This paper examines the user`s response to the representation of reality in a virtual world. Specifically, this research considers if visual environments can be created with sufficient realism to prepare an athlete for a first-time event in a foreign venue. Visualization techniques have been a critical component in training athletes for the psychological stress associated with a competition. Studies reveal that athletes` performance can benefit from programs that use some aspect of visualization (Hall, 1998; Martin, Moritz, & Hall, 1999). In events where the difference between the top placing athletes is less than one tenth of a second, preparation with visualization can be critical in winning an event. Evaluating the effectiveness and potential benefits of using different simulation environments in athletic training programs is a major focus of the Virtual Reality in Sport Research Group at the University of Calgary. A major goal of this research was to learn from interviews and open-ended questions, how these virtual environments (VE) could be used in athletic training programs. More specifically, do virtual environments created for sports have characteristics in common with VE`s created for entertainment and education? For example, virtual environments have been identified as having greater effectiveness in specific subject areas that involve the exploration of a spatial or temporal dimension (Fuhrmann & Griemel, nd.). In creating versions of the speed skating simulator, attempts were made to incorporate features found in action games and simulators. Qualitative findings should help in defining a potentially useful environment for training, while suggesting the best method of employing these virtual environments as part of an overall training program.
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