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.

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 rhythm-based 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.

Comprehensive understanding and application of decision making is important for the professional practice and status of sports coaches. Accordingly, building on a strong work base exploring the use of professional judgement and decision making in sport, we report a preliminary investigation into uses of intuition by high-level coaches. Two contrasting groups of high-level coaches from adventure sports (n = 10) and rugby union (n = 8), were interviewed on their experiences of using intuitive and deliberative decision making styles, the source of these skills, and the interaction between the two. Participants reported similarly high levels of usage to other professions. Interaction between the two styles was apparent to varying degrees, while the role of experience was seen as an important precursor to greater intuitive practice and employment. Initially intuitive then deliberate decision making was a particular feature, offering participants an immediate check on the accuracy and validity of the decision. Integration of these data with the extant literature and implications for practice are discussed.

Previous research has emphasised the dynamic nature of coaching practice and the need to consider both individual performer needs and necessary contextual trade-offs in providing optimum solutions. In this regard, a Professional Judgment and Decision Making framework has been suggested to facilitate an optimum blend of actions against these complex and dynamic demands. Accordingly, we extend this work and address recent calls for greater focus on expertise-oriented assessments, by postulating on the aspirant/developing coach’s capacity for and development of metacognition (i.e., active control over cognitive processes) as a ‘tool’ within the reflective process. Specifically, we propose that metacognition enables essential active cognitive processing for deep learning and impactful application, together with construction and refinement of useable knowledge to inform coaching decisions. Metacognition, therefore, helps to contextualise knowledge provided in training, further optimising the experience, particularly before certification. Finally, we exemplify how metacognition can be developed in coaches through the use of cognitive apprenticeships and decision training tools; and evaluated via a series of observed coaching episodes, with reasoning articulated through pre and postsession interview. Despite challenging traditional competency-based approaches to coach education, we believe that a considered mixed approach represents a vital next step in further professionalising sports coaching.

Abdollahipour, Wulf, Psotta, and Nieto (2015) recently published data in the Journal of Sports Sciences to show that an external focus of attention promotes superior performance effects (gymnastics jump height and judged movement form score) when compared to internal or control foci during skill execution without an implement involved. While we do not contest the veracity of findings reported, nor others that have been used to support beneficial effects of an external focus of attention, in this Letter to the Editor we comment on considerable methodological limitations associated with this and previous studies that, we suggest, have resulted in serious theoretical oversights regarding the control of movement and, most crucially from our practitioner perspective, suboptimal recommendations for applied coaching practice. Specifically, we discuss the lack of consideration towards translational research in this area, the problematic nature of attentional focus cues employed, interpretation of findings in relation to other applied recommendations and coherence with mechanistic underpinning and, finally, the representative nature of task involved. In summary, while (laboratory) research evidence may appear to be conclusive, we suggest that the focus of attention effects are in need of more ecologically valid and rigorous testing as well as consideration of current coaching practices if it is to optimally serve the applied sporting domain that it purportedly aims to.

Applied research suggests that 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.