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By bringing together the national German sports game community and an international scientific community in a joint conference, the 6th International Teaching Games for Understanding Conference (TGfU) Meets the 10th German Sports Games Symposium of the German Association of Sport Science (DVS), held July 25-27, 2016, at the German Sport University in Cologne, fostered the interdisciplinary discussion of team and racket sports in the fields of sport pedagogy, sport didactics, sport psychology, computer science, human movement science, and training science. The conference, chaired by Daniel Memmert and Philip Furley, and organized by the Institute of Cognitive and Team/Racket Sport Research, aimed to cover the entire spectrum of sports sciences through the Plenary Opening Lecture, three keynote speakers, nine invited talks, invited papers, practical workshops, coaching clinics, oral presentations, and poster presentations. This issue begins with the following: Preface (Daniel Memmert); and Opening Plenary Lecture--We Are What We Teach: TGfU as a Complex Ecological Situation (J. Butler). Keynotes include: (1) "Is TGfU a Model Only Test Pilots Can Fly?": Teacher-Coach Development in Game-Centered Approaches (D. Kirk); (2) Using Technology to Evaluate Game Play for Beginners and Proficient Players That Encompasses Game-Play Evaluation (P. G. O'Donoghue); and (3) Teaching Games for Understanding and the Psychology of Intuition (H. Plessner). Invited Talks include: (1) Capturing the Complexity of Team Synergies to Provide a Better Practice (D. Araújo); (2) Student Learning Outcome and Teachers' Autonomy Support toward Teaching Games for Understanding through Adopting Accessible Technology and Alternative Sport Equipment: An Asian Experience (A. S. Ha); (3) Understanding Games for Teaching--Reflections on Empirical Approaches toward Game Instruction (S. König); (4) Building an Increased Evidence Base for Game-Centered Approaches in Professional Practice Settings (S. Harvey); (5) Instructions in Sports from a Cognitive Information-Processing Perspective: Implications for Theory and Practice within Teaching and Learning in Sport Games (P. A. Furley); (6) Analyzing Complex Dynamical Systems: Artificial Neural Networks Contribute New Insight Concerning Optimal Athletic Techniques and Tactics (A. Schmidt); (7) Using Modification to Generate Emergent Performance (and Learning?) in Sports (D. Farrow, T. Buszard, M. Reid, and R. Masters); (8) Game-Centered Approaches: Different Perspectives, Same Goals--Working Together for Learning (D. Gutierrez); and (9) "Leveling the Playing Field" in Physical Education with Adaptation Games (K. Pagnano Richardson, D. Sheehy, and T. Hopper). The section, Thematic Symposia, includes the following symposia descriptions and presentations: (1) Developing a Conceptual Framework to Underpin the Practical Art of Making Games Accessible to Players (L. Almond): (a) Conceptual Framework for Understanding Digital Video Game Design and Its Relationship to Teaching Games for Understanding (A. Price); (b) Translating Formal Game Into Manageable Game Forms: The Case of Volleyball (J. Afonso C. Bessa, R. Aroújo, P. Coutinho, and I. Mesquita); (c) Making Sense of Handball (L. McCarthy); (d) The Thinking behind a Conceptual Framework for Teaching/Coaching Games (L. Almond); and (e) Perspectives of Rugby Coaches in Understanding Teaching Games for Understanding (J. Lambden); (2) The Ecological Dynamics Approach to Sport Pedagogics and Tactical Analysis (D. Araujo, K. Davids, and I. Renshaw): (a) Implementing a Nonlinear Physical Education Pedagogy in an Australian Secondary School (B. Moy); (b) Reflecting on Practice: An Exploration of NLP in Games Teaching (I. Renshaw and J. Clancy); (c) Evaluating a 12-Week Games-Based Training Program to Improve Cricket Batting Skill (J. D. Connor, I. Renshaw, D. Farrow, and B. Abernethy); (d) Manipulating Goal Posts Significantly Impacts Tactical Behaviors in Small-Sided Football Games (B. Travassos, P. Silva, R. Duarte, L. Vilar, and P. T. Esteves); and (e) Players' Relative Position to Characterize the Affordances Landscape in Football (P. Passos and R. Silva); (3) Personality in Team Sport: A Coach and Athlete Perspective (J. Kleinert): (a) Personality Development in Team Sport Players (J. Ohlert and J. Kleinert); (b) Burnout, Stress, and Recovery in German Coaches (P. Schaffran, S. Altfeld, C. Zepp, J. Kleinert, and M. Kellmann); (c) The Relationship between Coaches' Emotional Intelligence and Their Perception of Player Need Satisfaction (M. Watson and J. Kleinert); and (d) The Link between Emotional Intelligence and Leadership in Soccer Coaches (B. Lobinger and S. Heisler); (4) Translating TGfU Theory into Practice: How Can We Support Teachers' and Coaches' Learning When Implementing TGfU? (K. A. Parry): (a) Supporting Teachers to Implement Game-Centered Approaches: Toward an Effective Model of Professional Development (K. A. Parry); (b) Utilizing Real-Time GPS (Adidas MiCoach System V2.0) to Enhance Soccer Coaches' Ability to Reflect in Action When Engaging in a GCA (M. Ayres and T. Howard); (c) Using a Heutagogical Approach to Develop an Undergraduate GCA Module: Developing GCA V2 (M. Ayres, A. Proce, A. Monk, and L. McCarthy); (d) Implementing Game-Centered Approaches: An Alternative Vision for Coach Education (C. Cushion and S. Harvey); and (e) Moving forward in a Game-Centered Context: A New Stage in Games and Sports Education (G. Forrest); (5) Session of the German Handball Association (S. König and S. Greve): (a) Teaching Games in Secondary Schools--TGfU or Something Else? (S. König); and (b) "Freiwurf Hamburg": Qualitative Evaluation of an Inclusive Sports Project (S. Greve); (6) Democracy in Action through Inventing Games (J. Butler): (a) Introduction to the Symposium Democracy in Action through Inventing Games (J. Butler); (b) Democracy in Action through Inventing Games: Teachers' Views about Teaching and Learning (S. McGinley); (c) Democracy in Action through Inventing Games: Exploring Moments of Aporia (or Communications Difficulties) as Opportunities for Learning (E. McGinley); (d) Democracy in Action through Inventing Games: Student Responses (A. Berning); and (e) Democracy in Action through Inventing Games: Setting the Environment (J. Sheppard); (7) The Game Performance Assessment Instrument: Twenty Years and Counting! (S. Mitchel): (a) Introduction to the GPAI (S. Mitchell); (b) Enhancing Performance Using the GPAI as a Coaching Language in Practice and Matches Administration (A. De Souza); (c) Reflecting on Student Learning: Using the iPad to Collect GPAI Data (K. Pagnano Richardson); (d) Development of GPAI Components through GPET Game Context Adaptation (D. Gutierrez and L. M. Garcia-Lopez); (e) Formally and Formatively Assessing Students Using Game Performance Rubrics (S. Harvey); and (f) GPAI Applications: Critical Responses and Possibilities (T. Hopper); (8) Complexity and the Design of Learning Systems in TGfU (A. Ovens): (a) Tactical Disturbances: Exploring the Complexity of Tactical Learning in Basketball (V. Minjares); (b) Making Sense of Complexity and Its Implications for Teaching and Coaching (R. Pucheggar); (c) Embodied Learning: A Simplified Pedagogical Complexity (S. Visawanath); and (d) The Complexity Turn in Sport and Physical Education: Reflecting on an Emerging Field (A. Ovens); (9) Learners as Complex Systems: Basic Moves, Modification-by-Adaptation, and Social Coordinated Mimicry (T. Hopper): (a) Application of Social Coordinated Mimicry: Net/Wall Example (T. Hopper and J. Rhoades); (b) Social Coordinated Mimicry: Theoretical Applications of Current Research (J. Rhoades and T. Hopper); and (c) Complexity Thinking and Early Childhood Physical Education (M. Jess and N. Carse); (10) A Critical Evaluation of Limits and Prospects of the Simple Heuristic Approach, Ball-School Approach, Ecological Dynamics Approach, and TGfU Explaining Decision Making in Sports (M. Raab and L. Musculus): (a) The Effect of Top-Down and Bottom-Up Processes in the Development of Game Performance in Basketball (M. C. Lopes, K. Roth, and P. J. Greco); (b) Training of Team Decisional Behavior in Football from an Ecological Dynamics Approach (D. Araújo and P. Silva); (c) A Holistic Approach to Decision Making in Games and Sport (S. Harvey, A. Mouchet, and R. Light); and (d) Monitoring the Development of Elite Youth Soccer Players' Decision Making: Implications for Age-Related Decision-Making Training from a Simple Heuristic Approach (L. Musculus, B. Lobinger, and M. Raab); (11) Dynamic Match Analysis (H. Folgado): (a) Small-Sided Games: An Optimal Training Tool to Represent Tactical Match Demands in Elite-Standard Youth Soccer Players? (S. B. H. Olthof, and W. G. P. Frencken, and K. A. P. M. Lemmink); (b) Real-Time Quantification of Dangerousity in Soccer Using Spatiotemporal Tracking Data (D. Link, S. Lang, and P. Seidenschwarz); (c) Spatial-Temporal Patterns of Play Constrain the Success of Defensive Actions in Association Football (B. Travassos, R. Monteiro, P. Marques, and R. Duarte); and (d) Changes in Offensive Tactical Performance among Under-13 Basketball Players during 4 Months of Training (T. J. Leonardi, A. L. A. Soares, D. V. C. Brasil, M. C. Boscariol, C. E. Goncalves, H. M. Carvalho, and R. R. Paes); (12) Sustained Collaborative Adventures in TGfU: Communities of Practice (Chairs: H. Bohler and D. Sheehy): (a) Game Curriculum Based on Legitimate Peripheral Participation (N. Suzuki); (b) Teaching Life Skills Through TGfU Game Play: International Collaboration of CoPs (J. Sheppard); (c) Peer Mentoring: On the Move to Legitimate Peripheral Participation (D. Sheehy and H. Bohler); and (d) Reflecting Back and Looking Forward: A TGfU Graduate Cohort (K. Pagnano Richardson); (13) Implicit Motor Learning: Applying Research Evidence to Real-World Contexts (D. G. Slade): (a) Applying Implicit Teaching Methods Using a Teaching-Games-for-Understanding Model of Learning for Improving Performance in the Overarm Throw in a Physical Education Context (D. G. Slade and D. J. Cochrane); (b) Errorless Learning: An Implicit Approach Applied to Fundamental Movement Skills (C. M. Capio, J. M. Poolton, K. F. Eguia, and R. S. W. Masters); (c) Implicit Motor Skill Learning in Groups and How Teaching Games for Understanding May Contribute (J. Duivenvoorden, W. Walinga, and J. van der Kamp); and (d) The Effect of Rule Modification on Strokes in Tennis Matches: Induction of Offensive Play by Using the One-Trap Rule (H. Yamamoto and K. Kudo); (14) Developing Young Talent toward Elite Performers (Chairs: A. Güllich, K. Davids, D. Farrow, and D. Memmert): (a) The Macro-Structure of Developmental Participation Histories of World-Class Players (A. Güllich); (b) From the Micro-Structure of Practice to the Macro-Structure of Talent Development: Pedagogues as Designers (K. Davids); (c) Closing the Gap between Practice and Performance to Maximize Talent Development (D. Farrow); and (d) Fostering Young Talents: The Case of Tactical Creativity (D. Memmert); (15) An 18-Month Case Study of a Game-Centered Approach Coach Education and Development Program within a Professional Rugby Club (L. Almond): (a) Measuring the Impact of an 18-Month GCA Coach Education and Development Program within 1 Professional Rugby Club (M. Ayres, S. Page, D. Maybury, and G. Murphy); (b) An Autoethnographic Study of 1 Coach's Experience of Engaging with an 18-Month Game-Centered Approach Coach Education and Development Program (D. Maybury, G. Murphy, M. Ayres, and S. Page); (c) A Case Study Examining an 18-Month-Long Game-Centered Approach Coach Education and Development Program--The Professional Rugby Club's Perspective (D. Maybury, G. Murphy, M. Ayres, and S. Page); and (d) A Case Study Examining an 18-Month-Long Game-Centered Approach Coach Education and Development Program--The Researcher's Perspective (M. Ayres, S. Page, D. Maybury, and G. Murphy); (16) BIG Data in Sport Games (D. Link): (a) DFL Innovation Program Powering Match Analysis with Smart Data (H. Weber); (b) Defensive Compactness as a Performance Indicator for Game Annotation (N. Witt); (c) A Real-Time System for Availability Detection (O. Bartels and D. Link); (d) An Approach to Tactical Performance Optimization in a Big Data World (H. Folgado); and (e) The Use of Self-Organizing Maps to Assess Tactical Training Effectiveness in Team Handball (A. Hassan, N. Schrapf, W. Ramadan, and M. Tilp); and (17) Learning to Teach TGfU: Pedagogical Ventures with Preservice Teachers(H. Bohler and D. Sheehy): (a) Incorporating the TGfU Framework Into PETE (N. Suzuki); (b) Changing the "Course" of Games Teaching (H. Bohler); (c) Concept-Mapping the Way to TGfU Pedagogy (D. Sheehy); and (d) Suspended Disbelief and How It Works: Interacting with Avatars (M. Neutzling). Peer-Reviewed Oral Presentations include: (1) Decision Making and Task Constraints: (a) Exploring the Quiet Eye Phenomenon in Basketball Game Situations (A. Klostermann, D. Panchuk, and D. Farrow); (b) Anticipation of Beach Volleyball Attacks: A Comparison of Natural Versus Animated Virtual-Reality Scenes (C. Vater, L. Riedener, and E.-J. Hossner); (c) Development and Position Data-Related Application of a Stochastic Model for Trajectory Simulation of a Nonspinning Volleyball (B. Meyer); and (d) Fitness Level of Young Female Competitive Basketball Players (P. F. Aschendorf, C. Zinner, and J. Mester); (2) Current Trends in Performance Analysis: (a) Exploring Scientific Learning Outcomes of a 12-Session Unit of Rugby Using the Rugby Attack Assessment Instrument (RAAI): A Micro-Level Analysis (B. Llobet-Martí, V. López-Ros, and J. Barrera-Gómez); (b) Video-Based Tactics Training in Youth Tennis (A. Raschke, J. Brouwers, and M. Lames); (c) Validation and Reliability of a Game Performance Evaluation Tool for the Offensive Behavior of Players in Iranian Soccer Schools (M. Maleki and F. Allahvisi); and (d) Reliability and Validity of New Shooting Accuracy Measurement System (SAMS) Software (U. Fidan and M. Yildiz); (3) Small-Sided Team Games: (a) Comparison of Small-Sided Game Training Versus Regular Basketball Training in Physical and Technical Skills in Basketball (M. A. El-gammal); (b) Does the Use of Futsal Balls Enhance the Quality of Play in School Football? (U. Frick and C. Heim); (c) The Impact of Competition Mode and Coaching on the Amount of Actions in Youth Football (M. Akdag, D. Poimann, T. Czyz, and M. Lochmann); (d) The Impact of Competition Mode and Coaching on Physical Load in Youth Football (M. Akdag, D. Poimann, T. Czyz, and M. Lochmann); and (e) The Integrated Technique-Tactical Model (IT-TM) in a 12-Session Unit of Rugby with Novice Players: Application and Overall Outcomes (V. López-Ros and B. Llobet-Martí); (4) New Theoretical Directions for TGfU: (a) Is It Possible to Unify Teaching Games for Understanding with Nonlinearity to Improve Creativity in Team Sports? (S. Santos, J. Sampaio, and N. Leite); (b) Developing Physical Education Teachers' TGfU Content and Pedagogical Content Knowledge (B. Nkala and J. Shehu); (c) TGfU, But Not as We Know It (D. Slade and A. Martin); and (d) TGfU in Nature: The Czech Way (A. J. Martin, I. Turcová, and J. Neuman); (5) Psychophysical Factors Affect Team-Sports Performance: (a) Gibson, Yygotsky, and Bourdieu and Intentional Human Movement (W. Smith); (b) Individual Success and Personality of Professional Soccer Players: How Self-Report and Objective Performance Data Differ (J. Decius); (c) Pre-Event Competitive State Anxiety Fluctuations: Intensity, Direction, and Frequency Accounts Using the Time-to-Event Paradigm (J. E. Hagan Jnr T. Schack, and D. Pollmann); (d) The Effects of Team Constitution on Tactical Behavior of Teams During 7-a-Side Football in Small-Sided Games (J. Baptista, B. Travassos, B. Gonçalves, P. Mourão, J. L. Viana, and J. Sampaio); and (e) The Influence of Handedness on Performance on the Different Playing Positions in Female Team Handball (J. Weber, M. Wegner, and S. Fatulescu); (6) Team Tactics: (a) Key Information From Complex Interaction Processes in Football (J. Perl and D. Memmert); (b) Kinematic and Tactical Analyses in Youth Soccer (C. Augste, R. Prüßner, D. Linke, B. Grossmann, and M. Lames); (c) Impact of the "Warm-Up Game" on Tactical Awareness (N. Suzuki, S. Okuma, J. Fujisawa, and H. Anbe); (d) Emergence of Self-Organized Team Tactical Behaviors during a Preseason Football Game (A. Ric, C. Torrents, B. Goncalves, J. Sampaio, and R. Hristovsk); (e) Differences between Knockout and Group Matches: An Analysis of Tactical Behavior in Football during the FIFA World Cup 2014 (C. Winter and M. Pfeiffer); and (f) Interaction between Offensive and Defensive Behavior of Opposing Teams in Team Handball Analyzed by Artificial Neural Networks (N. Schrapf and M. Tilp); (7) TGfU in the Field: (a) About Teaching Games in Brazil: National Scientific Production and the TGfU (F. R. Costa, I. Scremin, and M. V. Euzebio); (b) Application of Teaching Games for Understanding (TGfU) in Preschool Children Basketball Education (H. Zeng, A.-Q. Liu, Y. Zhang, H. Tao, and Q.-Q. Dong); (c) Combining the Tactical Games Approach, Cooperative Learning, and the Sport Education Model for Elementary School Physical Education in Japan (E. Hasegawa); (d) Effects of Teaching Games for Understanding on Quantitative and Qualitative Indexes of Grade 3 Students' Game Performance (A. Dania and K. Zounhia); and (e) A Systematic Review on Periodized Approaches to Teaching and Training: No Evidence Supporting Periodization (J. Afonso, P. T. Nikolaidis, P. Sousa, and I. Mesquita); (8) TGfU and Coaching: (a) A Soccer Content Map Designed for Novice Teachers and Coaches (A. P. Turner and P. Ward); (b) Understanding the Taiwan Judo Referee Decision Support System (T.-L. Yeh, K. Pina, and S.-Y. Wan); (c) Comparative TGfU Junior Hockey Coaching Analysis: Effect of TGfU in Game Play, Knowledge, Cardiovascular Fitness, and Coaches' Reflection in Malaysia and India (S. Nathan, G. L. Khanna, and A. Hashim); (d) TGfU Transitions: Teacher Education to Teaching Practice in 3 Countries (S. Mitchell); (e) Connecting with Diverse Communities: Athlete-Centered Coaching, TGfU, and Sport as a Vehicle for Social Communities (S. R. Walters, K. Spencer, and A. Farnham); and (f) Effects of Korfball Teaching Games for Understanding in Chinese College Students: A Randomized Study (C. Jindong, G. Hao, Y. Lei, and Y. Ming); (9) TGfU and Psychosocial Factors: (a) Psychosocial Development through a Teaching Games for Understanding Approach to Coaching (S. Graupensperger and A. Turner); (b) A Review on the Effect of Small-Sided and Modified Games in Sport Teaching and Coaching: Informing TGfU Pedagogy (S. Pill); and (c) Exploring Mixed-Reality Simulation Using TGfU (M. Neutzling, K. Pagnano-Richardson, and D. Sheehy); (10) Refereeing: (a) Decision Making in Football Officiating: An Interview Study with Top-Level Referees (U. Schnyder and E.-J. Hossner); (b) Evaluation of Innovative Technologies That Support Referees in Game Sports (O. Kolbinger, D. Link, and M. Lames); (c) The Accuracy--Adequacy Model: A Theoretical Perspective for Understanding Referees' Decisions (G. Schweizer and H. Plessner); and (d) How Effective Is a Video Review System in Soccer? (A. Pizzera, J. Marrable, and M. Raab); (11) Coaching: (a) An Investigation of Professional Top-Level Youth Football Coaches' Questionnaire Practice (E. Cope, M. Partington, C. Cushion, and S. Harvey); (b) A Conceptual Critique to Periodized Planning: Why Rigorous, Detailed Plans in Teaching Make No Sense (J. Afonso, P. T. Nikolaidis, P. Sousa, and I. Mesquita); (c) Teaching Methodologies in Football Coaching Education (J. Baptista and J. Castro); (d) A 5-Year Action Research Project Investigating Coach and Athlete Perceptions of a Game-Based Coaching Approach in High-Performance Domestic Women's Field Hockey (D. Vinson); and (e) Learning Effects of the Didactic Model of Game Action Competences on the Tactical Principles of Football (W. Valencia and E. Arias); (12) Sports Physiology and Training Science: (a) Periodization of High-Intensity Training Methods (B. Sperlich); (b) Individualized Training Prescription and Recovery Management in Game Sports (A. Ferrauti); (c) The Speedcourt: Performance Analysis and Training for Team Sport-Specific Speed and Agility (D. Born); and (d) Periodization of Strength, Speed, and Endurance Training during a Handball Season (C. Zinner); (13) Physical Education and Team Games: (a) Academics' Perceptions of Model Fidelity When Using Tactical Games Models (S. Harvey and S. Pill); (b) Physical Education Majors' Experience in a Student-Designed Games Unit (M. H. Andre and M. H. C. Tsukamoto); (c) Teaching the Pedagogy of Games Play to Future Physical Education Teachers (D. Cooper); (d) Comparison of Researchers and Physical Education Teachers' Perspectives on the Utilization of the Tactical Games Model (S. Harvey and S. Pill); (e) Talent Development in Female Soccer in Switzerland: Important Motivational Factors for Successful Transitions from an Under-16 National Team to the A-National Team (S. Horvath, G. Morgan, and D. Birrer); and (f) Specialization Regarding Constitutional Demands in Female Team Handball (J. Weber, M. Wegner, and S. Fatulescu); (14) New Developments in Team Games Pedagogy: (a) Professional Development for Game-Centered Approaches: One Size Does Not Fit All (K. A. Parry); (b) Training Teachers to Integrate Strategies to Develop Social Competencies through Playing (Modified) Games (L. Haerens, B. Mertens, V. Vonderlynck, and I. Tallir); (c) Pedagogical Innovation in Youth Sport: An Urgent and Hard Mission (C. E. Gonçalves and A. Martins); (d) Playness Pedagogy Compass (M. Hosta); and (e) Global Initiation to Team Sports (C. G. Herrero and V. E. M. Blas); (15) Psychosocial Factors Affecting Team Performance: (a) Effect of an Emotional Intelligence Learning Package on Sports Directors' Inclination toward Emotional Intelligence Acquisition and Retention (I. A. Oyewumi); (b) Synergistics Are Observable within and across Multiple Levels of Skill Analysis (W. Smith); (c) Reinventing the Game (RTG) and the Learning of Games (B. Singh); and (d) Developing Sport Team Culture and Collective Leadership (A. J. Martin and L. McCarthy); (16) Decision Making in Association Football: (a) Expert Perception and Decision Making in Assistant Referees: From Increased Understanding to Improved Performance (K. Put, J. Wagenmans, J. Spitz, and W. F. Helsen); (b) Technology and Refereeing: Video Assistance in Real Time or Slow Motion? (J. Spitz, J. Put, and W. F. Helsen); (c) The Effect of Manipulating Task Constraints and Player Numbers in Small-Sided Games in Field Hockey (E. A. Timmerman, G. J. P. Savelsbergh, and D. Farrow); and (d) The Face of Schadenfreude: Facial Reactions to Failures of a Rival Sport Team (L. Boecker and S. Topolonski); and (17) Training Science: (a) The Problem of Strategies of Volitional Control of Movement for Movement Quality and Movement Creativity (D. Temme, T. Temme, and D. Ercenk-Heimann); (b) Survey about the Effect of Speed Training for Tennis Players with and without New Tensile Strength-Training Equipment Called IVO (D. Meffert); and (c) Systematic Training of the Opening Shots in Tennis (R. Grambow). Peer-Reviewed Poster Abstracts include: (1) Influence of Some Social Characteristics of People with Intellectual Disabilities for Practicing Sport and Physical Activity in the Republic of Macedonia (I. Anastasovski, L. A. Velichkovska, V. Zivkovic, and A. Spirkosvki); (2) Mental Representation and Cognitive Intervention: A Systematic Comparison on the Effects of Action Observation and Motor Imagery on the Development of Mental Representation Structure and Skill Performance (T. Kim, C. Frank, and T. Schack); (3) "Dyed in the Wool" Competition and the Adaptation of Performance Routines in Self-Paced Tasks (K. Velentzas); (4) Mental Rotation of Tactical Instructions in Basketball Increases Processing Demand and Execution Inaccuracy (T. Koopmann, D. Krause, Y. Steffemann-Weinrich, and J. Baumeister); (5) Technique Feedback in Basketball: Individual Diagnostic System Based on Cognitive Representation (L. Vogel); (6) Gaze Control in Basketball Jump Shots and Free Throws (T. Zwierko, M. Popowczak, M. Wozniak, and A. Rokita); (7) Analysis of the Teaching-Learning Process and Procedural Tactical Knowledge in Mini-Basketball (J. C. Pérez-Morales, G. M. Praca, and P. J. Greco); (8) The Effect of Competitive Anxiety and Complexity of Task on the Processing Efficiency and Performance Effectiveness of Table-Tennis Players (M. G. Moghadam and S. M. Zadkhosh); (9) Soccer Small-Sided Games Manipulated by Representation: The Additional Player Effect (G. Praça, J. Morales, M. V. Silva, and P. Greco); (10) Covered Distance and Activity Profile of African Professional Soccer Players According to the Playing Position: Reports from Soccer World Cup 2014 (I. Hassan); (11) Rule Changes in Competitive Ball Games to Increase Game Participation of Players with Low Playing Skills (M. Kolb); (12) Behavioral Regulation in Coaches: A German Version of the Coach Motivation Questionnaire (CMQ-G) (C. Zepp, P. Schaffran, M. Kellmann, C. Mallett, and J. Kleinert); (13) Mentoring Grassroots Youth Participation Coaches toward a "Good Digital Game Design Features" Coaching Approach: An Ethnographic Account (A. Price); (14) Joint Action Imagery: The Influence of Mental Practice on the Functional Structuring of Tactical Skill Representations in Skilled Futsal Players (G.-L. Linstromberg, L. Hennig, T. Heinen, T. Schack, and C. Frank); (15) Enacting Change in a Secondary Physical Education Department (S. McGinley and G. Kanavos); (16) Sports Education in Brazil: Motriz Publications and References to TGfU (M. V. Euzebio, I. Scremin, and F. R. Costa); (17) Sports Education in Brazil: Movimento Publications and References to TGfU (I. Scremin, M. V. Euzebio, and F. R. Costa); (18) (Re)framing Physical Education Instruction for Students with Cognitive Disabilities Using the Teaching Games for Understanding (TGfU) Model in Canadian High Schools (J. I. Anokwuru); (19) The Impact of the Educational Complex with Manner Mini-Educational Groups in Attack-Serving Skill Learning in Volleyball for Students (M. A. H. Ahmed and A. M. J. Ahmed); (20) Individual Training Control and Intervention in Young Elite Volleyball Athletes (M.-T. Fleddermann, H. Heppe, E. Eils, and K. Zentgraf); (21) Evaluation of Exercise "Field" Tests (6-Min Walk, Shuttle Test, Step Test) in Assessing Exercise Capacity in COPD and Heart Failure Populations: A Systematic Review (M. H. Kazr and A. H. Hadi); (22) The Relationship between Investing the Time of the Main Part in Lessons of Team Sports (Basketball, Volleyball, and Handball) and Direct and Indirect Teaching (M. H. Kazr and M. Al-Rubaei); (23) Position-Specific Psychological Profiles in Female Team Handball (J. Weber, M. Wegner, and V. Popa); (24) Endurance Capacities are Correlated with the Technical-Tactical Playing Performance in Elite Junior Team-Handball Players (J. Brochhagen, C. Baumgarten, J. Bauer, J. Freiwald, and M. W. Hoppe); (25) Decomposing Performance Factors in Jump Throws Reveals Subgroups of Handball Players with Specific Training Recommendations (J. M. Jäger, D. Büsch, and H. Müller); (26) Technical Performance Demands on the Different Playing Positions in Team Handball (J. Weber, M. Wegner, and B. Chittibabu); (27) Core Demands on the Goalkeeper Position in Female Team Handball (L. van Maanen-Coppens, J. Weber, and M. Wegner); (28) Position-Specific Conditional Demands in Female Team Handball (J. Weber, M. Wegner, and S. Fatulescu); (29) Tactical Demands in Female Team Handball on the Different Playing Positions (M. Wegner, J. Weber, and B. Chittibabu); (30) Hybrid Teaching Model (TGA 1 BS) in Badminton: Tactical and Technical Performance under Different Practice Distributions (L. M. C. Aburachid, S. R. Silva, L. M. S Morimoto, and P. J. Greco); (31) Impacts of an Experimental Scoring System in Badminton on Selected Aspects in Men's Singles (D. Hoffmann and C. Offermann); (32) Physiological Demands of Elite Ultimate Frisbee (M. Zimlich, L. Rüger, S. Wörrlein, and O. Hoos); (33) Kinematic Trends Observed at the Hip During Dynamic Jump Movements: Proficient Versus Nonproficient Jumpers (A. Eagles, M. Sayers, and D. Lovell); (34) China TGfU Academic Development Process of Information Science Theory: In 1994-2014 in a Range of Journals and Dissertations (H. Zeng, A.-Q. Liu, Y. Zhang, H. Tao, and Q.-Q. Dong); (35) The Role of Affordances in Developing Children's Manipulative Movement Skills: An Application of the Challenge-Point Framework (M. Balali and S. H. Parvinpour); (36) "Higher, Faster, Stronger?" An Empirical Study on the Pedagogical Content Knowledge of German PE Teachers (S. Meier); (37) A Pilot Application of TGfU in Sailing: Effects on Game Performance, Knowledge, and Adherence (M. T. Morales-Belando and J. L. Arias-Estero); (38) Effects of the Lifestyle Modification Program on Blood BDNF and Its Associated Factors in Korean Collegiate Students (J. Lee, B. Kang, and C. Park); (39) Relationship between Sport Participation Motivation and Teaching Games for Understanding among Novice Handball Players (M. Naimikia and A. Gholami); (40) Effect of the TGfU Approach on Motor Development and Social Maturity of Elementary School Students (A. Gholami and M. Naimikia); and (41) Effects of Dyad Training on Children's Learning of Front-Crawl Swimming (S. H. Parvinpour and M. Balali). Selected Practical Workshops include: (1) Playing with Purpose: Engaging Learners in Game Play through a Check, Connect, Reflect Approach (J. Sheppard and E. McGinley); (2) Lacrosse: Learning to Play the Game Quickly and Enjoyably (W. Piltz); (3) Hockey: Sport-Specific Warm-Up in Field Hockey (A. Krause); (4) eFUNiño: Innovative Training Control via LED Equipment in Soccer (J. Denis, D. Poimann, and M. Lochmann); (5) Tennis Australia Hot Shots Program Adhering to the Guiding Principles of the Game Sense Approach (M. Hewitt and S. Pill); (6) Inventing Games through Democracy in Action and Adaptation (J. Butler); (7) Playing Football TOGETHER: A Pupil-Centered Approach to Teaching Football in Physical Education (C. Heim and U. Frick); (8) Questioning in Game-Centered Approaches to Teaching and Coaching (S. Harvey); (9) Development of Cognitive Skills through Psychokinetic Games (E. Arias, W. Valencia, and O. Larrera); (10) Innovative Strategies for Challenging and Transforming Coaching and Teaching Practice (W. Piltz); (11) Coaching for Understanding at an Elite Level: Theory to Practice (J. Lambert); (12) Teaching Games in the Early Years: Weaving Complexivist and Play Discourses (H. Hussain); and (13) Opportunities for Integrating Attention Training in Daily Practice (D. J. Poimann and M. Lochmann). (Individual papers contain references.)

The present paper presents a longitudinal study of the course "High-tech Entrepreneurship and New Media." The course design is based on socio-cultural theories of learning and considers the role of social capital in entrepreneurial networks. By integrating student teams into the communities of practice of local start-ups, we offer learning opportunities to students, companies and academia. The student teams are connected to each other and to their supervisors in academia and practice through a community-system. Moreover, the course is accompanied by a series of lectures and group discussions. In this paper we want to present our experiences and to reflect upon the design changes between the first and the second instance of the course. The evaluation of the course showed that the work on real-world problems and the collaboration in teams together with partners from start-up companies were evaluated as very positive, although design flaws, and cultural and professional diversities limited the success of the first instance in 2001. For the second course in 2002, the didactical design was improved significantly according to evaluation results, which brought evidence that the design changes resulted in better collaborative practices and more stable relationships between start-up companies and students. Furthermore, it was found that especially the differences in cultural background and different historical experiences between the two distinct groups of "students" and "entrepreneurs" might make processes of social identification more difficult and, therefore, successful community-building less likely. (Contains 1 figure and 3 tables.)

e-Learning has become a major field of interest in recent years, and multiple approaches and solutions have been developed. A typical form of e-learning application comprises exercise submission and assessment systems that allow students to work on assignments whenever and where they want (i.e., dislocated, asynchronous work). In basic computer science courses, programming exercises are widely used and courses usually have a very large number of participants. However, there is still no efficient way for supporting tutors to correct these exercises, as experience has shown that correction (and, beyond that, automatic grading) are difficult and time consuming. In this paper we present an enhancement of the xLx platform developed at the University of Muenster to efficiently support tutors in handling Java programming exercises electronically. The new component is based on concepts of automatic static and dynamic testing approaches, well known from software engineering, and provides an automatic pre-correction of submitted solutions. In addition, a tutor is able to annotate solutions manually, by adding comments that are associated with the source code of the solution in an intelligent way. Static tests are based on a compilation of the sources to find syntactical errors, while dynamic tests use test cases defined by tutors during the creation of the exercises and have to be executed correctly on the solutions in order to receive credits for the exercises.

Computer science education should not be based on short-term developments but on content that is observable in multiple domains of computer science, may be taught at every intellectual level, will be relevant in the longer term, and is related to everyday language and/or thinking. Recently, a catalogue of "central concepts" for computer science education such as "algorithm", "computer", and "data" has been empirically determined. This paper now concentrates on "central processes" relevant for computer science education. Experts of computer science rated 44 general-education processes regarding four criteria. By using a cluster analysis approach the following central processes for computer science education have been identified: "problem solving and problem posing", "analyzing", "generalizing", "finding relationships", "classifying", and "investigating". (Contains 1 table, 6 figures, and 2 notes.)

Using the InCites tool of Thomson Reuters, this study compares normalized citation impact values calculated for China, Japan, France, Germany, United States, and the UK throughout the time period from 1981 to 2010. InCites offers a unique opportunity to study the normalized citation impacts of countries using (i) a long publication window (1981 to 2010), (ii) a differentiation in (broad or more narrow) subject areas, and (iii) allowing for the use of statistical procedures in order to obtain an insightful investigation of national citation trends across the years. Using four broad categories, our results show significantly increasing trends in citation impact values for France, the UK, and especially Germany across the last thirty years in all areas. The citation impact of papers from China is still at a relatively low level (mostly below the world average), but the country follows an increasing trend line. The USA exhibits a stable pattern of high citation impact values across the years. With small impact differences between the publication years, the US trend is increasing in engineering and technology but decreasing in medical and health sciences as well as in agricultural sciences. Similar to the USA, Japan follows increasing as well as decreasing trends in different subject areas, but the variability across the years is small. In most of the years, papers from Japan perform below or approximately at the world average in each subject area. [ABSTRACT FROM AUTHOR]

This paper intends to explore the impact of Information technology (IT) development on the legal concept of `signatures'. To what extent and in which way does it impact on the legal concept of `signatures'? This paper attempts to examine this issue from an international and comparative perspective. It was found that IT development has different levels of impact on the legal concept of `signatures' in different jurisdictions. In the Common Law system such as the UK and the US, it does not change the legal concept of `signatures'. However, it does put the legal concept on such an important position. On the contrary, IT development changes the legal concept of `signatures' in the Civil Law system such as Germany and China. [ABSTRACT FROM AUTHOR]

Industry 4.0, a term invented by Wolfgang Wahlster in Germany, is celebrating its 10th anniversary in 2021. Still, the digitalization of the production environment is one of the hottest topics in the computer science departments at universities and companies. Optimization of production processes or redefinition of the production concepts is meaningful in light of the current industrial and research agendas. Both the mentioned optimization and redefinition are considered in numerous subtopics and technologies. One of the most significant topics in these areas is the newest findings and applications of artificial intelligence (AI)—machine learning (ML) and deep convolutional neural networks (DCNNs). The authors invented a method and device that supports the wiring assembly in the control cabinet production process, namely, the Wire Label Reader (WLR) industrial system. The implementation of this device was a big technical challenge. It required very advanced IT technologies, ML, image recognition, and DCNN as well. This paper focuses on an in-depth description of the underlying methodology of this device, its construction, and foremostly, the assembly industrial processes, through which this device is implemented. It was significant for the authors to validate the usability of the device within mentioned production processes and to express both advantages and challenges connected to such assembly process development. The authors noted that in-depth studies connected to the effects of AI applications in the presented area are sparse. Further, the idea of the WLR device is presented while also including results of DCNN training (with recognition results of 99.7% although challenging conditions), the device implementation in the wire assembly production process, and its users' opinions. The authors have analyzed how the WLR affects assembly process time and energy consumption, and accordingly, the advantages and challenges of the device. Among the most impressive results of the WLR implementation in the assembly process one can be mentioned—the device ensures significant process time reduction regardless of the number of characters printed on a wire. [ABSTRACT FROM AUTHOR]

This paper discusses the role of Geoinformatics as a new scientific discipline designed for handling of geospatial information. Depending on the scientific background of the people involved in shaping the emerging discipline, emphasis may be placed on different aspects of Geoinformatics. Applications and developments may address geoscientific, spatial planning, or computer science related matters. The scientific field of Geoinformatics encompasses the acquisition and storing of geospatial data, the modelling and presentation of spatial information, geoscientific analyses and spatial planning, and the development of algorithms and geospatial database systems. It is the position of the author that these tools from Geoinformatics are necessary to bridge the gap between Digital Earth models and the real world with its real-world problems ('connecting through location'). It is, however, crucial that Geoinformatics represents a coherent integrated approach to the acquisition, storage, analysis, modeling, presentation, and dissemination of geo-processes and not a patchwork solution of unconnected fields of activity. Geoinformatics is as such not a part of Geography, Surveying, or Computer Science, but a new self-contained scientific discipline. The current paper highlights international and national trends of the discipline and presents a number of Geoinformatics initiatives. The research and teaching activities of the newly formed Institute for Geoinformatics and Remote Sensing (IGF) at the University of Osnabrueck serve as an example for these initiatives. All these developments have lead to the long overdue formation of a scientific 'Society for Geoinformatics' (German: Gesellschaft fur Geoinformatik - GfGI) in Germany. [ABSTRACT FROM AUTHOR]

Digitalization of production environment, also called Industry 4.0 (the term invented by Wahlster Wolfgang in Germany) is now one of the hottest topics in the computer science departments at universities and companies. One of the most significant topics in this area is augmented reality (AR). The interest in AR has grown especially after the introduction of the Microsoft HoloLens in 2016, which made this technology available for researchers and developers all around the world. It is divided into numerous subtopics and technologies. These wireless, see-through glasses give a very natural human-machine interface, with the possibility to present certain necessary information right in front of the user's eyes as 3D virtual objects, in parallel with the observation of the real world, and the possibility to communicate with the system by simple gestures and speech. Scientists noted that in-depth studies connected to the effects of AR applications are presently sparse. In the first part of this paper, the authors recall the research from 2019 about the new method of manual wiring support with the AR glasses. In the second part, the study (tests) for this method carried out by the research team is described. The method was applied in the actual production environment with consideration of the actual production process, which is manual wiring of the industrial enclosures (control cabinets). Finally, authors deliberate on conclusions, technology's imperfections, limitations, and future possible development of the presented solution. [ABSTRACT FROM AUTHOR]

Computational literacy (CL) has become indispensable for teachers and learners as part of 21st-century skills. Therefore, corresponding models for teacher education are being further developed internationally from a scientific perspective. In parallel, content and competencies are being enhanced in the respective subjects at the curricular level of teacher training. In this context, we consider it important to examine the current status of this development. Since, to our knowledge, there are no comparable scientific studies, we have taken Germany as a representative example of the international education system and systematically analyzed the module handbooks of the physics teacher training courses at methodically selected universities. For this analysis, we used three research questions focusing on CL: In which physics content does CL play a role? Which computer science competencies or knowledge can be identified or derived? Are they described implicitly or explicitly? Our results suggest that CL is integrated very differently in terms of quantity and depth of content among the universities we examined. For example, there is often a very strong focus on computer-based data acquisition, but few programs also have specialized courses addressing CL more explicitly or integrate additional computer science competencies. CL is primarily taught in laboratory courses and frequently in subject-didactic courses. Nevertheless, the depictions presented in the purely subject-oriented and basic lectures lack specific computational literacy skills or knowledge. Furthermore, the fact that many programs only offer implicit descriptions of CL skills indicates that the integration of these skills has not progressed very far in practice. [ABSTRACT FROM AUTHOR]

Research activities related to social informatics (SI) are expanding, even as community fragmentation, topical dispersion, and methodological diversity continue to increase. Specifically, the different understandings of SI in regional communities have strong impacts, and each has a different history, methodological grounding, and often a different thematic focus. The aim of this article is to connect three selected perspectives on SI—intellectual (regional schools of thought), methodological, and thematic—and introduce a comparative framework for understanding SI that includes all known approaches. Thus, the article draws from a thematic and methodological grounding of research across schools of thought, along with definitions that rely on the extension and intension of the notion of SI. The article is built on a paralogy of views and pluralism typical of postmodern science. Because SI is forced to continually reform its research focus, due to the rapid development of information and communication technology, social changes and ideologies that surround computerization and informatization, the presented perspective maintains a high degree of flexibility, without the need to constantly redefine the boundaries, as is typical in modern science. This approach may support further developments in promoting and understanding SI worldwide. [ABSTRACT FROM AUTHOR]

This article introduces the August 1994 issue of "IEEE Transactions on Software Engineering", which contains papers chosen from the 1993 European Conference in Software Engineering held in Germany. The conference was oriented towards presenting the strengths of European software engineering and in exploring the interaction between software engineering and other related areas of computer science and engineering. Of the six papers chosen, three are concerned with system specification where European work has traditionally been strong. The other three papers cross boundaries in that they address issues of distributed software engineering and software engineering and cooperative work.

Belonging uncertainty, defined as the general concern about the quality of one's social relationships in an academic setting, has been found to be an important determinant of academic achievement, and persistence. However, to date, only little research investigated the sources of belonging uncertainty. To address this research gap, we examined three potential sources of belonging uncertainty in a sample of undergraduate computer science students in Germany (N = 449) and focused on (a) perceived affective and academic exclusion by fellow students, (b) domain-specific academic self-efficacy beliefs, and (c) perception of one's individual performance potential compared to that of fellow students in the field. Perceived affective and academic exclusion by fellow students and domain-specific academic self-efficacy beliefs were significant predictors of female students' uncertainty about belonging in computer science. The perception of one's individual performance potential in comparison to that of fellow students, however, was a relevant predictor of both male and female students' belonging uncertainty in computer science. Our findings imply an expanded view of the theoretical concept of belonging uncertainty that goes beyond mere concerns of social connectedness. [ABSTRACT FROM AUTHOR]

By generalizing and completing the work initiated by Stefanutti and Albert (2003, Journal of Universal Computer Science, 9, 1455), this article provides the mathematical foundations of a theoretical approach whose primary goal is to construct a bridge between problem solving, as initially conceived by Newell and Simon (1972, Human problem solving. Englewood Cliffs, NJ: Prentice‐Hall.), and knowledge assessment (Doignon and Falmagne, 1985, International Journal of Man‐Machine Studies, 23, 175; Doignon and Falmagne, 1999, Knowledge spaces. Berlin, Germany: Springer‐Verlag.; Falmagne et al., 2013, Knowledge spaces: Applications in education. New York, NY: Springer‐Verlag; Falmagne and Doignon, 2011, Learning spaces: Interdisciplinary applied mathematics. Berlin, Germany: Springer‐Verlag.). It is shown that the collection of all possible knowledge states for a given problem space is a learning space. An algorithm for deriving a learning space from a problem space is illustrated. As an example, the algorithm is used to derive the learning space of a neuropsychological test whose problem space is well known: the Tower of London (TOL; Shallice, 1982, Philosophical Transactions of the Royal Society of London B: Biological Sciences, 298, 199). The derived learning space could then be used for adaptively assessing individual planning skills with the TOL. [ABSTRACT FROM AUTHOR]

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Since Kermack and McKendrick have introduced their famous epidemiological SIR model in 1927, mathematical epidemiology has grown as an interdisciplinary research discipline including knowledge from biology, computer science, or mathematics. Due to current threatening epidemics such as COVID-19, this interest is continuously rising. As our main goal, we establish an implicit time-discrete SIR (susceptible people–infectious people–recovered people) model. For this purpose, we first introduce its continuous variant with time-varying transmission and recovery rates and, as our first contribution, discuss thoroughly its properties. With respect to these results, we develop different possible time-discrete SIR models, we derive our implicit time-discrete SIR model in contrast to many other works which mainly investigate explicit time-discrete schemes and, as our main contribution, show unique solvability and further desirable properties compared to its continuous version. We thoroughly show that many of the desired properties of the time-continuous case are still valid in the time-discrete implicit case. Especially, we prove an upper error bound for our time-discrete implicit numerical scheme. Finally, we apply our proposed time-discrete SIR model to currently available data regarding the spread of COVID-19 in Germany and Iran. [ABSTRACT FROM AUTHOR]