Intra-individual movement variability during skill transitions: A useful marker?

Applied research suggests athletes and coaches need to be challenged in knowing when and how much a movement should be consciously attended to. This is exacerbated when the skill is in transition between two more stable states, such as when an already well learnt skill is being refined. Using existing theory and research, this paper highlights the potential application of movement variability as a tool to inform a coach’s decision-making process when implementing a systematic approach to technical refinement. Of particular interest is the structure of co-variability between mechanical degrees-of-freedom (e.g., joints) within the movement system’s entirety when undergoing a skill transition. Exemplar data from golf are presented, demonstrating the link between movement variability and mental effort as an important feature of automaticity, and thus intervention design throughout the different stages of refinement. Movement variability was shown to reduce when mental effort directed towards an individual aspect of the skill was high (target variable). The opposite pattern was apparent for variables unrelated to the technical refinement. Therefore, two related indicators, movement variability and mental effort, are offered as a basis through which the evaluation of automaticity during technical refinements may be made

Implementing the Five-A Model of technical refinement: Key roles of the sport psychologist

There is increasing evidence for the significant contribution provided by sport psychologists within applied coaching environments. However, this rarely considers their skills/knowledge being applied when refining athletes’ already learned and well-established motor skills. Therefore, this paper focuses on how a sport psychologist might assist a coach and athlete to implement long-term permanent and pressure proof refinements. It highlights key contributions at each stage of the Five-A Model—designed to deliver these important outcomes—providing both psychomotor and psychosocial input to the support delivery. By employing these recommendations, sport psychologists can make multiple positive contributions to completion of this challenging task

Blaming Bill Gates AGAIN! Misuse, overuse and misunderstanding of performance data in sport

Recently in Sport, Education and Society, Williams and Manley (2014) argued against the heavy reliance on technology in professional Rugby Union and elite sport in general. In summary, technology is presented as an elitist, ‘gold standard’ villain that management and coaches use to exert control and by which players lose autonomy, identity, motivation, social interactions and expertise. In this article we suggest that the sociological interpretations and implications offered by Williams and Manley may be somewhat limited when viewed in isolation. In doing so, we identify some core methodological issues in Williams and Manley’s study and critically consider important arguments for utilising technology; notably, to inform coach decision making and generate player empowerment. Secondly, we present a different, yet perhaps equally concerning, practice-oriented interpretation of the same results but from alternative coaching and expertise literature. Accordingly, we suggest that Williams and Manley have perhaps raised their alarm prematurely, inappropriately and on somewhat shaky foundations. We also hope to stimulate others to consider contrary positions, or at least to think about this topic in greater detail. More specifically, we encourage coaches and academics to think carefully about what technology is employed, how and why, and then the means by which these decisions are discussed with and, preferably, sold to players. Certainly, technology can significantly enhance coach decision making and practice, while also helping players to optimise their focus, empowerment and independence in knowing how to achieve their personal and collective goals

Advancing mental imagery research from an interdisciplinary sport science perspective:A commentary on Frank et al. (2023)

Frank et al.’s (2023) perceptual–cognitive scaffold meaningfully extends the cognitive action architecture approach and we support this interdisciplinary advancement. However, there are theoretical and applied aspects that could be further developed within this research to maximise practical impact across domains such as sport. In particular, there is a need to consider how these mechanisms (1) might critically inform or relate to other prominent theories within sport (e.g., constrained action hypothesis and ecological approaches) and, (2) reflect the real-world challenges experienced by athletes. With these ideas in mind, this commentary aims to stimulate discussion and enhance the translational application of Frank et al.’s research

Proposing a new conceptualisation for modern sport based on environmental and regulatory constraints:Implications for research, coach education and professional practice

Recent expansion of the sporting domain has meant sports have lacked distinct definitions. These definitions have pertained to specific activities and/or a general perception of an assumed experience, which arguably misunderstands these modern sports. Recent growth in this domain is encouraging, however, a clear understanding of modern sports remains a requirement for optimal research, coaching practice and, participation. Therefore, we critically consider the difference between these types of sport. In an attempt to address this, this paper revisits current definitions of these modern, non-competitive, sports. Specifically, we exemplify issues of conflation within research as justification for our desired clarity. Secondly, we propose a two-dimensional conceptual framework to meaningfully differentiate between these sporting domains and finally, propose several implications for future research, education and applied practice. We hope this article brings clarity within research and the potential positive flow to enhancing education to achieve appropriate outcomes for various participants

How do coaches operationalise long-term technical training in elite golf?

Long-term training is a common approach within the applied setting for components of physiology and strength and conditioning, for example. However, less is known about the reality of training across similar timescales from a technical perspective. Taking the highly technical sport of golf, current research rarely considers coaching technique beyond a single session or with the aim to understand the reality for, or challenges faced by, coaches working at the elite level. Accordingly, this qualitative study explored the goals, structure, and methods of coaches’ long-term technical work with players at macro-, meso-, and microlevels. Findings revealed that (a) coaches attempted to undertake technical refinement with players but without a clear systematic process, (b) there is little coherence and consistency across the levels of work, (c) the process and timescales of technical work are considered unpredictable and uncertain, and (d) long-term planning is seen as subservient to meeting players’ immediate performance needs. These results highlight the complexity of long-term technical work at the elite level and the need for coaches to develop both a sound and clear rationale through a more comprehensive case conceptualisation process, as well as a greater alignment to the scientific literature, to advance future practice

The nature of sports coach development in China:What are we trying to achieve?

Coach education and continuing career development have become a significant focus of global discussion within the sport domain. Current mainstream strategies for developing and assessing coaches in most countries, including China, are based on competency-based systems. However, there are many shortcomings of this system, especially when considering the varied practical challenges and needs of coaches and athletes; in short, such an approach does not facilitate enough adaptability. The purpose of this article is to critically review the literature, exploring both competence- and expertise-based coach development systems and their implications for coaching practice in China. Firstly, we introduce and discuss the competency-based approach, including its strengths and weaknesses and how this applies within the Chinese development system. Next, we introduce and evaluate an alternative, expertise-based development system characterised by adaptability and greater inclusiveness within the coaching domain, which is underpinned by a distinct set of cognitive decision making skills from the coach’s perspective. In addition, we expand this discussion by explaining the implications of this approach for coach assessment and offer some future suggestions for research in this area

A pragmatic approach to skill acquisition for physical education:Considering cognitive and ecological dynamics perspectives

Learning theories provide philosophically informed, basic principles for understanding the mechanisms through which people learn based on a combination of field or laboratorystudies. Unfortunately, however, there are several clear conflicts between theoreticalapproaches and common methods in teaching. Consequently, key challenges among teachersrelate to knowing which theoretical approach to adopt and, therefore, methods to apply. Thiscontradiction is even more confusing since some arguments from each approach are coherentwith current practice, whilst others are either inconsistent, unclear or even counter toestablished teaching views. In short, the implications for teachers are, at best, suboptimal.Accordingly, this paper aims to explore the differences in theoretical perspectives and thence,to propose that there is a need for multiple approaches, possibly used in combination. Wehope to offer clearer guidance for practitioners and provide some direction to promote betterapplication from researchers