On the incremental learning and recognition of the pattern of movement of multiple labelled objects in dynamic scenes

In this paper we discuss combining incremental learning and incremental recognition to classify patterns consisting of multiple objects, each represented by multiple spatio-temporal features. Importantly the technique allows for ambiguity in terms of the positions of the start and finish of the pattern. This involves a progressive classification which considers the data at each time instance in the query and thus provides a probable answer before all the query information becomes available. We present two methods that combine incremental learning and incremental recognition: a time instance method and an overall best match method.

Learning and detecting activities from movement trajectories using the hierarchical hidden Markov model

Directly modeling the inherent hierarchy and shared structures of human behaviors, we present an application of the hierarchical hidden Markov model (HHMM) for the problem of activity recognition. We argue that to robustly model and recognize complex human activities, it is crucial to exploit both the natural hierarchical decomposition and shared semantics embedded in the movement trajectories. To this end, we propose the use of the HHMM, a rich stochastic model that has been recently extended to handle shared structures, for representing and recognizing a set of complex indoor activities. Furthermore, in the need of real-time recognition, we propose a Rao-Blackwellised particle filter (RBPF) that efficiently computes the filtering distribution at a constant time complexity for each new observation arrival. The main contributions of this paper lie in the application of the shared-structure HHMM, the estimation of the model's parameters at all levels simultaneously, and a construction of an RBPF approximate inference scheme. The experimental results in a real-world environment have confirmed our belief that directly modeling shared structures not only reduces computational cost, but also improves recognition accuracy when compared with the tree HHMM and the flat HMM.

Learning people movement model from multiple cameras for behaviour recognition

In surveillance systems for monitoring people behaviours, it is important to build systems that can adapt to the signatures of people's tasks and movements in the environment. At the same time, it is important to cope with noisy observations produced by a set of cameras with possibly different characteristics. In previous work, we have implemented a distributed surveillance system designed for complex indoor environments [1]. The system uses the Abstract Hidden Markov mEmory Model (AHMEM) for modelling and specifying complex human behaviours that can take place in the environment. Given a sequence of observations from a set of cameras, the system employs approximate probabilistic inference to compute the likelihood of different possible behaviours in real-time. This paper describes the techniques that can be used to learn the different camera noise models and the human movement models to be used in this system. The system is able to monitor and classify people behaviours as data is being gathered, and we provide classification results showing the system is able to identify behaviours of people from their movement signatures.

Transitioning communities : community, participation and the transition town movement

The Transition Town (TT) movement has grown to become a global phenomenon aimed at assisting towns and communities to envision sustainable and self-reliant futures post peak oil. Arguably, this movement offers an exciting alternative to traditional notions of growth and development. This paper explores the rise of the TT movement focusing particularly on the processes involved in establishing a ‘TT’ raising questions pertaining to governance and to notions of participatory democracy within the movement.

Profile of position movement demands in elite junior Australian rules footballers

This study investigated the positional movement patterns in elite junior Australian Football (AF). Thirty players (17.1 ± 0.9 years) participating in this study were tracked over seven home games of the regular 2006 Victorian junior (Under 18) league season. Using lapsed-time video analysis, each position for an entire match was videotaped on three separate occasions over the course of the season. Data analysed included the number of individual efforts, duration and frequency of efforts; distance and percentage time for the classifications of standing, walking jogging, running and sprinting. Results showed that the midfield position travelled the greatest distance (4173 ± 238 m per quarter; p < 0.05; ES = .94) whilst the full forward/full back travelled the least (2605 ± 348 m per quarter, p < 0.05, ES = 1.21). For all positions, walking or jogging accounted for the greatest number of efforts (45-55%), conversely running and sprinting accounted for 5-13% of match efforts. The majority of efforts across all classifications were between 0-3.99 s. The data from this study provides further evidence that AF is an intermittent sport characterised by high intensity movements separated by low intensity movements at a ratio of one high intensity effort every 12-40 s. However, careful interpretation of the data is required when training junior AF players for specific positions, given the specific group studied.

Player movement patterns in an elite junior Australian Rules Football team : an exploratory study

This study explored the physical movement patterns associated with an elite Under 18 Australian Football (AF) team. Five field positions were selected with observations recording the number and relative per cent of "working" efforts (jogging, running, and sprinting), "resting" efforts (walking) and the total distances associated with "working" or "resting" efforts. Intra-observer reliability, using test- retest method, showed correlations were r = 0.98 or greater. The Wing position covered 11,877 m, the greatest total distance during an entire game, whilst the HBF and Centre positions both recorded 11,545 m and 11,537 m respectively and the Ruck position covered 9,203 m. The HBF recorded the greatest frequency of 'working' and 'resting' efforts (180 and 182 respectively), whilst the Wing (166 and 158), Centre (162 and 149) and Ruck (161 and 166) showed similarities in their results. The Wing position recorded the longest average distance per 'working' effort (58 m) whilst the Centre position recorded the longest average distance per 'resting' effort (17 m). Results also show the completion of less total efforts and smaller total distances, in Under 18 players, recorded compared to professional senior AF data. The results from this study suggest that further in-depth research is required into movement patterns and game activity demands in this AF playing group.

Use of electronic games by young children and fundamental movement skills?

This study investigated associations between pre-school children's time spent playing electronic games and their fundamental movement skills. In 2009, 53 children had physical activity (Actigraph accelerometer counts per minute), parent proxy-report of child's time in interactive and non-interactive electronic games (min./week), and movement skill (Test of Gross Motor Development–2) assessed. Hierarchical linear regression, adjusting for age (range = 3–6 years), sex (Step 1), and physical activity (cpm; M = 687, SD = 175.42; Step 2), examined the relationship between time in (a) non-interactive and (b) interactive electronic games and locomotor and object control skill. More than half (59%, n = 31) of the children were female. Adjusted time in interactive game use was associated with object control but not locomotor skill. Adjusted time in non-interactive game use had no association with object control or locomotor skill. Greater time spent playing interactive electronic games is associated with higher object control skill proficiency in these young children. Longitudinal and experimental research is required to determine if playing these games improves object control skills or if children with greater object control skill proficiency prefer and play these games.

Games and movement

Videogames give us new bodies able to move through the world with grace and precision. In this conversation session, we explore how the form of dance can follow on from the function of the game's rules.

Three year follow-up of an early childhood intervention : is movement skill sustained?

Background
Movement skill competence (e.g. the ability to throw, run and kick) is a potentially important physical activity determinant. However, little is known about the long-term impact of interventions to improve movement skills in early childhood. This study aimed to determine whether intervention preschool children were still more skill proficient than controls three years after a 10 month movement skill focused intervention: ‘Tooty Fruity Vegie in Preschools’.

Methods
Children from 18 intervention and 13 control preschools in NSW, Australia were assessed at ages four (Time1), five (T2) and eight years (T3) for locomotor (run, gallop, hop, leap, horizontal jump, slide) and object control proficiency (strike, bounce, catch, kick, overhand throw, underhand roll) using the Test of Gross Motor Development-2. Multi-level object control and locomotor regression models were fitted with variables time, intervention (yes/no) and a time*intervention interaction. Both models added sex of child and retained if significant, in which case interactions of sex of child with other variables were modelled and retained. SPSS (Version 17.0) was used.

Results
Overall follow-up rate was 29% (163/560). Of the 137 students used in the regression models, 53% were female (n = 73). Intervention girls maintained their object control skill advantage in comparison to controls at T3 (p = .002), but intervention boys did not (p = .591). At T3, there were no longer intervention/control differences in locomotor skill (p = .801).

Conclusion
Early childhood settings should implement movement skill interventions and more intensively target girls and object control skills.

The multifaith movement : global risks and cosmopolitan solutions

This book documents the ultramodern rise of the multifaith movement, as mulitfaith initiatives have been increasingly deployed as cosmopolitan solutions to counter global risks such as terrorism and climate change at the turn of the 21st century. These projects aim to enhance common security, particularly in Western societies following the events of September 11, 2001 and the July 2005 London bombings, where multifaith engagement has been promoted as a strategy to counter violent extremism. The author draws on interviews with 56 leading figures in the field of multifaith relations, including Paul Knitter, Eboo Patel, Marcus Braybrooke, Katherine Marshall, John Voll and Krista Tippett.
Identifying the principle aims of the multifaith movement, the analysis explores the benefits—and challenges—of multifaith engagement, as well as the effectiveness of multifaith initiatives in countering the process of radicalization. Building on notions of cosmopolitanism, the work proposes a new theoretical framework termed ‘Netpeace’, which recognizes the interconnectedness of global problems and their solutions. In doing so, it acknowledges the capacity of multi-actor peacebuilding networks, including religious and state actors, to address the pressing dilemmas of our times. The primary intention of the book is to assist in the formation of new models of activism and governance, founded on a ‘politics of understanding’ modeled by the multifaith movement.

Adolescents' perception of the relationship between movement skills, physical activity and sport

Movement skill competence is important to organised youth physical activity participation, but it is unclear how adolescents view this relationship. The primary aim of this study was to explore adolescents’ perception of the relationship between movement skills, physical activity and sport, and whether their perceptions differed according to extent of participation in organised physical activities. We recruited 33 (17 male) Grade 11 and 12 students (aged 16 to 18) from two secondary schools in Australia. Focus groups were allocated according to whether or not students participated in organised physical activity, where ‘organised activity’ was defined as activity which involved regular classes, training or competition, was reasonably structured or formal, or had a teacher, instructor or coach. There were three all-male ‘organised’ groups, one mixed-gender ‘organised’ group and one all-female ‘not-organised’ group. Students were asked about their attitudes towards physical activity and sport, the relationship between childhood skill proficiency and later physical activity and their perceptions of the appropriate time taken to learn movement skills. Group discussions lasted for approximately 50 minutes, were recorded and were then transcribed verbatim. Transcripts were read using a constant comparison method, in which quotes were continually compared to other quotes. A thematic analysis was conducted in which the transcripts were analysed inductively. Participation in organised sport had no bearing on opinions regarding whether lack of childhood skill development would negatively impact latter participation. It did, however, subtly influence opinions regarding whether skill could be successfully acquired later in life. When asked whether not having well-developed skills as a child would negatively impact on participation in sport/physical activity later in life, the response was mixed, but this was not related to their involvement in organised sport or activities. Students who believed early skill proficiency related to subsequent activity thought this was due to skill ability and motivation. An alternate view was that subsequent activity did not need to be based on skill proficiency; also, one’s environment might change, resulting in differing opportunities/constraints. Students felt skills could be learnt at any time in life (dependent on motivation), but that learning skills at a younger age would be easier and that skills learnt later would not be as developed. Fear of failure was identified as a barrier to learning when older. We conclude that motivation towards participation in sport and physical activity is affected by adolescents’ perception of their own movement skill ability. Therefore, developing children’s actual and perceived movement skills may help to increase adolescent physical activity. Since those with intrinsic achievement orientations were not as inclined towards organised activity, we may also need to provide physical activity options that resonate with intrinsic achievement motivations.