The fourth dimension: A motoric perspective on the anxiety–performance relationship

Abstract

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.

A Retrospective Analysis of Trick Progression in Elite Freeskiing and Snowboarding

“…(P8) The extent to which this repetition was necessary for emotional reasons (less nerves, greater confidence) rather than embedding the trick motoricly (cf. Carson & Collins, 2016) is an important issue which awaits further investigation.…”

“…Additionally, we were interested in identifying factors that promoted progression: training aids, cognitive skills used and elements such as specific versus general transfer (for example developing a new trick based on pre-requisite manoeuvres versus general movement ability required to progress). Directionality (the variety of directions and axes that tricks can be performed in) was a further focus area, along with an investigation into the level of planning for progression, and the impact of the Olympics on planning and embedding a competition run (Carson & Collins, 2016).…”

“…Additionally, we were interested in identifying factors that promoted progression: training aids, cognitive skills used and elements such as specific versus general transfer (for example developing a new trick based on pre-requisite manoeuvres versus general movement ability required to progress). Directionality (the variety of directions and axes that tricks can be performed in) was a further focus area, along with an investigation into the level of planning for progression, and the impact of the Olympics on planning and embedding a competition run (Carson & Collins, 2016).In a new and rapidly changing sport, with limited attention in the literature to date, we identified a useful and important opportunity to inform a clear picture of an elite athlete's daily training environment. Given an understanding of the 'what' of trick progression in objective 1, the second objective was to increase understanding of the 'how' of trick progression.…”

Initiating technical refinements in high‐level golfers: Evidence for contradictory procedures

“…Mechanistically, regressions originate from the existing memory trace's strength/depth of attractor well Zanone & Kelso, 1992) being higher/deeper relative to the intended new version and, therefore, more resistant to change (Carson & Collins, 2015). According to Carson and Collins (2011), the generation and distinction of a new movement possibility serves to initiate a process of being able to inhibit the original skill and activate that of the desired.…”

Commentary: Motor Imagery during Action Observation: A Brief Review of Evidence, Theory and Future Research Opportunities

“…We could not agree more with these authors when it comes to encouraging practitioners (from our perspective, sport psychologists and coaches) to deploy mental simulation interventions as central pillars to assist a range of motor skill challenges (e.g., executing under high competitive anxiety, skill acquisition). Notably, the review also provided coverage of motoric factors (Carson and Collins, 2016) to offer an integrated understanding, something that has been somewhat neglected in other areas of psychology (e.g., the anxiety–performance relationship; Cheng et al, 2009). Reflecting this motoric emphasis, there are a number of interesting links, possibilities, and research directions which accrue from this paper.…”