Data Bases/IT/Pervasive Computing |
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247 | (44) |
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Sensors and ubiquitous computing technologies in sports |
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249 | (20) |
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249 | (1) |
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Trends and implications of utilizing sensors in sports |
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250 | (1) |
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Improving sports performance and learning |
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251 | (1) |
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Leisure and entertainment |
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252 | (1) |
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Interaction with sports authorities |
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252 | (1) |
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Technological challenges in introducing sensors in sports |
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253 | (1) |
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Bowling foul-line detector |
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254 | (1) |
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Cyclops auto serve line detector for tennis |
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254 | (2) |
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QuesTec system for video analysis of balls/strikes in baseball |
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256 | (1) |
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Case study on force sensors in martial art competitions |
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257 | (1) |
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258 | (5) |
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Players and judges trust and comfort |
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263 | (1) |
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Evaluating sensorHogu technology using the framework |
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264 | (2) |
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266 | (1) |
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266 | (3) |
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Information technology at the Olympic Games |
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269 | (22) |
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269 | (2) |
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Olympic Games Information Technology milestones |
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271 | (1) |
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Software applications supporting Olympic Games |
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272 | (1) |
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272 | (4) |
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Central Repository and information diffusion |
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276 | (4) |
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Games management applications |
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280 | (1) |
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Registration and accreditation systems |
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280 | (1) |
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Sport entries and qualification system |
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281 | (1) |
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282 | (1) |
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Arrival and departure system |
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282 | (1) |
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282 | (1) |
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282 | (1) |
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Medical encounters system |
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283 | (1) |
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Volunteers registration, selection and assignment |
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283 | (1) |
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Uniforms planning and distribution |
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283 | (1) |
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283 | (1) |
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284 | (2) |
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286 | (1) |
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286 | (1) |
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287 | (1) |
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288 | (1) |
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289 | (1) |
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290 | (1) |
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291 | (28) |
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Multimedia in sport - between illusion and realism |
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293 | (26) |
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293 | (1) |
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Types of multimedia learning systems |
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294 | (1) |
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Learning with multimedia - thesis and antithesis |
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295 | (4) |
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Learning with multimedia - a synthesis |
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299 | (1) |
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Learning with multimedia - what science tells us |
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300 | (1) |
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Learning theories and didactics concerning multimedia learning |
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300 | (2) |
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Experimental evidence concerning multimedia learning |
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302 | (5) |
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Learning with multimedia - a look into the future |
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307 | (1) |
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Quality and sustainability of multimedia learning |
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307 | (1) |
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Scenarios of an uncertain future |
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308 | (3) |
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Multimedia as a research tool - (still) unused potentials |
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311 | (1) |
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Assessing the mental image of a movement |
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312 | (1) |
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Manipulating sensory input |
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313 | (1) |
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314 | (1) |
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314 | (1) |
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315 | (4) |
Index |
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319 | |