Psychomotor Learning in Martial Arts: an Opportunity for
User Modeling, Adaptation and Personalization
Olga C. Santos
aDeNu Research Group, UNED
Calle Juan del Rosal, 16. Madrid 28040
Spain
ocsantos@dia.uned.es
ABSTRACT1
Psychomotor learning is crucial for many kind of tasks that
involve the acquisition of motor skills, such as practicing martial
arts. In the past two decades, diverse technological solutions
have been developed to support the learning of the
corresponding motor skills. However, the UMAP (User
Modeling, Adaptation and Personalization) community has not
taken part in that research efforts and thus, resulting systems do
not adapt and personalize the system response to their users’
needs. This paper discusses the main features of existing systems
to learn martial arts and identifies research opportunities that
are to be included in the future agenda for UMAP research.
KEYWORDS
Personalization; Adaptation; User Modeling; Psychomotor
learning; Motor skills; Martial arts
ACM Reference format:
O. C. Santos. 2017. Psychomotor Learning in Martial Arts: an
Opportunity for User Modeling, Adaptation and Personalization.
In UMAP'17 Adjunct proceedings, Bratislava, Slovakia, July 2017
(UMAP’2017), 4 pages.
DOI: 10.1145/3099023.3099107
1 INTRODUCTION
Psychomotor learning is usually performed by imitation (i.e.,
repeating an observed pattern) and involves memorizing
different kinds of information and behaviors [1]. Personalizing
psychomotor learning implies monitoring the physical
interaction of the user to build the corresponding user model,
comparing the movement performed by the user against the
movement as it would be carried out by an instructor to
diagnose motion errors and, if needed, deliver the personalized
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sensorial support to correct those movements that significantly
differ from the instructor’s [2]. Literature shows that the
monitoring is usually done either with optical motion capture
systems [3] and/or wearable inertial sensors [4]. In order to
compare the instructor’s and learner’s performance, a modeling
process is required. Although 3D skeletal models are sometimes
provided by the motion capture system, usually ad-hoc
algorithms are implemented, which take into account the
specific user attributes obtained during the initial calibration
process [5]. Typically, the system response is visual, although
auditory and haptic feedback can also be provided [6].
There exist many tasks that involve the acquisition of motor
skills, such as dancing, playing a musical instrument or
practicing martial arts. This paper focuses on the later. In
particular, Section 2 analyses existing systems to learn martial
arts, Section 3 analyzes the movement modeling and feedback
delivery approaches used in them, Section 4 discusses the user
modeling, adaptation and personalization (UMAP) issues
addressed in them, and finally Section 5 identifies opportunities
for the UMAP research in order to personalize psychomotor
learning of martial arts.
2 TECHNOLOGICAL SUPPORT FOR
MARTIAL ARTS LEARNING
Martial arts learning systems aim to improve the technical
execution of predefined movements by monitoring relevant
motion features that can serve to identify errors with respect to
the performance of an expert [7] and avoid injuries [8].
Technological solutions to learn and practice martial arts have
already been proposed in the late 90’s. To my knowledge, the
first approach reported in the literature is the Sensei system
developed in 1997 [9]. It recognized some gestures of Tai Chi
martial art tracked with 3D stereo cameras and identified the
moment in the sequence where the learner’s gesture most
differed from the instructor’s.
Recognizing martial arts movements is more complex than
other human activities such as jumping, sitting down or walking
[10]. Nonetheless, not all martial arts have the same level of
complexity. For instance, as commented in [11], movements in
Tai Chi are i) done individually by each person replicating the
posture of the instructor, ii) their nature is slow, and iii) learner
and instructor always face the same direction. These features
(and not so much its benefits on physical well-being [12, 13])
seem to be the main reason for the popularity of systems for
learning Tai Chi in the literature [9, 11, 14, 15, 16, 17]. Tai Chi
also differs from most martial arts in the lack of fights.
 Learning techniques for fighting adds complexity because
movements are to be performed faster and depend on the
behavior of the partner. However, attacks can be practiced
individually by the learner striking to an imaginary learner
placed in front (although this tends to make learners move
carelessly [18]). In that case, practicing attacks differs from
performing Tai Chi movements in the speed (explosiveness of
the execution). Furthermore, when the goal of the techniques to
learn is defensive (such as in the case of Aikido), the practice
becomes more complex as a real opponent is needed to start an
attack so the learner can respond with the defensive technique.
Defensive aspects deal with i) moving away from the line of
action of the unwanted incoming force that is attempting to
produce harm and ii) placing the attacker in a safe and
incapacitated situation that is no longer a threat [19].
Additionally, weapons can be used in the attack and/or to
defend, thus, their movement also need to be modeled [20].
With this in mind, it is not surprising that most systems
developed for learning martial arts that involve fights only
provide support for practicing specific postures and gestures by
mimicking given instructors’ movements (as it is done in Tai
Chi). This is the case of several martial arts systems for Karate
[21, 22, 23, 24], Kung Fu [18, 25], Taekwondo [26] and Muay
Thai [8], although in one of the Karate systems (i.e., [24]) it was
mentioned the possibility a future extension to consider fights.
Nonetheless, there are few works that address the dual
monitoring required for defensive martial arts, such as capturing
the movements of both attacker and defender in Muay Thai [27]
and in Seni Silat Cekak [28], or detecting the instability of a
posture when pulled by the opponent in Shorinji Kempo [29]. In
addition, devices that help judges scoring body kicks, such as the
SensorHogu system for Taekwondo matches [30], can be used to
evaluate the learning performance in terms of this scoring.
In any case, the only technological solution found for
learning techniques to be used in fights is the interactive
training tool Aikido3D [31]. In this tool, virtual characters
(created by recording high degree practitioners with motion
capture techniques) show the execution (from different angles)
of all the techniques up to black belt. This solution is more
advanced than widely used YouTube videos as learners can
control the position of the camera when watching the virtual
characters performing the technique. However, Aikido3D does
not collect nor process user data, thus, no movement modeling is
performed nor feedback delivered to the users.
3 MOVEMENT MODELING AND FEEDBACK
DELIVERY IN MARTIAL ARTS SYSTEMS
The previous section has identified 16 systems [8, 9, 11, 14, 15,
16, 17, 18, 21, 22, 23, 24, 25, 26, 27, 28] that model the movement
carried out by the learner when practicing martial arts and
provide some feedback to support its learning.
Movement modeling is performed in diverse ways. Some
systems track the full body visually with: i) optical motion
capture technology that uses infrared cameras and reflective
markers on the body [11, 16, 23, 27] which can be combined with
a gyro sensor to align the camera with the learner’s posture
when calibration is not done [15] or with a Kinect RGBD sensor
to reduce the cost of the camera [21], ii) a Kinect sensor without
markers [8, 22, 28], iii) video cameras and image processing [9,
18], and iv) a drone camera that can capture the images of the
user from any angle [14]. In turn, wearable sensors can be placed
on parts of the user body (e.g., wrists, arms, legs, knees, neck,
backbone origin) to collect inertial information from the
movement without any additional infrastructure but requiring
additional processing to compensate body-mounted sensors
inaccuracies [17, 25]. Both approaches can be combined, as in
[26] that uses camera and LED markers to follow the body
position and an accelerometer on the wrist to measure tilt,
movement and vibration, and as in [24] that uses a camera,
microphone and accelerometer to measure wrist acceleration.
The feedback provided to the learner is mainly visual, either
in i) large displays on the wall [16, 24, 26], ii) embedded in a
computer game [18, 22, 27] or iii) enhanced with 3D see-through
head mounted displays that immerse the learner in a virtual
reality environment that always keeps the instructor in the line
of sight [11, 14, 15]. Regarding the learner perspective, there are
two alternative views, i.e. first-person looking directly at the
instructor [11, 14] and third-person watching both the learner
and the instructor, as if looking at a mirror [14, 18]. In some
cases, it is possible to superimpose the learner’s body on the
instructor’s body [11, 14]. Diverse specific information of the
performance can be provided as feedback, such as the center of
gravity and the breathing status [15], consumed energy [17],
explosiveness [25], energy line with intensity proportional to the
error produced [16, 21, 28], statistical information of the
movements’ performance [16, 21, 28], acceleration data [26],
progress indicator of correct position [26], score that shows the
accuracy of the learner’s position with the instructor’s [8] and
display of the wrong positions [8, 9]. Other sensorial channels
used are auditory (music to control the rhythm of training and
sound variations proportional to wrist acceleration [24]) and
tactile (vibration proportional to the amount of error [23]).
Multimodal feedback as in [16] can complement the visual
information displayed on the wall (instructor showing the next
movement and learner performing the current movement) with
sound changes that point to the location of the error and
vibrotactile feedback whose intensity is proportional to error.
The 16 systems analyzed aim to facilitate learning some
aspects of martial arts mainly relative to improving the
performance of predefined postures and gestures. To achieve
this, some of them have been developed as games for
edutainment [8, 11, 18, 22, 27]. In addition, it is also possible to
interact in real-time with a virtualized instructor through
Internet [8]. Moreover, the systems can serve also to produce
enriched video materials with movements of real experts
obtained with motion capture technology [15, 26]. However, and
despite their existence for over 20 years, the technological
support provided is far from facilitating learners an adapted and
personalized support along their lifelong learning process of the
corresponding motor skills to master the performance of the
martial arts techniques.
4 UMAP ISSUES ADDRESSED IN MARTIAL be adjusted in terms of the performance achieved [18]. In
ARTS SYSTEMS addition, if the system provides scores of the performance, these
can be used to reward those users that follow complex preceding
As discussed above, no martial arts system has been found in the
patterns and penalize those users who focus on practicing only a
literature that provides adapted and personalized support for
subset of techniques because they are more effective and fast
learning the required motor skills to perform the corresponding
[18]. In this way, personalized gamification might be considered
techniques. Some of those works have suggested the viability for
when rewarding.
personalized training [26] as well as benefits of the personalized
Thus, there are many opportunities for UMAP community to
support in adapting the output to the learner’s skilled level [22,
research on personalizing and adapting the psychomotor
24, 25], so learners can practice at their own pace [24]. In this
learning in martial arts. Some ideas for them are compiled next.
sense [22] discusses that matching the skill level can increase the
likelihood of experience flow, but if adaptation is not properly
introduced, it can cause the opposite effect [32]. 5 OPPORTUNITIES FOR UMAP RESEARCH
Specific user features to be involved in the modelling are
Martial arts systems have been developed for the last two
considered in the calibration process when using optical motion
decades focused mainly on helping users mimic the postures and
capture to ensure that the image coordinates regarding
gestures of the instructor and providing non-personalized visual
kinematic data are correctly scaled to size [33]. In this way, it
feedback of the learner’s execution. In turn, as discussed
can cope with users’ anatomical differences when building the
elsewhere [37], the current edition of the UMAP conference
model of the body actions [34]. For the calibration, typically the
already presents some works focused on modeling the physical
height of the learner [8, 21, 22] or the length of the arms are used
activity of users, but considering other domains. Thus, this
[16], although a more detailed calibration of all joints can also be
seems a good time for the UMAP community to step in the
performed [11]. In addition, differences between beginners and
development of martial arts systems that fully support the whole
experts have also been mentioned in several works: 1) novice
learning needs and adapt in a multisensorial way not only to
learners struggle to memorize the sequence of movements, while
individual physical practice but also to physical practice in pairs
experienced learners focus on refining them [11], 2) beginners
(as well as in groups) performing both specific movements in
find difficult to pay attention to motions in various parts of the
sequence and interacting in free-style fights.
body and to check correctness of small motions, as well as they
Current martial arts systems already collect some user
need to be led to get success experiences, while experienced
information, mainly kinetic and kinematic [7], to model the
learners need to be encouraged to create new practice by
movements carried out. Although this information can be
themselves [24], 3) advanced users want the system to be more
valuable for personalization purposes, it may probably not
realistic [18], 4) experts consume less rotational energy and
suffice and should be extended with other types of information.
produces inertial signals smoother and more periodical,
In particular, as discussed in [18], physical performance in terms
movements are faster, feet make less pauses and choppy
of physiological parameters can be taken into account and can
movement [17], 5) expert’s inertial signals are clearly and more
serve to adjust the level of the tasks to be carried out by the
regular and can also serve to compute intra-user differences
learner, since these parameters can impact on techniques
between her left and right side to identify the better trained body
performance [38]. In addition, martial arts are not only about the
half [25]. Moreover, there also seems to be differences in
body, but also about the mind. Thus, the affective state of the
learning styles (improving gestures vs. postures) and gender
learner should also be computed with appropriate techniques
(males use power vs. females focus on technique) [26].
[39]. Moreover, the practice of martial arts requires memorizing
In turn, some open issues regarding the delivery of the
complicated forms of motion that are to be performed with
appropriate feedback have also being identified in the works
highly accurate positions and gestures, sometimes in a specific
analyzed. Depending on the learners’ features and their
sequence, thus some intellectual abilities are also of relevance to
performance, it might be better to provide feedback for praise or
solve the dynamic situations that arise in a fight, and thus
feedback for calling for attention [24]. The amount of feedback
psychomotor skills cannot be acquired just by repetition of
needs also to be controlled [24], not only because of the human
motor patterns without consider the interrelation between
limitation to sensing different feedback outputs (e.g., the number
cognitive processes and motor actions [40]. Thus, as discussed in
of different sounds that can be distinguished is low [24],
[37], a user model that extends cognitive and affective
vibratory movements that are too close cannot be distinguished
information with psychomotor aspects needs to be defined,
[23]) but because reducing the feedback can improve the motor
which should include, among others, information about the body
skill learning [35]. User habituation to the feedback signals needs
built, the physical condition, psychomotor goals and motor
also to be taken into account (as discussed in [23] for vibrotactile
skills. Furthermore, the appropriate personalized sensorial
feedback, nerve sensors cease sending signals to the brain when
support needs to be investigated and properly designed with
exposed to a constant stimulation [36]). Multimodality support
appropriate elicitation methodologies, such as TORMES [41]. In
has also been explored, so when several feedback modalities are
this way, users are supposed to be able to learn defensive martial
combined, the relevance of each of them should also be taken
arts such as Aikido and achieve the reported benefits of its
into account [23]. The speed of the movements to mimic can also
practice [42].
 To conclude, UMAP researchers have to be aware that there
exist other technological challenges that are out of the scope of
the expertise of this community, so it would be wise to carry this
research out in an interdisciplinary manner. Some of these
challenges are: 1) improving movement modeling and in
particular, the modeling of movement in fights, 2) improving
interaction design to give more realism to the virtual learning
environment (when available), 3) designing movement modeling
algorithms that are sensitive to relevant motion characteristics
but insensitive to the sensor inaccuracies, especially when low
cost wearables are used, and 4) building virtual reality
environments where realistic force feedback is provided.
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