The effects of avoidant instructions on golf putting proficiency and kinematics

Toner, John; Moran, Aidan; Jackson, Robin C.

doi:10.1016/j.psychsport.2013.01.008

Cited by 17 publications

(13 citation statements)

References 30 publications

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“…The participants in the present study possibly have a higher variability in movement kinematics compared to highly skilled dart players and thereby so much variability in execution of the different throws that the mean radial error did not show a clear speed-accuracy trade-off. This was in accordance with Toner et al. (2013) who showed that over compensatory behavior was more prevalent amongst low-skilled than high-skilled golfers and thereby could very much influence throwing accuracy, especially in the blocked condition.…”

Section: Discussionsupporting

confidence: 91%

“…By adjusting their movements, the subjects could overcompensate (Binsch et al., 2009) and throw above the target when the previous throw hit under the target. This phenomenon of overcompensation is normal in aiming tasks (Binsch et al., 2009; Toner et al., 2013) in which subjects throw too high because they want to avoid throwing too low again. In the present study, this was shown by insignificant changes in the mean radial error between the instructions in the blocked testing protocol.…”

Section: Discussionmentioning

confidence: 98%

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Effect of Instructions Emphasizing Velocity or Accuracy Given in a Random or Blocked Order on Performance Testing and Kinematics in Dart Throwing

Tillaar

Aune

2019

Front. Psychol.

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The aims of this study were to investigate the effects of throwing instruction (i.e., velocity and accuracy) and testing order (random or blocked) on dart throwing performance testing and on the movement strategies leading to this performance. Twelve physical education students (nine men and three women, age: 24 ± 7.5; mass: 77.7 ± 15.8, height: 1.77 ± 0.06 m) performed dart throws with four different instructions, varying in priority regarding velocity and accuracy, instructed in a blocked and random manner. The main findings were that dart velocity decreased when the priority of accuracy increased. However, when accuracy was the main priority, accuracy increased only when measured for consistency. Testing order influenced peak joint kinematics of wrist flexion in addition to finger extension and the time of occurrence of elbow extension. Instructions emphasizing velocity and/or accuracy showed a clear speed-accuracy trade-off in dart throwing and thereby followed Fitts’ law. Testing order had a minor effect on the speed-accuracy trade-off. The blocked testing order appeared to increase performance outcomes that favored the priority set by the instruction in contrast to the random test order. These differences were based upon adjustments of joint movements, which were based upon the knowledge of the previous attempts. These adjustments were visible between the different instructions through changes in the execution timing of peak wrist flexion and elbow and finger extension.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 98%

Effect of Instructions Emphasizing Velocity or Accuracy Given in a Random or Blocked Order on Performance Testing and Kinematics in Dart Throwing

Tillaar

Aune

2019

Front. Psychol.

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“…This discrepancy in findings could be attributed to the nature of the task (i.e., discrete vs continuous). In the current study, participants were required to continuously process avoidant instructions while driving for a few minutes, which is relatively longer than a discrete golf putting task which occurs within a few seconds [21,22,24]. Thus, adding a cognitive load no longer allowed drivers to process the avoidant instructions.…”

Section: Discussionmentioning

confidence: 99%

Examining Ironic Processes in Tourist Drivers: Driving on the Unfamiliar Side of the Road

Malhotra

Charlton

Starkey

et al. 2018

Safety

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Driving on the unfamiliar side of the road contributes to tourist road accidents and may deter self-driving tourists from travelling to certain countries. Experienced drivers usually drive on "autopilot" but under unfamiliar circumstances, drivers might generate instructions to avoid certain behaviour. Previous research has revealed that avoidant instructions can sometimes cause behaviour in the unintended direction (i.e., "ironic" behaviour). This study examined the effect of avoidant instructions (i.e., do not drift towards the centreline) while driving on the unfamiliar side of the road under high cognitive load. Participants (8 males, 9 females) drove on simulated roads under neutral and avoidant instructions, with or without a secondary task, in control and roadworks scenarios. Avoidant instructions did not lead to ironic behaviour (doing what one has been instructed not to do) but were associated with overcompensatory behaviour-driving further from the centreline compared to neutral instructions. Overcompensatory effects were not present when driving with a secondary task or in a roadworks scenario. The findings suggest that avoidant instructions do not lead to dangerous ironic behaviours. Further work needs to be undertaken on driving instructions given to tourists in other contexts like physiological fatigue.

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“…Research on “choking” in sport has illuminated our understanding of anxiety across both cognitive skills (e.g., Lyons and Beilock, 2012 ) and motor skill contexts (e.g., Beilock and Carr, 2001 ; Beilock and Gonso, 2008 ; DeCaro et al, 2011 ; Toner and Moran, 2011 ; Toner et al, 2013 ). The “explicit monitoring hypothesis” suggests that attending to a well learned skill may lead to failure in the precise execution of the skill under pressure.…”

Section: Expertise and Metacognitionmentioning

confidence: 99%

Metacognition and action: a new pathway to understanding social and cognitive aspects of expertise in sport

et al. 2014

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For over a century, psychologists have investigated the mental processes of expert performers – people who display exceptional knowledge and/or skills in specific fields of human achievement. Since the 1960s, expertise researchers have made considerable progress in understanding the cognitive and neural mechanisms that underlie such exceptional performance. Whereas the first modern studies of expertise were conducted in relatively formal knowledge domains such as chess, more recent investigations have explored elite performance in dynamic perceptual-motor activities such as sport. Unfortunately, although these studies have led to the identification of certain domain-free generalizations about expert-novice differences, they shed little light on an important issue: namely, experts’ metacognitive activities or their insights into, and regulation of, their own mental processes. In an effort to rectify this oversight, the present paper argues that metacognitive processes and inferences play an important if neglected role in expertise. In particular, we suggest that metacognition (including such processes as “meta-attention,” “meta-imagery” and “meta-memory,” as well as social aspects of this construct) provides a window on the genesis of expert performance. Following a critique of the standard empirical approach to expertise, we explore some research on “metacognition” and “metacognitive inference” among experts in sport. After that, we provide a brief evaluation of the relationship between psychological skills training and metacognition and comment on the measurement of metacognitive processes. Finally, we summarize our conclusions and outline some potentially new directions for research on metacognition in action.

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The effects of avoidant instructions on golf putting proficiency and kinematics

Cited by 17 publications

References 30 publications

Effect of Instructions Emphasizing Velocity or Accuracy Given in a Random or Blocked Order on Performance Testing and Kinematics in Dart Throwing

Effect of Instructions Emphasizing Velocity or Accuracy Given in a Random or Blocked Order on Performance Testing and Kinematics in Dart Throwing

Examining Ironic Processes in Tourist Drivers: Driving on the Unfamiliar Side of the Road

Metacognition and action: a new pathway to understanding social and cognitive aspects of expertise in sport

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