Technical change is one of many factors underpinning success in elite, fixation/diversification stage performers. Surprisingly, however, there is a dearth of research pertaining to this process or the most efficacious methods used to bring about such a change.In this paper we highlight the emergent processes, yet also the lack in mechanistic comprehension surrounding technical change, addressing issues within the motor control, sport psychology, coaching and choking literature. More importantly, we seek an understanding of how these changes can be made more secure to competitive pressure, and how this can be embedded within the process of technical change. Following this review, we propose The Five-A Model based on successful coaching techniques, psychosocial concomitants, the avoidance of choking and principles of effective behaviour change.Specific mechanisms for each stage are discussed, with a focus on the use of holistic rhythmbased cues as a possible way of internalising changes. Finally, we suggest the need for further research to examine these five stages, to aid a more comprehensive construction of the content and delivery of such a programme within the applied setting.

This article focuses on raising concern that anxiety–performance relationship theory has insufficiently catered for motoric issues during, primarily, closed and self-paced skill execution (e.g., long jump and javelin throw). Following a review of current theory, we address the under-consideration of motoric issues by extending the three-dimensional model put forward by Cheng, Hardy, and Markland (2009) (‘Toward a three-dimensional conceptualization of performance anxiety: Rationale and initial measurement development, Psychology of Sport and Exercise, 10, 271–278). This fourth dimension, termed skill establishment, comprises the level and consistency of movement automaticity together with a performer's confidence in this specific process, as providing a degree of robustness against negative anxiety effects. To exemplify this motoric influence, we then offer insight regarding current theories’ misrepresentation that a self-focus of attention toward an already well-learned skill always leads to a negative performance effect. In doing so, we draw upon applied literature to distinguish between positive and negative self-foci and suggest that on what and how a performer directs their attention is crucial to the interaction with skill establishment and, therefore, performance. Finally, implications for skill acquisition research are provided. Accordingly, we suggest a positive potential flow from applied/translational to fundamental/theory-generating research in sport which can serve to freshen and usefully redirect investigation into this long-considered but still insufficiently understood concept.

26Applied research suggests athletes and coaches need to be challenged in knowing when and how 27 much a movement should be consciously attended to. This is exacerbated when the skill is in 28 transition between two more stable states, such as when an already well learnt skill is being refined. 29Using existing theory and research, this paper highlights the potential application of movement 30 variability as a tool to inform a coach's decision-making process when implementing a systematic 31approach to technical refinement. Of particular interest is the structure of co-variability between 32 mechanical degrees-of-freedom (e.g., joints) within the movement system's entirety when undergoing 33 a skill transition. Exemplar data from golf are presented, demonstrating the link between movement 34 variability and mental effort as an important feature of automaticity, and thus intervention design 35 throughout the different stages of refinement. Movement variability was shown to reduce when 36 mental effort directed towards an individual aspect of the skill was high (target variable). The 37 opposite pattern was apparent for variables unrelated to the technical refinement. Therefore, two 38 related indicators, movement variability and mental effort, are offered as a basis through which the 39 evaluation of automaticity during technical refinements may be made. (cf. Newell, 1985); these variables having already been well learnt 73 to good effect. In addition, from a theoretical perspective, such a "tool" could augment our 74 ability to evaluate different learning and practice environments. Previously, movement variability has been considered as the result of measurement "noise" 98(e.g., kinematic, kinetic). Notably, however, advances from a nonlinear dynamics 99 perspective suggest that "it may be that the variance of movement dynamics is as revealing 100 as, or more revealing than, the invariance in terms of unpacking the nature of the system 101 organization" (Newell & Slifkin, 1998, p. 157). Consequently, the need for evaluation and Movement variability during skill transitions 7 structural unit (stability) that is also capable of error correction and adaptation (flexibility). 153In comparison to previous thought, the uncontrolled manifold (UCM) hypothesis (Scholz & 154 Schöner, 1999) seeks to identify motor synergies on the basis that no DoFs are ever frozen or 155 eliminated but rather, that they are organised in such a way as to provide both stability and 156 flexibility towards achieving specific task goals (Gelfand & Latash, 1998). This is achieved 157 by constraining (reducing the variability) the DoFs that are important to achieving the task 158 goal, termed performance variables, into a structural unit, while at the same time releasing 159(thus increasing the variability) the DoFs that are not as important, termed elemental 160 variables. As a result of this, the error-correction mechanism, or flexibility, to implement a 161 synergy (movement pattern) within a variety of environmental cont...

While current research has begun to address parental influences on talent development in sport, sibling interaction remains relatively under-examined. Therefore, this study aimed to explore the underpinning mechanisms through which sibling interaction impacts on talent development. Retrospective phenomenological interviews were conducted with four sets of siblings (N ¼ 9), where at least one sibling had competed to an elite level. Findings revealed several higher order themes that impacted positively on the talented athletes' development: regularity of interaction in sport, emotional interpersonal skills, rivalry, resilience, co-operation and separation. Separation appeared as the athlete reached elite status, suggesting that these former mechanisms primarily impact during the development phase. Such findings support and extend the sibling, elite sport and talent development literature and provide valuable insight for both practitioners and academics. Importantly, coaches should consider a sibling's role as an important mechanism outside of the formal coaching structure for talent development.

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