Tracking technical refinement in elite performers: The good, the better, and the ugly

This study extends coaching research examining the practical implementation of technical refinement in elite-level golfers. In doing so, we provide an initial check of precepts pertaining to the Five-A Model and, examine the dynamics between coaching, psychomotor, biomechanical and psychological inputs to the process. Three case studies of golfers attempting refinements to their already well-established techniques are reported. Kinematic data were supplemented with intra-individual movement variability and self-perceptions of mental effort as measures of tracking behaviour and motor control. Results showed different levels of success in refining technique and subsequent ability to return to executing under largely subconscious control. In one case, the technique was refined as intended but without consistent reduction of conscious attention, in another, both were successfully apparent, whereas in the third case neither was achieved. Implications of these studies are discussed with reference to the process’ interdisciplinary nature and importance of the initial and final stages

Effective skill refinement: Focusing on process to ensure outcome

In contrast to the abundance of motor skill acquisition and performance research, there is a paucity of work which addresses how athletes with an already learnt and well-established skill may go about making a subtle change, or refinement, to that skill. Accordingly, the purpose of this review paper is to provide a comprehensive overview of current understanding pertaining to such practice. Specifically, this review addresses deliberately initiated refinements to closed and self-paced skills (e.g., javelin throwing, golf swing and horizontal jumps). In doing so, focus is directed to three fundamental considerations within applied coaching practice and future research endeavours; the intended outcomes, process and evaluative measures of skill refinement. Conclusions suggest that skill refinement is not the same as skill acquisition or performing already learnt skills with high-levels of automaticity. Due to the complexity of challenge faced, refinements are best addressed as an interdisciplinary solution, with objective measures informing coach decision making

Context Affects Quiet Eye Duration and Motor Performance Independent of Cognitive Effort

© 2021 Human Kinetics. This is the accepted manuscript version of an article which has been published in final form at https://doi.org/10.1123/jsep.2020-0026Extensive literature has shown the effect of ‘Quiet Eye’ (QE) on motor performance. However, little attention has been paid to the context in which tasks are executed(independent of anxiety) and the mechanisms that underpin the phenomenon. Here, we aimed to investigate the effects of context (independent of anxiety) on QE and performance while examining if the mechanisms underpinning QE are rooted in cognitive effort. In this study, 21novice participants completed golf putts while pupil dilation, QE duration, and putting accuracy were measured. Results showed putting to win was more accurate compared to the control (no context) condition and QE duration was longer when putting to win or tie a hole compared to control. There was no effect of context on pupil dilation. Results suggest that,while the task was challenging, performance scenarios can enhance representativeness of practice without adding additional load to cognitive resources, even for novice performers.Peer reviewe

The role of different directions of attention on the extent of implicit perception in soccer penalty kicking

The role of different directions of attention on the extent of the off-center effect (penalty takers kick to the bigger side of the goal more often, although they explicitly perceive the goalkeeper in the center of the goal) was investigated for soccer penalty kicking. Regarding the directions of attention of the striker, two conflicting assumptions (attention is paid to the goalkeeper vs. attention is only spent on target) were directly contrasted. Participants viewed a goalkeeper standing either in the middle of the goal or being displaced by different distances to the left or right. In the goal-side-related instruction condition, participants had to indicate the greater goal side and already did so at above chance-level for small displacements of 0.1%, although they were not confident in their perceptual judgments, hinting at the occurrence of the off-center effect. They became mindful of displacements of 0.8% and larger when they indicated the goal side for kicking with greater confidence. In the goalkeeper-related instruction condition, participants were asked to choose a goal side for kicking, but only when they perceived the goalkeeper in the middle of the goal. Participants chose the greater goal side at above chance-level for small displacements of 0.2%. They became mindful of the displacement for a difference of 0.8%. However, when comparing the results of both instruction conditions statistically it turned out that the effect of different directions of attention on the off-center's extent differs from those previously reported. Participants were implicitly influenced by comparably small goalkeeper displacements, but became earlier aware of goalkeeper displacements in the goal-side-related instruction condition

Anxiety, anticipation and contextual information: a test of attentional control theory

We tested the assumptions of Attentional Control Theory (ACT) by examining the impact of anxiety on anticipation using a dynamic, time-constrained task. Moreover, we examined the involvement of high- and low-level cognitive processes in anticipation and how their importance may interact with anxiety. Skilled and less-skilled tennis players anticipated the shots of opponents under low- and high-anxiety conditions. Participants viewed three types of video stimuli, each depicting different levels of contextual information. Performance effectiveness (response accuracy) and processing efficiency (response accuracy divided by corresponding mental effort) were measured. Skilled players recorded higher levels of response accuracy and processing efficiency compared to less-skilled counterparts. Processing efficiency significantly decreased under high- compared to low-anxiety conditions. No difference in response accuracy was observed. When reviewing directional errors, anxiety was most detrimental to performance in the condition conveying only contextual information, suggesting that anxiety may have a greater impact on high-level (top-down) cognitive processes, potentially due to a shift in attentional control. Our findings provide partial support for ACT; anxiety elicited greater decrements in processing efficiency than performance effectiveness, possibly due to predominance of the stimulus-driven attentional system

Visual skills essential for rugby

Background: Keen vision is one of the most important qualities required of athletes. It enables players to perform sports-related drills and apply decision-making skills. To accurately measure the visual ability of athletes, it is important to first identify the variety of visual skills involved in the particular sport. The objectives of this novel review are to identify the most important visual skills required for rugby, and to create a reference point for further studies to include visual skills essential to rugby players. Methods: We conducted an electronic search with various combinations of relevant keywords using the following databases: Sport Discuss, Ovid’s Evidence-Based Medicine Reviews, PubMed/MEDLINE, Current Contents, Science Direct, the National Research Council’s Canada Institute for Scientific and Technical Information, Cochrane Database of Systematic Reviews, Google Scholar, and international electronic catalogues to assess the scientific literature related to the visual skills required for rugby. Only the articles published in English were included. We extracted data on the relationship between vision and match performance, the defined problem or purpose of the study, and the inclusion of theoretical definitions of tactical behaviors. Results: Our search yielded 80 records, 51 of which fulfilled the inclusion criteria. The most important visual skills in rugby are classified based on whether they meet the requirements for visual hardware or visual software skills. Visual hardware skills include visual acuity, depth perception, fusion flexibility, and contrast sensitivity; visual software skills include eye tracking, hand-eye coordination, eye focusing, peripheral vision, speed and span of recognition, visual response time, and visual memory. Conclusions: Rugby players must use both visual hardware and software skills to reliably observe their teammates’ positions, understand their opponents’ actions and tactics, handle the ball, analyze the immediate circumstances, and anticipate what will occur. Further studies are needed to verify the significance of each visual skill in actual competition to determine a relationship between vision and the results of a championship

The effects of high pressure on the point of no return in simulated penalty kicks

We investigated the effects of high pressure on the point of no return or the minimum time required for a kicker to respond to the goalkeeper's dive in a simulated penalty kick task. The goalkeeper moved to one side with different times available for the participants to direct the ball to the opposite side in low-pressure (acoustically isolated laboratory) and high-pressure situations (with a participative audience). One group of participants showed a significant lengthening of the point of no return under high pressure. With less time available, performance was at chance level. Unexpectedly, in a second group of participants, high pressure caused a qualitative change in which for short times available participants were inclined to aim in the direction of the goalkeeper's move. The distinct effects of high pressure are discussed within attentional control theory to reflect a decreasing efficiency of the goal-driven attentional system, slowing down performance, and a decreasing effectiveness in inhibiting stimulus-driven behavior