With advancement in technology and more interactive nature of the available technology, the use of applied technologies such as Virtual Reality (VR) is increasing at exponential rates in both academic and applied settings (Düking et al., 2018; Faure et al., 2020). VR is defined as simulations of a real or imaginary environment, where a participant can both perceive and interact with the environment (Craig, 2013). This presents virtual simulations in different formats such as flat or curved large screen displays, Cave Automatic Virtual Environment (CAVE) (where participants are in a room surrounded by a screen) and head mounted displays (HMD). Examples of VR include a baseball batting simulator (Gray, 2017) and virtual handball goalkeeper (Vignais et al., 2015) with the virtual simulation opponents designed using complex motion capture systems. Given the rise of this technology, Düking et al. (2018) recently assessed VR for use in athletes through a SWOT analysis (i.e., strengths, weaknesses, opportunities and threats) identifying VR as appropriate for certain sporting areas, but more development of technology is needed to be more realistic.
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