Rosie Collins

This study probed a psycho-motor switch between “attention” and “intention” using electroencephalography (EEG) of the occipital cortex during target versus ball focused aiming when golf putting. Specifically, we investigated (1) the pattern and power of ɑfrequency between putting methods at 8 ft. and 15 ft. distances and (2) the EEG activity for missed versus holed putts. Twelve highly skilled golfers executed 32 putts at each distance using both methods (i.e., 8 putts per condition) under naturalistic and competitive conditions. Putting performance (number of putts holed and distance from the hole) and EEG activity at −6 s, −4 s and −2 s before movement initiation were recorded. No performance difference was found for holed or missed putts between the putting methods at either distance (p > 0.05). Overall, EEG data revealed a significant time effect, with higher power at −2 s for all conditions apart from at the most challenging 15 ft. distance when using ball focused aiming, where the power decreased. For missed putts at either distance, there was twice the artefact and eye blink during ball compared to target focused aiming. Data suggest a more robust switch from attention to intention when preparing for execution with target focused aiming. Target focused aiming suggestively helps golfers to remove a potential distraction, such as from seeing the arms, hand and ball, rather than offering any distinct/different advantage to ball focused aiming. In other words, a distraction caused by what the golfer looks at rather than where gaze is directed.

Coach education is a learner-centred process, which often fails to consider the preferences of the consumer. Historically, research into performers’ experiences of coaching have been influenced by the social constructivism of learning: in short, an expressed preference for what the performer has experienced as determined by their coach, rather than their own personal preferences. Therefore, this research used skateboarding as a natural laboratory in order to explore the current practices and preferences of performers in a coach-free environment. Ninety-one skateboarders from parks in the UK and New Zealand offered information relating to their current learning practices, how they learnt about learning, and how the top-level performers in their environment were differentiated. Findings suggest that a number of coaching tools are used by performers, which are closely aligned with a more traditional, cognitive view of coaching (e.g., demonstration, drills, error usage). Results also suggest that performers deployed a number of cognitive skills (imagery, analogy, understanding) to enhance storage of a movement as an internal representation. Finally, in the absence of formal coaching, performers use their knowledge of learning to appoint informal leaders. Implications for practice are discussed.

This qualitative study involved in-depth interviews with 15 family members (mainly partners and children) of deceased athletes who experienced deterioration in their neurological health towards the end of their life. The purpose of this study was to examine the stressors these family members experienced with the ailed players, their emotional responses to their family member’s condition, as well as the coping strategies they used. Vertical and horizontal thematic analyses were conducted on the data, which revealed five distinct temporal stages, a range of emotional responses, as well as accompanying stressors and coping strategies at each temporal stage. The findings are presented as an ethnodrama, capturing the lived experiences of participants. This ethnodrama aims to resonate with those caring for family members who are experiencing deteriorating neurological health, while also raising awareness of the various emotional responses of the individuals in these situations, as well as inviting dialogue and reflection about these issues. 

Decision making (DM) is a crucial part of team invasion games. The role of context and how this drives both the initial DM and primes in-action planning and execution, termed contextual priors, has been investigated. Findings suggest a significant role for cognition, which appears to run contrary to some of the suggestions made by an ecological dynamics approach. Wishing to clarify this situation for coaches and psychologists, this research explores the experience of nine top-tier key decision makers in rugby union, using an interview approach. Results showed a wide range of context-based information considered by players during the DM process. Furthermore, this information acted to prime subsequent attention and in-action thinking. Finally, this research sought to understand if, and therefore how, DM could be taught, developed and primed by players and coaches. Our data are supportive of a more cognitively focused approach to developing DM although our data do not dismiss a role for direct perception in optimising performance. Implications for practice are discussed.