Dr Jamie Poolton

Background: There is gathering interest in determining the typical sources of stress for an operating surgeon and the effect that stressors might have on operative performance. Much of the research in this field, however, has failed to measure stress levels and performance concurrently or has not acknowledged the differential impact of potential stressors. Our aim was to examine empirically the influence of different sources of stress on trained laparoscopic performance. Methods: A total of 30 medical students were trained to proficiency on the validated Fundamentals of Laparoscopic Surgery peg transfer task, and then were tested under 4 counterbalanced test conditions: control, evaluation threat, multitasking, and time pressure. Performance was assessed via completion time and a process measure reflecting the efficiency of movement (ie, path length). Stress levels in each test condition were measured using a multidimensional approach that included the State-Trait Anxiety Inventory (STAI) and the subject's heart rate while performing a task. Results: The time pressure condition caused the only significant increase in stress levels but did not influence completion time or the path length of movement. Only the multitasking condition significantly increased completion time and path length, despite there being no significant increase in stress levels. Overall, the STAI and heart rate measures were not correlated strongly. Conclusion: Recommended measures of stress levels do not necessarily reflect the demands of an operative task, highlighting the need to understand better the mechanisms that influence performance in surgery. This understanding will help inform the development of training programs that encourage the complete transfer of skills from simulators to the operating room. © 2011 Mosby, Inc. All rights reserved.

An understanding of differences in expert and novice neural behavior can inform surgical skills training. Outside the surgical domain, electroencephalographic (EEG) coherence analyses have shown that during motor performance, experts display less coactivation between the verbal-analytic and motor planning regions than their less skilled counterparts. Reduced involvement of verbal-analytic processes suggests greater neural efficiency. The authors tested the utility of an implicit motor learning intervention specifically devised to promote neural efficiency by reducing verbal-analytic involvement in laparoscopic performance.

Research on intraoperative stressors has focused on external factors without considering individual differences in the ability to cope with stress. One individual difference that is implicated in adverse effects of stress on performance is "reinvestment," the propensity for conscious monitoring and control of movements. The aim of this study was to examine the impact of reinvestment on laparoscopic performance under time pressure.

OBJECTIVE: Error management is crucial in surgery and needs to be developed through appropriate training and education. Research suggests that perceptual errors may be more likely in laparoscopic environments. The objective of this work is to investigate error management by novices compared with experienced surgeons when performing a simple simulated incision in a visually challenging environment. METHODS: Novices (n = 20) and experienced surgeons (n = 11) viewed pairs of horizontal lines on a laparoscopic monitor. Participants were asked to replicate the line lengths by making simulated incisions. The task was completed with or without online visual feedback of the incising hand. In a second phase of the study, the task was complicated by embedding the lines within a perceptual illusion (i.e., Ponzo illusion). RESULTS: Incision lengths generally were shorter than the actual lengths of the viewed lines for all participants. For the novices, however, this underestimation bias was exacerbated when visual feedback of the incising hand was unavailable (p < 0.001), whereas the surgeons were not affected by loss of vision of the incising hand (p = 0.864). Furthermore, novices were influenced by the perceptual illusion designed to alter perceptions of line length (p = 0.021), whereas the surgeons did not appear to be influenced by the illusion (p = 0.945). CONCLUSIONS: A perceptual bias towards incision length underestimation may be present when surgery involves a laparoscopic monitor; however, surgical experience may protect against accentuation of the underestimation bias when the task becomes more visually challenging. The bias is discussed using the framework of error management theory. © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

© 2014 Elsevier Ltd. Objectives: This study aimed to investigate the role of the two dimensions of movement specific reinvestment (conscious motor processing and movement self-consciousness) in performance of a complex task early and later in practice. Furthermore, the study also examined the underlying kinematic mechanisms by which conscious motor processing and movement self-consciousness influence performance in practice. Methods: Trait measures of conscious motor processing and movement self-consciousness were obtained from participants using the Movement Specific Reinvestment Scale. Participants (n=30) with no prior golf putting experience practiced 300 golf putts over the course of two days. Putting proficiency (number of putts holed) and variability of movement kinematics (SD impact velocity and SD putter face angle at impact) were assessed early and later in practice. Results: Movement self-consciousness positively influenced putting proficiency early and later in practice by reducing variability of impact velocity and putter face angle at impact. Conscious motor processing positively influenced putting proficiency early in practice by reducing variability of impact velocity and putter face angle at impact. Later in practice, conscious motor processing was not associated with putting proficiency. Conclusion: The findings suggest that higher propensity for movement self-consciousness potentially influences performance early and later in practice by reducing variability of impact velocity and putter face angle at impact. A higher propensity for conscious motor processing benefits performance in a similar manner as movement self-consciousness early in practice but it does not seem to influence performance later in practice. The findings of the current study suggest that movement self-consciousness and conscious motor processing differentially influence performance at different stages in practice of a complex motor skill, suggesting that they might depict different types of conscious processing.

Two experiments examined the roles of the dimensions of movement-specific reinvestment (movement self-consciousness and conscious motor processing) on performance under demanding conditions. In Experiment 1, novice golfers practiced a golf putting task and were tested under low- and high-anxiety conditions. Conscious motor processing was not associated with putting proficiency or movement variability; however, movement self-consciousness was positively associated with putting proficiency and appeared to be negatively associated with variability of impact velocity in low-anxiety conditions, but not in high-anxiety conditions. Increased anxiety and effort possibly left few attention resources for movement self-consciousness under high anxiety. In Experiment 2, participants performed a quiet standing task in single- and dual-task conditions. Movement self-consciousness was positively associated with performance when attention demands were low (single task) but not when attention demands were high (dual task). The findings provide insight into the differential influence of the two dimensions of movement-specific reinvestment under demanding conditions.

Investigation into the links between coach leadership style, practice hours and injury prevalence are fairly novel in the sporting domain. 2 Previous literature has highlighted the links between achieving elite performance and practice hours, and with that, a stronger likelihood of injury prevalence and exposure. This project provided an opportunity for badminton players of all skill levels to share information around coach leadership style, practice history hours and injury prevalence through an online questionnaire. The aims of the research were to examine whether certain forms of developmental activities lead to an increased risk of injury burden and identify if there is a relationship between perceived coach leadership style and injury prevalence in badminton players. Descriptive statistics and multiple regression analyses were carried out to draw comparisons between injured and non-injured participants and determine whether significant predictors of injury prevalence were present. 1 Findings suggested that coach-led practice hours were a positive predictor of injury prevalence in the 19-23 age phase examined, with a trend toward significance found for coach-led practice hours in the 16-18 age phase. Descriptive statistics allowed for comparison of practice hours and global transformational leadership (GTL) scores between injured and non-injured counterparts. No differences were found in GTL scores between injured and non-injured participants, suggesting individual sports may foster closer, more positive coach-athlete relationships. The noted findings are considered alongside current injury

A defining characteristic of expertise is automated performance of skills, which frees attentional capacity to better cope with some common intraoperative stressors. There is a paucity of research on how best to foster automated performance by surgical trainees. This study examined the use of a multitask training approach to promote automated, robust laparoscopic skills.Eighty-one medical students completed training of a fundamental laparoscopic task in either a traditional single-task training condition or a novel multitask training condition. Following training, participants' laparoscopic performance was tested in a retention test, two stress transfer tests (distraction and time pressure) and a secondary task test, which was included to evaluate automaticity of performance. The laparoscopic task was also performed as part of a formal clinical examination (OSCE).The training groups did not differ in the number of trials required to reach task proficiency (p = .72), retention of skill (ps > .45), or performance in the clinical examination (p = .14); however, the groups did differ with respect to the secondary task (p = .016). The movement efficiency (number of hand movements) of single-task trainees, but not multitask trainees, was negatively affected during the secondary task test. The two stress transfer tests had no discernable impact on the performance of either training group.Multitask training was not detrimental to the rate of learning of a fundamental laparoscopic skill and added value by providing resilience in the face of a secondary task load, indicative of skill automaticity. Further work is needed to determine the extent of the clinical utility afforded by multitask training.

Discovery learning is believed to be an effective method for learning motor, anticipation, and cognitive skills, but the mechanisms leading to improvements are not well understood in the context of real-life decisions in sports. There is no agreement on whether implicit or explicit learning processes underlie discovery learning. We compared the performances of four groups of participants in a basketball decision situation: Two groups received training in perceptual or cognitive discovery learning, respectively; a third group received rule-instructed guidance, and the fourth group was used as a control and received no specific training. We evaluated the relative effectiveness of these approaches and their common or distinct mechanisms. The rule-instructed group was superior in decision quality to the other groups. In addition, we found that cognitive discovery learning is based more on explicit processes but perceptual discovery learning relies more on implicit processes. These results indicate that in sports the concept of discovery learning should be differentiated according to its perceptual and cognitive components. © 2009 ISSP.

Observation suggests that referees significantly contribute to the home team advantage in football. The atmosphere created by the home team fans is thought to be the major contributing factor, but the extent of this influence is dependent on the referee. The Decision-Specific Reinvestment Scale was developed to identify those individuals susceptible to disrupted decision making under pressure as a result of their tendency to over-involve consciousness in decision making (Decision Reinvestment) or as a result of their tendency to ruminate upon poor decisions made in the past (Decision Rumination). We asked qualified referees to make a series of video-based decisions to examine whether the home team advantage effect was associated with a high or low tendency for Decision Reinvestment or Decision Rumination. We showed that referees categorized as high Decision Ruminators disproportionately made decisions in favour of the home team. The tendency to ruminate upon poor decisions may help explain some of the variance in the home team advantage effect shown by different referees. We conclude that aspects of personality should be considered in the development of training programs designed to improve and standardise football refereeing.

In response to further validation of the Reinvestment Scale by Chell, Graydon, Crowley, and Child, a structural equation model was formulated to clarify the relationship between the predisposition for conscious control of an otherwise automatic motor skill (reinvestment), verbal knowledge, and performance degradation under pressure. The model implies that the more task-relevant movement knowledge the performer holds, the stronger the propensity to reinvest.

Objectives: In sports it may be necessary for a performer to make a decision and execute a movement in close succession, or even concurrently. The manner in which a movement is controlled may impact on the degree to which the performer is able to combine decisions and movements effectively. Previous work has shown that if control of the movement has been acquired explicitly, with a high declarative knowledge content, dual-task conditions can be disruptive to performance of the movement. Previous work has also shown that, in contrast, if movement control is acquired by analogical instruction, with a low declarative knowledge content, motor performance is unaffected by dual-task conditions. It was, therefore, hypothesised that analogy learning will reduce the performance cost associated with processing motor responses while making high-complexity decisions. Methods: Participants learnt to hit a table tennis topspin forehand using either a single analogical instruction or a set of written instructions (explicit learning). Motor performance was assessed when decisions about the direction in which to hit the ball were either low in complexity or high in complexity. Results: Low-complexity decisions had no effect on motor performance in either condition. However, high-complexity decisions caused a relative performance deterioration in the Explicit condition, but not in the Analogy condition. Conclusions: These findings extend the implicit motor learning literature by highlighting the role of analogy learning in the complex interaction between decision-making and movement control in sport. © 2006 Elsevier Ltd. All rights reserved.

Learning a motor skill by analogy can benefit performers because the movement that is developed has characteristics of implicit motor learning: namely, movement robustness under pressure and secondary task distraction and limited accrual of explicit knowledge (Liao & Masters, 2001). At an applied level the advantages are lost, however, if the heuristic that underpins the analogy conveys abstractions that are inappropriate for the indigenous culture. The aim of the current experiment was to redevelop Masters’s (2000) right-angled-triangle analogy to accommodate abstractions appropriate for Chinese learners. Novice Chinese participants learned to hit table tennis forehands with topspin using either a redeveloped, culturally appropriate analogy (analogy learning) or a set of 6 instructions relevant to hitting a topspin forehand in table tennis (explicit learning). Analogy learners accrued less explicit knowledge of the movements underlying their performance than explicit learners. In addition, a secondary task load disrupted the performance of explicit learners but not analogy learners. These findings indicate that a culturally relevant analogy can bring about implicit motor learning in a Chinese population.

According to some authors, highly self-conscious individuals are susceptible to performance breakdown in the presence of an evaluative audience (e.g., Maxwell, Masters, & Poolton, 2006), whereas other authors report less susceptibility (e.g., Baumeister, 1984). Previous studies have provided these contrasting results using discrete tasks. The aim of the current study was to ascertain whether self-consciousness is associated with changes to continuous task performance (simulated driving) in the presence and absence of an evaluative passenger, and to elucidate the direction of this relationship. Participants, classified as either high or low self-conscious (n = 14 in each group), performed seven 5-minute trials on a driving simulator. The first six trials (Practice Phase) were performed alone, whereas, the final trial (Observation Phase) was performed whilst observed. During the Practice Phase high self-conscious drivers were recorded engaging in riskier driving behaviours, relative to low self-conscious drivers. During the Observation Phase, high self-conscious drivers still displayed riskier driving behaviours than did low self-conscious drivers despite both groups' attempts to control the speed of their vehicles. The results imply that high trait self-consciousness, rather than low, appears to be associated with poorer task performance under both evaluative and non-evaluative conditions.

© 2015 Taylor & Francis. Purpose: The overarching aim of this study was to evaluate the role of attention in basketball footwear fit perception. Experimental protocol: Twenty-nine university basketball players rated footwear fit of correctly fitted basketball shoes and of shoes half a US size smaller and half a US size bigger following three fit perception protocols of increasing complexity (Step-In; Basic Course; Basketball Specific Course). The fit perception protocols were completed both with and without concurrent performance of an attentionally demanding secondary task. Footwear fit was rated by response to both a four-variable scale and a two-variable scale. The experiment protocol was repeated on a second day to test for inter-day reliability. Results: The player's sensitivity to differences in shoe size was similar following each fit perception protocol and substantial and almost perfect inter-day reliability was demonstrated (ICC > 0.6). The imposition of a secondary task had no detrimental effect on players' capacity to differentiate shoe size (P > 0.05). Reducing the number of fit judgements resulted in superior shoe size differentiation (P < 0.05). Conclusion: The findings imply that the availability of attention would be similar across fit perception protocols of different complexity. Moreover, asking players to consider fewer aspects of forefoot shoe fit may result in better and more reliable judgements of shoe fit.

The purpose of this study was to determine whether decision-making skill in perceptual-cognitive tasks could be enhanced using a training technique that impaired selective areas of the visual field. Recreational basketball players performed perceptual training over 3 days while viewing with a gaze-contingent manipulation that displayed either (a) a moving window (clear central and blurred peripheral vision), (b) a moving mask (blurred central and clear peripheral vision), or (c) full (unrestricted) vision. During the training, participants watched video clips of basketball play and at the conclusion of each clip made a decision about to which teammate the player in possession of the ball should pass. A further control group watched unrelated videos with full vision. The effects of training were assessed using separate tests of decision-making skill conducted in a pretest, posttest, and 2-week retention test. The accuracy of decision making was greater in the posttest than in the pretest for all three intervention groups when compared with the control group. Remarkably, training with blurred peripheral vision resulted in a further improvement in performance from posttest to retention test that was not apparent for the other groups. The type of training had no measurable impact on the visual search strategies of the participants, and so the training improvements appear to be grounded in changes in information pickup. The findings show that learning with impaired peripheral vision offers a promising form of training to support improvements in perceptual skill.

We examined the effect of verbalization of a phylogenetic motor skill, balance, in older and young adults with a low or a high propensity for conscious verbal engagement in their movements (reinvestment). Seventy-seven older adults and 53 young adults were categorized as high or low reinvestors, using the Movement Specific Reinvestment Scale, which assesses propensity for conscious processing of movements. Participants performed a pre- and post-test balance task that required quiet standing on a force-measuring plate. Prior to the post-test, participants described their pre-test balancing performance (verbalization) or listed animals (non-verbalization). Only young adults were affected by verbalization, with participants with a high propensity for reinvestment displaying increased medio-lateral entropy and participants with a low propensity for reinvestment displaying increased area of sway and medial-lateral sway variability following the intervention. The possible explanations for these results are discussed.

BACKGROUND: There is little evidence considering the relationship between movement-specific reinvestment (a dimension of personality which refers to the propensity for individuals to consciously monitor and control their movements) and working memory during motor skill performance. Functional near-infrared spectroscopy (fNIRS) measuring oxyhemoglobin demands in the frontal cortex during performance of virtual reality (VR) psychomotor tasks can be used to examine this research gap. OBJECTIVE: The aim of this study was to determine the potential relationship between the propensity to reinvest and blood flow to the dorsolateral prefrontal cortices of the brain. A secondary aim was to determine the propensity to reinvest and performance during 2 dental tasks carried out using haptic VR simulators. METHODS: We used fNIRS to assess oxygen demands in 24 undergraduate dental students during 2 dental tasks (clinical, nonclinical) on a VR haptic simulator. We used the Movement-Specific Reinvestment Scale questionnaire to assess the students' propensity to reinvest. RESULTS: Students with a high propensity for movement-specific reinvestment displayed significantly greater oxyhemoglobin demands in an area associated with working memory during the nonclinical task (Spearman correlation, rs=.49, P=.03). CONCLUSIONS: This small-scale study suggests that neurophysiological differences are evident between high and low reinvesters during a dental VR task in terms of oxyhemoglobin demands in an area associated with working memory.

Re-engineering the built environment to influence behaviours associated with physical activity potentially provides an opportunity to promote healthier lifestyles at a population level. Here we present evidence from two quasi-experimental field studies in which we tested a novel, yet deceptively simple, intervention designed to alter perception of, and walking behaviour associated with, stairs in an urban area. Objectives. To examine whether stair banister adjustment has an influence on perceptions of stair steepness or on walking behaviour when approaching the stairs. Methods. In Study 1, we asked participants (n=143) to visually estimate the steepness of a set of stairs viewed from the top, when the stair banister was adjusted so that it converged with or diverged from the stairs (±1.91º) or remained neutral (±0º). In Study 2, the walking behaviour of participants (n=36) was filmed as they approached the stairs to descend, unaware that the banister converged, diverged or was neutral. Results. In Study 1, participants estimated the stairs to be steeper if the banister diverged from rather than converged with the stairs. The effect was greater when participants were unaware of the adjustment. In Study 2, walking speed was significantly slower when the banister diverged from rather than converged with the stairs. Conclusions. These findings encourage us to speculate about the potential to economically re-engineer features of the built environment in order to provide opportunities for action (affordances) that invite physical activity behaviour or even promote safer navigation of the environment.

INTERNATIONAL. HANDBOOK. OF. GOLF. SCIENCE. Golf is one of the world's major sports and consequently the focus of world-class scientific research. This landmark publication is the most comprehensive book ever published on the ...

This study investigated whether conscious control is associated with freezing of mechanical degrees of freedom during motor learning. Participants practiced a throwing task using either error-strewn or error-reduced practice protocols, which encourage high or low levels of conscious control, respectively. After 24 hr, participants engaged in a series of delayed retention and transfer tests. Furthermore, propensity for conscious control was assessed using participants' ratings and freezing was gauged through movement variability of the throwing arm. Performance was defined by mean radial error. In the error-strewn group, propensity for conscious control was positively associated with both freezing and performance. In the error-reduced group, propensity for conscious control was negatively associated with performance, but not with freezing. These results suggest that conscious control is associated with freezing of mechanical degrees of freedom during motor learning.

We compared the effects of conscious monitoring and control on motor performance. Participants were instructed to adopt an internal or external focus of attention in different blocks of a darts task. For one group, the internal as well as external focus instructions emphasized monitoring. For another group, the instructions emphasized control in the two focus conditions. Furthermore, participants’ propensity for monitoring and control was gauged via two factors of the Movement Specific Reinvestment Scale (MSRS) (Masters, Eves, & Maxwell, 2005). These factors were Movement Self-Consciousness (MS-C) and Conscious Motor Processing (CMP), which measure propensity for conscious monitoring and control, respectively. Performance differences between the internal and external focus blocks were expressed as mean radial error (MRE). Results revealed a 3-way interaction between CMP, instruction type (monitoring versus control) and an order effect. Only in the conscious control-group, but not the conscious monitoring-group was there a 2-way interaction between CMP and order. In the conscious control-group, participants with high CMP scores showed worse performance in whichever focus block (internal or external) was presented last. There were no significant effects in the monitoring-group or of MS-C. These findings indicate that conscious control has a stronger effect on motor performance than conscious monitoring.

Background: China’s rapid urban growth is associated with an increasingly unhealthy population. Urban planners can design cities to promote healthy lifestyles, but to re-engineer the existing built environment is no simple task. We assessed whether a simple modification of the built environment was associated with altered perceptions of, and ambulation in, that environment. Methods: We adjusted a single-rail stair banister (length 3 m, height 1 m) in an urban area of Hong Kong, China, to increase or decrease the convergence angle with the stairs by 10% (plus or minus 1.91°). When positioned conventionally, the banister was parallel to the stairs (2.19 m width, 26.5° incline). 92 participants (mean age 19.71 [0.79], 54 male and 38 female) who were unaware that the banister diverged from (n=32), converged with (n=30), or was parallel to the stairs (n=30), visually estimated the angle of incline of the stairs from the top by rotating a disk to match the slant of the staircase. Walking speed (metres per second) was video-recorded surreptitiously as a sub-sample of the participants (n=36) approached the stairs with the banister in each position. Data were analysed using one-way analysis of variance followed by Bonferroni comparisons. Ethical approval of the study was obtained from the University of Hong Kong Research Ethics Committee, and participants provided written informed consent to participate. Findings: Visual estimations differed between the groups (F2,70=3.11, p=0.05, ηp2=0.08); estimates of angle were smaller when the banister converged with the stairs (32.53 [8.39]°) than when it diverged (39.69 [9.50]°) (p=0.007) or was parallel (39.88 [8.92]°) (p=0.006). Walking speeds in the final three strides preceding transition to stair descent also differed (F2,70,70=3.11, p=0.05, ηp2=0.08) with mean walking speed slower when the banister diverged (1.24 [0.26] m/s) than when it converged (1.36 [0.19] m/s) (p=0.046). Interpretation: Modification of the angle of a stair banister was associated with differences in perception of the steepness of stairs and in walking behavior during approach to the stairs. Problems associated with rapid urban development, including falls in older people and physical inactivity, are high on the health agenda of the Chinese government. Future work should examine whether stairs that appear less steep are more readily climbed, thus promoting physical activity, and whether stepping parameters are improved, thus promoting fewer falls.

Objectives: This paper reports the effects of error-reduced learning on movement components and mastery of overhand throwing in children with and without intellectual disability. Methods: Secondary data analysis was performed on two samples of children (typically developing, TD; intellectual disability, ID) who practiced overhand throwing in either an error-reduced (ER) or error-strewn (ES) condition. Movement pattern components were assessed using a sub-skill of Test of Gross Motor Development-2. Results: In TD participants, ER learners displayed improved follow-through while ES learners did not. Among children with ID, ER learners displayed greater improvements of hip/shoulder rotation and follow-through, than ES learners. Discriminant function analysis confirmed that changes in these components differentiated learning groups. Greater percentage of ER, compared to ES, participants progressed to mastery. Conclusions: With suppressed errors, the follow-through component of overhand throwing is likely to emerge, particularly in children with inferior abilities, and cognitive limitations. Error-reduced learning facilitates mastery.

We conducted two experiments to assess the effect attentional focus has on learning a complex motor skill and subsequent performance under secondary task loading. Participants in Experiment 1 learnt a golf putting task (300 practice trials) with a single instruction to either focus on their hands (internal focus) or the movement of the putter (external focus). No group differences were evident during learning or retention. Differences between the groups were only apparent under secondary task load; the external group's performance remained robust, while the internal group suffered a drop in performance. Verbal protocols demonstrated that the internal group accumulated significantly more internal knowledge and more task-relevant knowledge in general than the external group. Experiment 2 was designed to establish whether greater internal focus knowledge or greater explicit rule build up in general was responsible for performance breakdown. Two groups were presented with a set of six internal or external rules. Again, no performance differences were found during learning or retention. During the secondary task, both groups experienced performance deterioration. It was concluded that accumulation of explicit rules to guide performance was responsible for the internal group's breakdown in performance under secondary task loading and may be responsible for some of the performance differences reported previously. © 2006 Taylor & Francis.

The cost-effectiveness of the implicit (procedural) knowledge that supports motor expertise enables surprisingly efficient performance when a decision and an action must occur in close temporal proximity. The authors argue that if novices learn the motor component of performance implicitly rather than explicitly, then they will also be efficient when they make a decision and execute an action in close temporal proximity. Participants (N = 35) learned a table tennis shot implicitly or explicitly. The authors assessed participants' motor performance and movement kinematics under conditions that required a concurrent low-complexity decision or a concurrent high-complexity decision about where to direct each shot. Performance was disrupted only for participants who learned explicitly when they made high-complexity decisions but not when they made low-complexity decisions. The authors conclude that implicit motor learning encourages cognitively efficient motor control more than does explicit motor learning, which allows performance to remain stable when time constraints call for a complex decision in tandem with a motor action. Copyright © 2008 Heldref Publications.

Two studies examined EEG co-activation (coherence) between the verbal-analytical (T3) and motor planning (Fz) regions during a golf putting task. In Study 1, participants with a strong propensity to consciously monitor and control their movements, determined psychometrically by high scores on a movement specific Reinvestment Scale, displayed more alpha2 T3-Fz co-activation than participants with a weak propensity. In Study 2, participants who practiced a golf putting task implicitly (via an errorless learning protocol) displayed less alpha2 T3-Fz co-activation than those who practiced explicitly (by errorful learning). In addition, explicit but not implicit motor learners displayed more T3-Fz co-activation during golf putting under pressure, implying that verbal-analytical processing of putting movements increased under pressure. These findings provide neuropsychological evidence that supports claims that implicit motor learning can be used to limit movement specific reinvestment. © 2011 Elsevier B.V.

The purpose of the present study was to develop and validate a multidimensional, surgery-specific workload measure (the SURG-TLX), and to determine its utility in providing diagnostic information about the impact of various sources of stress on the perceived demands of trained surgical operators. As a wide range of stressors have been identified for surgeons in the operating room, the current approach of considering stress as a unidimensional construct may not only limit the degree to which underlying mechanisms may be understood but also the degree to which training interventions may be successfully matched to particular sources of stress.

Heuristics of evolutionary biology (e.g., survival of the fittest) dictate that phylogenetically older processes are inherently more stable and resilient to disruption than younger processes. On the grounds that non-declarative behaviour emerged long before declarative behaviour, Reber (1992) argues that implicit (non-declarative) learning is supported by neural processes that are evolutionarily older than those supporting explicit learning. Reber suggested that implicit learning thus leads to performance that is more robust than explicit learning. Applying this evolutionary framework to motor performance, we examined whether implicit motor learning, relative to explicit motor learning, conferred motor output that was resilient to physiological fatigue and durable over time. In Part One of the study a fatigued state was induced by a double Wingate Anaerobic test protocol. Fatigue had no affect on performance of participants in the implicit condition; whereas, performance of participants in the explicit condition deteriorated significantly. In Part Two of the study a convenience sample of participants was recalled following a one-year hiatus. In both the implicit and the explicit condition retention of performance was seen and, contrary to the findings in Part One, so was resilience to fatigue. The resilient performance in the explicit condition after one year may have resulted from forgetting (the decay of declarative knowledge) or from consolidation of declarative knowledge as implicit memories. In either case, implicit processes were left to more effectively support motor performance. © 2006 Elsevier Inc. All rights reserved.

Van der Kamp and Masters (2008) reported that goalkeeper postures that mimic the Müller-Lyer (1889) illusion affect the location of handball penalty throws. In four experiments, we aimed to verify that the effects on throwing are consistent with an illusorybias(Experiments 1 and 2), and to examine how these observations can be understood in thecontext of Milner and Goodale's (1995, 2008) two-visual systems model (Experiments 3 and 4).Experiments 1 and 2 confirmed that the goalkeeper Müller-Lyer posture may indeed induce an illusory bias in throwing, implying that allocentric information is used in far-aiming action tasks. Experiment 3 demonstrated that the bias was not related to a participant's throwing skill. Experiment 4 suggested that an absence of visual information to instantaneously specify target location may have induced use of context-dependent allocentric information, causing the throwing bias. The results are discussed in the context of recent debates about the roles of the two-visual systems in perception and action. It is suggestedthat the two systems are first and foremost perceptual systems that serve the pickup of different sources of information. © 2014 American Psychological Association.

Background Identifying personality factors that account for individual differences in surgical training and performance has practical implications for surgical education. Movement-specific reinvestment is a potentially relevant personality factor that has a moderating effect on laparoscopic performance under time pressure. Movement-specific reinvestment has 2 dimensions, which represent an individual's propensity to consciously control movements (conscious motor processing) or to consciously monitor their 'style' of movement (movement self-consciousness).Objective This study aimed at investigating the moderating effects of the 2 dimensions of movement-specific reinvestment in the learning and updating (cross-handed technique) of laparoscopic skills.Methods Medical students completed the Movement-Specific Reinvestment Scale, a psychometric assessment tool that evaluates the conscious motor processing and movement self-consciousness dimensions of movement-specific reinvestment. They were then trained to a criterion level of proficiency on a fundamental laparoscopic skills task and were tested on a novel cross-handed technique. Completion times were recorded for early-learning, late-learning, and cross-handed trials.Results Propensity for movement self-consciousness but not conscious motor processing was a significant predictor of task completion times both early (p = 0.036) and late (p = 0.002) in learning, but completion times during the cross-handed trials were predicted by the propensity for conscious motor processing (p = 0.04) rather than movement self-consciousness (p = 0.21).Conclusion Higher propensity for movement self-consciousness is associated with slower performance times on novel and well-practiced laparoscopic tasks. For complex surgical techniques, however, conscious motor processing plays a more influential role in performance than movement self-consciousness. The findings imply that these 2 dimensions of movement-specific reinvestment have a differential influence in the learning and updating of laparoscopic skills.

Abstract

Background  Children with intellectual disabilities (ID) have been found to have inferior motor proficiencies in fundamental movement skills (FMS). This study examined the effects of training the FMS of overhand throwing by manipulating the amount of practice errors.

Methods  Participants included 39 children with ID aged 4–11 years who were allocated into either an error‐reduced (ER) training programme or a more typical programme in which errors were frequent (error‐strewn, ES). Throwing movement form, throwing accuracy, and throwing frequency during free play were evaluated.

Results  The ER programme improved movement form, and increased throwing activity during free play to a greater extent than the ES programme. Furthermore, ER learners were found to be capable of engaging in a secondary cognitive task while manifesting robust throwing accuracy performance.

Conclusions  The findings support the use of movement skills training programmes that constrain practice errors in children with ID, suggesting that such approach results in improved performance and heightened movement engagement in free play.

This experiment explores a suggestion by [Maxwell, J.P., Masters, R.S.W., Kerr, E., Weedon, E. (2001). The implicit benefit of learning without errors. Quarterly Journal of Experimental Psychology A 54, 1049-1068] that an initial bout of implicit motor learning confers beneficial performance characteristics, such as robustness under secondary task loading, despite subsequent explicit learning. Participants acquired a complex motor skill (golf putting) over 400 trials. The environment was constrained early in learning to minimize performance error. It was predicted that in the absence of explicit instruction, reducing error would prevent hypothesis testing strategies and the concomitant accrual of declarative (explicit) knowledge, thereby reducing dependence on working memory resources. The effect of an additional cognitive task on putting performance was used to assess reliance on working memory. Putting performance of participants in the Implicit-Explicit condition was unaffected by the additional cognitive load, whereas the performance of Explicit participants deteriorated. The relationship between error correction and episodic verbal reports suggested that the explicit group were involved in more hypothesis testing behaviours than the Implici-Explicit group early in learning. It was concluded that a constrained, uninstructed, environment early in learning, results in procedurally based motor output unencumbered by disadvantages associated with working memory control. © 2005 Elsevier B.V. All rights reserved.

Celebrated people often seem larger than life. In a series of experiments, and with observational data, we asked whether an association exists between regard for the action capabilities of soccer players and perceptual estimations of their size. Higher regard resulted in overestimations of size, and momentary modifications of apparent action capability resulted in overestimations or underestimations of size directly related to performance success or failure, respectively.

BACKGROUND: Surgical educators have encouraged the investigation of individual differences in aptitude and personality in surgical performance. An individual personality difference that has been shown to influence laparoscopic performance under time pressure is movement specific reinvestment. Movement specific reinvestment has 2 dimensions, movement self-consciousness (MS-C) (i.e., the propensity to consciously monitor movements) and conscious motor processing (CMP) (i.e., the propensity to consciously control movements), which have been shown to differentially influence laparoscopic performance in practice but have yet to be investigated in the context of psychological stress (e.g., the objective structured clinical examination [OSCE]). OBJECTIVE: This study investigated the role of individual differences in propensity for MS-C and CMP in practice of a fundamental laparoscopic skill and in laparoscopic performance during the OSCE. Furthermore, this study examined whether individual differences during practice of a fundamental laparoscopic skill were predictive of laparoscopic performance during the OSCE. METHODS: Overall, 77 final-year undergraduate medical students completed the movement specific reinvestment scale, an assessment tool that quantifies the propensity for MS-C and CMP. Participants were trained to proficiency on a fundamental laparoscopic skill. The number of trials to reach proficiency was measured, and completion times were recorded during early practice, later practice, and the OSCE. RESULTS: There was a trend for CMP to be negatively associated with the number of trials to reach proficiency (p = 0.064). A higher propensity for CMP was associated with fewer trials to reach proficiency (β = -0.70, p = 0.023). CMP and MS-C did not significantly predict completion times in the OSCE (p > 0.05). Completion times in early practice (β = 0.05, p = 0.016) and later practice (β = 0.47, p < 0.001) and number of trials to reach proficiency (β = 0.23, p = 0.003) significantly predicted completion times in the OSCE. CONCLUSION: It appears that a higher propensity for CMP predicts faster rates of learning of a fundamental laparoscopic skill. Furthermore, laparoscopic performance during practice is indicative of laparoscopic performance in the challenging conditions of the OSCE. The lack of association between the 2 dimensions of movement specific reinvestment and performance during the OSCE is explained using the theory of reinvestment as a framework. Overall, consideration of personality differences and individual differences in ability during practice could help inform the development of individualized surgical training programs.

© 2015 Elsevier Inc. All rights reserved. Background Implicit motor learning is characterized by low dependence on working memory and stable performance despite stress, fatigue, or multi-tasking. However, current paradigms for implicit motor learning are based on behavioral interventions that are often task-specific and limited when applied in practice. Objective To investigate whether cathodal transcranial direct current stimulation (tDCS) over the left dorsolateral prefrontal cortex (DLPFC) area during motor learning suppressed working memory activity and reduced explicit verbal-analytical involvement in movement control, thereby promoting implicit motor learning. Methods Twenty-seven healthy individuals practiced a golf putting task during a Training Phase while receiving either real cathodal tDCS stimulation over the left DLPFC area or sham stimulation. Their performance was assessed during a Test phase on another day. Verbal working memory capacity was assessed before and after the Training Phase, and before the Test Phase. Results Compared to sham stimulation, real stimulation suppressed verbal working memory activity after the Training Phase, but enhanced golf putting performance during the Training Phase and the Test Phase, especially when participants were required to multi-task. Conclusion Cathodal tDCS over the left DLPFC may foster implicit motor learning and performance in complex real-life motor tasks that occur during sports, surgery or motor rehabilitation.

The main purpose of this study was to examine the relative roles of central and peripheral vision when performing a dynamic forced-choice task. We did so by using a gaze-contingent display with different levels of blur in an effort to (a) test the limit of visual resolution necessary for information pick-up in each of these sectors of the visual field and, as a result, to (b) develop a more natural means of gaze-contingent display using a blurred central or peripheral visual field. The expert advantage seen in usual whole field visual presentation persists despite surprisingly high levels of impairment to central or peripheral vision. Consistent with the well-established central/peripheral differences in sensitivity to spatial frequency, high levels of blur did not prevent better-than-chance performance by skilled players when peripheral information was blurred, but they did affect response accuracy when impairing central vision. Blur was found to always alter the pattern of eye movements before it decreased task performance. The evidence accumulated across the 4 experiments provides new insights into several key questions surrounding the role that different sectors of the visual field play in expertise in dynamic, time-constrained tasks.

Background: Identifying personality factors that account for individual differences in surgical training and performance has practical implications for surgical education. Movement-specific reinvestment is a potentially relevant personality factor that has a moderating effect on laparoscopic performance under time pressure. Movement-specific reinvestment has 2 dimensions, which represent an individual's propensity to consciously control movements (conscious motor processing) or to consciously monitor their 'style' of movement (movement self-consciousness). Objective: This study aimed at investigating the moderating effects of the 2 dimensions of movement-specific reinvestment in the learning and updating (cross-handed technique) of laparoscopic skills. Methods: Medical students completed the Movement-Specific Reinvestment Scale, a psychometric assessment tool that evaluates the conscious motor processing and movement self-consciousness dimensions of movement-specific reinvestment. They were then trained to a criterion level of proficiency on a fundamental laparoscopic skills task and were tested on a novel cross-handed technique. Completion times were recorded for early-learning, late-learning, and cross-handed trials. Results: Propensity for movement self-consciousness but not conscious motor processing was a significant predictor of task completion times both early (p = 0.036) and late (p = 0.002) in learning, but completion times during the cross-handed trials were predicted by the propensity for conscious motor processing (p = 0.04) rather than movement self-consciousness (p = 0.21). Conclusion: Higher propensity for movement self-consciousness is associated with slower performance times on novel and well-practiced laparoscopic tasks. For complex surgical techniques, however, conscious motor processing plays a more influential role in performance than movement self-consciousness. The findings imply that these 2 dimensions of movement-specific reinvestment have a differential influence in the learning and updating of laparoscopic skills. © 2014 Association of Program Directors in Surgery.

Implicit processes almost certainly preceded explicit processes in our evolutionary history, so they are likely to be more resistant to disruption according to the principles of evolutionary biology [Reber, A. S. (1992). The cognitive unconscious: An evolutionary perspective. Consciousness and Cognition, 1, 93-133.]. Previous work (e.g., [Masters, R. S. W. (1992). Knowledge, (k)nerves and know-how: The role of explicit versus implicit knowledge in the breakdown of a complex motor skill under pressure. British Journal of Psychology, 83, 343-358.]) has shown that implicitly learned motor skills remain stable under psychological pressure and concurrent cognitive demands, and recently [Poolton, J. M., Masters, R. S. W., & Maxwell, J. P. (2007). Passing thoughts on the evolutionary stability of implicit motor behaviour: Performance retention under physiological fatigue. Consciousness and Cognition, 16(2), 456-468.] showed that they also remain stable under conditions of anaerobic fatigue that would have significantly challenged the survival skills of our ancestors. Here we examine the stability of an implicitly learned motor skill under fatigue conditions that primarily tax a different physiological system (the aerobic system), but which have equally strong evolutionary connotations. Participants acquired a throwing task by means of an errorless (implicit) learning method or an errorful (explicit) method. Motor performance in the errorless condition, but not the errorful condition, remained stable following an exhaustive VO2 max. running test. Our findings replicate and extend the work of Poolton et al., providing further support for Reber's evolutionary distinction between implicit and explicit processes. © 2007 Elsevier Inc. All rights reserved.

The search for improved, more efficacious means of teaching and training surgical skills is essentially a search for means to accelerate the transition of non‐expert surgeons to expert surgeons and, in so doing, shorten the usual lengthy pathway to the acquisition of surgical expertise. Drawing on evidence from studies of expert and non‐expert surgeons, as well as evidence from studies of expertise in other domains, this paper presents a brief overview of the aspects of skill that appear (likely) to differentiate the expert surgeon from the non‐expert. Expert advantages are apparent in some specific aspects of the perceptual, cognitive, motor, attentional and feedback‐monitoring components of skilled performance and it is contended that it is these elements, rather than elements on which no expert advantage is apparent, that should form the focal points for skills training programmes. Some constraints to current understanding of surgical expertise are also identified and briefly discussed.

This study examined changes in EEG activity associated with motor performance during the verbal-cognitive stage of skill learning. Participants (n=14) were required to practice a sequential finger tapping task. EEG activity was recorded both before and after short-term practice, during finger tapping and during two control conditions. EEG power (Fz, Cz, Pz, T3, T4) and coherence (T3-Fz, T4-Fz, Fz-Cz, Fz-Pz) were computed for the theta (4-8. Hz), slow alpha (8-10. Hz), fast alpha (10-12. Hz), slow beta (12-20. Hz), and fast beta (20-28. Hz) bandwidths. Changes in motor performance were rapid during the very early stages of practice and then slowed in accord with the law of practice. These changes were accompanied by increases of theta power at Fz and beta coherence at T4-Fz, suggesting that progression through the verbal-cognitive stage of a sequential finger tapping task is accompanied by more narrowed attention and improved mapping between the stimuli and the finger movements. © 2010 Elsevier B.V.

We sought to gain more insight into the effects of attention focus and time constraints on skill learning and performance in novices and experts by means of two complementary experiments using a table tennis paradigm. Experiment 1 showed that skill-focus conditions and slowed ball frequency disrupted the accuracy of experts, but dual-task conditions and speeded ball frequency did not. For novices, only speeded ball frequency disrupted accuracy. In Experiment 2, we extended these findings by instructing novices either explicitly or by analogy (implicit motor learning technique). Explicitly instructed novices were less accurate in skill-focused and dual-task conditions than in single-task conditions. Following analogy instruction novices were less accurate in the skill-focused condition, but maintained accuracy under dual-task conditions. Participants in both conditions retained accuracy when ball frequency was slowed, but lost accuracy when ball frequency was speeded, suggesting that not attention, but motor dexterity, was inadequate under high temporal constraints. © 2010 Elsevier Inc.

Proficient fundamental movement skills (FMS) are believed to form the basis of more complex movement patterns in sports. This study examined the development of the FMS of overhand throwing in children through either an error‐reduced (ER) or error‐strewn (ES) training program. Students (n = 216), aged 8–12 years (M = 9.16, SD = 0.96), practiced overhand throwing in either a program that reduced errors during practice (ER) or one that was ES. ER program reduced errors by incrementally raising the task difficulty, while the ES program had an incremental lowering of task difficulty. Process‐oriented assessment of throwing movement form (Test of Gross Motor Development‐2) and product‐oriented assessment of throwing accuracy (absolute error) were performed. Changes in performance were examined among children in the upper and lower quartiles of the pretest throwing accuracy scores. ER training participants showed greater gains in movement form and accuracy, and performed throwing more effectively with a concurrent secondary cognitive task. Movement form improved among girls, while throwing accuracy improved among children with low ability. Reduced performance errors in FMS training resulted in greater learning than a program that did not restrict errors. Reduced cognitive processing costs (effective dual‐task performance) associated with such approach suggest its potential benefits for children with developmental conditions.

In two experiments we investigated factors that undermine conclusions about implicit motor learning in the continuous tracking paradigm. In Experiment 1, we constructed a practice phase in which all three segments of the waveform pattern were random, in order to examine whether tracking performance decreased as a consequence of time spent on task. Tracking error was lower in the first segment than in the middle segment and lower in the middle segment than in the final segment, indicating that tracking performance decreased as a function of increasing time-on-task. In Experiment 2, the waveform pattern presented in the middle segment was identical in each trial of practice. In a retention test, tracking performance on the repeated segment was superior to tracking performance on the random segments of the waveform. Furthermore, substitution of the repeated pattern with a random pattern (in a transfer test) resulted in a significantly increased tracking error. These findings imply that characteristics of the repeated pattern were learned. Crucially, tests of pattern recognition implied that participants were not explicitly aware of the presence of a recurring segment of waveform. Recommendations for refining the continuous tracking paradigm for implicit learning research are proposed.

The purpose of this study was to investigate the role of central and peripheral vision in expert decision making. A gaze-contingent display was used to selectively present information to the central and peripheral areas of the visual field while participants performed a decision-making task. Eleven skilled and eleven less-skilled male basketball players watched video clips of basketball scenarios in three different viewing conditions: full-image control, moving window (central vision only), and moving mask (peripheral vision only). At the conclusion of each clip participants were required to decide whether it was more appropriate for the ball-carrier to pass the ball or to drive to the basket. The skilled players showed significantly higher response accuracy and faster response times compared with their lesser-skilled counterparts in all three viewing conditions, demonstrating superiority in information extraction that held irrespective of whether they were using central or peripheral vision. The gaze behaviour of the skilled players was less influenced by the gaze-contingent manipulations, suggesting they were better able to use the remaining information to sustain their normal gaze behaviour. The superior capacity of experts to interpret dynamic visual information is evident regardless of whether the visual information is presented across the whole visual field or selectively to either central or peripheral vision alone.

Within the world of sport, individuals always aspire to work at the top of their profession. As a result, there has been a growing amount of interest in the study of expertise and what makes an elite performer (e.g., Baker & Farrow, 2015; Farrow, Baker, & MacMahon, 2013). Bourne, Kole and Healy (2014) described expertise as elite, peak, or exceptionally high levels of performance on a particular task or within a given domain. Whilst expert performance and expertise has been widely documented in the athlete, research has paid less attention to the expert performance of other key stakeholders e.g., officials. A sports official is “someone who controls the actual play of a competition (e.g. umpire, referee or judge) and administers the rules and laws of the sport to ensure the proper conduct of a sporting fixture in a safe environment.” (Department of Local Government, Sport and Cultural Industries, 2023). Although officials are considered vital to the sporting environment, as their decisions have the potential to influence the overall outcome of the match (Larkin et al., 2011), research has shown an increase in the scrutiny of officiating decisions and consequently an increase in the volume of verbal abuse directed towards officials (Dawson et al., 2022; Livingston et al., 2020). The current research attempts to provide a valuable contribution to the sparse officiating literature, but it also provides knowledge of expertise within an unexplored population within the officiating world: the cricket umpire. Moreover, the programme of work had the umpire at its centre by offering umpires a platform to voice their opinion of the i) demands of high-performance cricket umpiring; ii) the key competencies of high-performance cricket umpires; and iii) the opportunities that high-performance cricket umpires' access to facilitate the development of the competencies that, consequently, enable them to meet the demands of the role. Adopting Bronfenbrenner’s Ecological Systems Theory as a theoretical lens, a total of 11 demands (aligned with the Micro-, Meso- Exo-, and Macro- levels of the environment), 6 Competencies (Cognitive, Functional, and Social), and 7 Learning Opportunities (Formal, Informal, and Non-formal) were extrapolated from the data to form a framework for the professional development of cricket umpires. The results were discussed in-line with previous literature and recent organisational advancements (e.g., a competency framework for recreational officiating).

In this research we examined whether prevalent pre-performance (Study 1) and in-game (Study 2) emotions were associated with cognitive interference (i.e., thoughts of escape, task irrelevant thoughts and performance worries), and whether any effects were moderated by reappraisal and self-confidence. In Study 1, we found team sport players’ pre-performance anxiety positively, and excitement negatively, predicted cognitive interference during a competitive match. However, no moderating effects for reappraisal or confidence were revealed. In Study 2, we found that badminton players’ in-game anxiety, dejection and happiness positively predicted, whereas excitement negatively predicted, cognitive interference during a competitive match. Moreover, reappraisal and confidence moderated the relationships for excitement and happiness with task irrelevant thoughts. Our findings underscore the role that pre-performance and in-game emotions can play on athletes thought processing during sport performance, as well as highlight the importance of considering self-confidence and reappraisal on the role of in-game emotions on cognitive interference.

This study examined the processes of perceptual-motor calibration/recalibration of defensive football players in a 1-vs-1 scenario. Ankle weights were used to reduce the acceleration capabilities of players performing an anticipation test, with the aim being to examine the player’s response to the disturbance in terms of when movement was initiated and the impact on the mechanisms that underpinned anticipation, namely gaze behaviour. The ankle weights disturbed the perceptual-motor system and players initiated movement significantly earlier in the 1-vs-1 anticipation test. Analyses of perceptual-motor calibration/recalibration revealed that players acted closer to their maximal action capabilities prior to the addition of ankle weights, which negatively influenced the scaling of action capabilities. Moreover, players were unable to recalibrate whilst wearing ankle weights. However, following the withdrawal of the ankle weights, players were able to recalibrate within 11–15 trials. Players did not adapt gaze behaviour as a result of the disturbance being placed on the perceptual-motor system, but task familiarization resulted in more efficient eye movements. The results of this study show the importance of providing players the opportunity to “scale” action to perceptual information.

Rule changes in sport are relatively common. They are typically instigated in response to concerns around player safety (e.g. tackle height in rugby), game flow and entertainment (e.g. shot clock in basketball), facilitating talent development processes (e.g. reduced team size in junior football). The purpose of this study was to monitor the impact of a modified scoring system created by the Rugby Football Union as a vehicle to shape desired cognitive, affective and behavioural outcomes in a talent development setting. We asked players to describe their learning experiences of the scoring system preceding competition, their approach to the scoring system, and its impact on their decision-making. Key performance indicators (Total Carries, Total Points & Points Per Carry) were collected to monitor player effectiveness across three competitive games. Semi-structured interviews and psychometric scales were used to gain insight into the players learning experiences, feelings, decision making and declarative knowledge. Our findings indicated that players learning experiences affected how well-prepared players felt to perform (affective); the acquisition and use of task-specific declarative knowledge (cognitive); and the effectiveness of players carrying the ball into contact (behavioural).

Researchers exploring how coaches can best support the development of their players decision making within team invasion sports have often been conducted from a cognitive or ecological approach, which differ in their views regarding the presence and absence of memory representations. This difference has, in turn, resulted in practical implications that are theoretically different, but not pedagogically different. Research has categorised such approaches to coaching decision making into intentional decision making training or incidental decision making training that offer different suggestions for how coaching methods may be used within their practice. Sometimes, these categories of training have been offered as the way coaches should operate over the careful selection of coaching methods given their intentions for impact. Instead, within this study we aim to explore the pragmatic nature of coaching practice, rather than adherence only to theoretical principles or beliefs.

This systematic review explored the under-researched experience of performance slumps in sport with four objectives: (i) review definitions of a performance slump; (ii) identify known causes of a performance slump; (iii) identify the symptoms athletes present when in a performance slump; and (iv) review approaches used to combat a slump in performance. Literature searches into three databases (PsychARTICLES, PsychINFO and SPORTDiscus) resulted in the inclusion of quantitative (n = 14) and qualitative (n = 4) empirical research studies. The findings were thematically analysed and narratively synthesised. Results showed that: (i) definitions of a performance slump vary; (ii) perceived expectations for success and athletes attributing poor performance to something about themselves have been empirically verified as performance slump causes; (iii) during a slump, athletes might display a range of emotional and psychological symptoms and/or adopt skill-focused attention; and (iv) athletes reported several ways of coping with a performance slump, and research has offered succeeding under pressure as a potential route out of a slump. This systematic review highlights the need for an empirical investigation of the performance slump phenomenon. Future studies should be directed towards understanding the prominent symptoms athletes experience during the slump, so that cause, context, competitor and symptomatic dependant intervention strategies can be designed.

The stimulus article, “Golf swing technician Jim Christine: Bridging the gap between the science of the golf swing and the art of golf coaching”, and the accompanying commentaries present some key issues in golf coaching, especially coach development, technology, coaching methods, and critical thinking. The first two commentaries provide insight about Jim Christine’s development as a coach. International golf coach Peter Green discusses the legendary John Jacobs, who Jim accepted an invitation from to shadow him at one of his golf schools; and John Stirling, who Jim had coaching from on his own golf game. PGA Master Professional Luther Blacklock discusses Alex Hay, who also coached Jim. Both Stirling and Hay were pioneers in the training programme of the Professional Golfers’ Association (PGA) of Great Britain and Ireland in which Jim became highly influential as an author of training resources and as a tutor. There are commentaries from three distinguished members of the PGA of America, the world’s largest working sports organisation: David Wright, John Callahan and Eric Alpenfels. John Callahan shares how he took up opportunities to shadow leading golf coaches such as TJ Tomasi, Craig Shankland and Paul Runyan during his PGA apprenticeship under Frank Cardi. Callahan advocates the use of launch monitors as a technological aid, more staunchly so than Jim Christine who is aware of the limitations in the algorithms involved in providing the output from a radar device like TrackMan for measuring impact factors. Chris Bertram refers to his own empirical research on the use of another technological aid, video feedback, to indicate that “just because technical information is readily available, it does not mean that more information is necessarily serving the interests of the student” (p. 37). Drawing on his doctoral research on operant conditioning, David Wright discusses backward chaining, which is one of the coaching methods used by Jim Christine. Eric Alpenfels discusses Jim’s use of coaching methods in terms of “focus of attention – internal/external swing cues” (p. 33). Researchers Thomas Hawkins et al., suggest that “[the clock analogy], one of Christine’s favoured coaching tools may result in performance and learning benefits [through external focus of attention] because it allows the body to organise movement better than it would if conscious control was either requested or triggered by an internally focused coaching instruction” (p. 35). In a similar vein, Nicky Lumb, a PGA coach “who specialises in golf practice management, skill development and peak performance” (p. 40), indicates that several of Jim’s coaching tools give the golfer an external focus of attention. There is overlap in what Nicky does with Edward Coughlan, a sports scientist whose “main job for players involves asking questions about how they practice, what they practice and inevitably, whether their practice transfers to the competition arena” (p. 42). While two PGA of Great Britain and Ireland professionals, Will Shaw and Gordon Morrison discuss some of Jim’s coaching methods from an Information-Processing perspective, a third one – Noel Rousseau – advocates an Ecological Dynamics/Constraints-led Approach. Rousseau presents the case that “Jim’s coaching methods are staunchly embedded in the Information Processing camp yet he simultaneously highlights some of the shortcoming of coaching this way” (p. 50), especially on the matter of sloping lies (p. 51). Jim describes himself as a “swing technician” (p. 17). Researchers Liam Thomas et al. discuss the notion of a ‘model golf swing’ or ‘technical blue print’ and highlight the challenge of distinguishing between ‘technical faults’ and “the inherent variability both within and between individuals in response to changes in constraints” (p. 54). Tour pro coach, Hugh Marr argues, “Every coach has a picture in their head of what a great swing looks like. It’s not the model that makes coaches great, it’s the understanding of what George Gankas calls ‘match-ups’ – if a player displays one particular swing characteristic, they need to match it with another swing characteristic that complements it” (p. 57). The final two commentaries, by research professor David Grecic and performance coach Jon Roy, both emphasize the development of critical thinking in coaches, with the latter arguing that “Jim’s critical faculties comprise dialectics, scepticism, and innovation” (p. 63).

Police recruits undertake mandatory training programmes to prepare for conflict situations. To motivate recruits to engage in what is called “police training” (“Polizeitraining” or “Einsatztraining”) in Germany, police trainers should design activities that align with what the recruits want from training. As such, the current study investigated the wants and subjective training needs of police recruits by asking twenty-seven recruits of a German police force to identify positive and negative aspects of police training, as well as the characteristics of a competent police trainer. The qualitative data was analysed using content analysis. Higher order themes consisted of (a) the relevance of police training; (b) motivating aspects of police training; (c) negative aspects of police training; and (d) characteristics of a competent police trainer. Recruits expressed that police training is an important part of their education, which they perceived as relevant in preparing them for their duty and for upcoming performance tests. Prominent motivating aspects included the perception of competence and being challenged holistically. De-contextualized practice and static repetitions were demotivating factors. The police trainer is perceived to play a prominent role in learning and recruits want police trainers to (a) have sound knowledge of the taught content; (b) effectively deliver the training content; and (c) be mindful of individual differences. By offering insight into the wants and needs of recruits undertaking police training, the current study informs the practice of police trainers and trainer developers.

The current study aimed to elicit the planning and reflecting processes of police trainers with regards to the delivery of police training. Four police trainers were explicitly asked about their planning for and reflecting on training sessions. In total 34 interviews were conducted (17 pre, 17 post) and analysed. The results indicated that police trainers employ two main strategies to progress their learners towards the aims of the training session. First, they focus on making the learning experience fun and second, they point out the relevance of the to be learnt skills by creating the demand, showcasing mistakes and then subsequently focusing on developing the needed skills in isolated contexts. However, the data indicated that police trainers were generally deficient in their capability to set training session objectives and to align their delivery of training in a coherent and effective way. Furthermore, higher levels of reflection of the delivery of the training session were almost absent. The results identify a need for professional development for police trainers in the areas of planning and reflection.

The current study explored police trainers’ perceptions of their actual and preferred methods of acquiring new coaching knowledge; the types of knowledge they currently require and/or desire; and how they apply new knowledge. A total of 163 police trainers from Germany and Austria participated in the study. The responses were analysed using an inductive approach. The results showed that police trainers thought they needed knowledge of pedagogy, policing, and self-development, with reasons being centred around a need to optimise learning, training content and the engagement of learners within the training sessions. Preferred methods of learning focused predominantly around informal and non-formal opportunities, the reasons for which were social interaction, the reality-based focus of the content and the perceived quality. Finally, police trainers identified technical or tactical policing knowledge, or knowledge specific to the delivery of police training as useful, recently acquired coaching knowledge, mainly because it was perceived to have direct application to their working practices. Based on these findings, it is suggested police trainers are in need of context-specific knowledge and support to develop the declarative knowledge structures that afford critical reflection of new information.

In order optimally to prepare police officers for the demands in the field, police training has to be designed representatively. However, for the German context, there is a scarcity of research investigating to what extent training meets the demands of the field. To fill this gap, the current study examined if police training in Germany meets the field demands of police officers based on the perspective of police recruits. Thirteen recruits from a German police force were interviewed in a semi-structured way to identify possible matches and discrepancies between training and the field. The qualitative were was analysed using content analysis. The results revealed that recruits valued police training very positively because they were able to apply learned skills and tactics in the field. However, results also indicated that: (a) key informational variables present in the field were missing in training, namely chaotic, highly dynamic situations; and (b) police officers need to be adaptable and flexible in the field to cope with the demands. Finally, the results suggested that police training focuses narrowly on dealing with extreme threats, which differs from the experiences recruits had in the field and may have drawbacks because continuously perceiving social situations as threatening and dangerous is a risk factor for aggressive behaviour. Taken together, the current study provides further insights into the wants and needs of recruits in police training.

The current study aims to investigate the current structure and delivery of police recruit training. Using a case study approach, we systematically observed a semester of police training that consisted of 30 h with a specific focus on police use of force training. Field notes and time-on-task data was analysed using an inductive approach. The results revealed, first, a lack of constructive alignment of the training modules and learning tasks within the training settings. Second, an adherence to traditional linear approaches to training resulting in high amounts of augmented instruction and feedback and a one-size-fits all approach to technical and tactical behaviour. Third, a non-efficient use of available training time with low amounts of engagement in representatively designed tasks that stimulated problem-solving processes. Based on these results we suggest that there is a need: (a) for police trainers and curriculum designers to align the objectives, practice structure and delivery of police training with the needs of police officers in the field (e.g. conflict resolution); (b) for police trainers to employ more learner-centred pedagogical approaches that account for individual action capabilities and resources, and allow for high amounts of training time with representatively designed training tasks; and (c) for senior managers of overall police training decision-makers to provide the necessary trainer education, in order to furnish trainers with the knowledge and tools to appropriately plan, deliver and reflect upon their practice in keeping with concept of constructive alignment.

This study examined the impact of combining physical and mental load on the anticipatory judgements of skilled soccer players. Sixteen players completed an 11vs11 video anticipation test in four counterbalanced conditions, each separated by 7 days. The baseline condition consisted of only the anticipation test. A physical load condition required participants to complete a simulated soccer protocol on a treadmill followed by the anticipation test. A mental load condition required participants to complete a 30-min Stroop test followed by the anticipation test. Finally, in the combined load condition, participants completed the physical load protocol alongside the mentally loading Stroop task followed by the anticipation test. Response accuracy, visual search behaviour and measures of effort were assessed throughout. Response accuracy decreased in the separate physical load and mental load conditions when compared to baseline and worsened further in the combined load condition. The reduction in response accuracy across experimental conditions coincided with an increase in the number of fixations when compared to the baseline condition. It is suggested that the separate sources of load impaired the players ability to allocate sufficient resources to task-relevant information leading to a reduction in anticipatory accuracy, and this was exacerbated in the combined load condition.

This study used small-sided games (SSGs) to induce fatigue and therefore, reduce the action capabilities of Varsity soccer players (n= 20). The aim was to examine the effect of compromised action capabilities on defensive movement response in a 1-vs-1 scenario. Action capabilities were assessed via countermovement jumps (CMJ), 5-m acceleration, 20-m sprint and a Change of Direction (COD) test. Defensive movement response was measured via a Soccer-Specific Anticipation Test (SSAT). Following SSGs, significant reductions were observed in jump (p=.04, d=.31), acceleration (p<.001, d=.98), and sprint (p<.001, d=.66) performance. Significantly, players tended to move earlier in the SSAT following SSGs (p=.049, d=.66). Furthermore, to examine the distinct effect of reductions in each action capability, players were categorised according to whether SSGs had a worthwhile change in CMJ, acceleration, sprint or COD performance. For each of the four measures, movements tended to be initiated earlier following SSGs, although pre-/post-SSGs differences were not significant (p =.08-.51), moderate to large effect sizes were shown (d=.56-.84). These findings intimate that compromised action capabilities influence the timing of the movement response of defensive players in 1-vs-1 situations.

We examined the effects of combining perceptual-cognitive training with physiological stress on anticipatory judgements in elite badminton players. Players were assigned to either a Combined Training group (CT), where the simulation training and the physiological stress intervention occurred simultaneously, or an Independent Training group (IT), whereby simulation training and a physiological stress intervention were completed independently. Participants completed a pre- and post-test in which they responded to occluded video clips of badminton shots. In between each trial, a badminton-specific exercise protocol was completed. Pre-test data showed that under very high physiological stress response accuracy reduced, participants had less efficient visual search behaviour, and mental effort increased. In the post-test, the CT group improved performance in the final block under high physiological stress, compared to the pre-test, while the IT group showed the same drop in performance as in the pre-test. Analysis of visual search showed that the CT group maintained a similar behaviour across post-test blocks, while the IT group showed a reduction in visual search efficiency in the post-test final block. Findings demonstrate physiological stress negatively affects perceptual-cognitive skill. However, combining perceptual-cognitive training with high physiological stress can negate the debilitating effects of physiological stress on anticipatory performance.

Expert performance in self-defence situations has not been the subject of rigorous empirical investigation. This study aims is broaden knowledge in self-defence, its development and the role of contact, pain and inju- ry in training, in order to stimulate future research activity. Semi-structured interviews with two Israeli krav maga experts centred on the development of expertise in self-defence. The interviews were analysed using an interpretative phenomenological framework; an induc- tive approach that captures the richness and complexity of the lived experience. Two analytically leading themes emerged concerning a) the characteristics of expert self-defence performance and b) the benefits, drawbacks and limitations of contact and pain in training activities. By examining the analytic observation through a theoretical lens with regards to (a) the key components of decision-making and mind-set and (b) contact, pain and injury in the training process, we point the direction for further avenues of inquiry in the context of self-defence performance and the development of the associated skills.

Despite research highlighting mindfulness as a potential protective factor against stress, no research has investigated its efficacy for life-stress management in student-athletes. The purpose of this study was to investigate whether the five facets of dispositional mindfulness influence stress in student-athletes, and whether this is mediated by coping effectiveness. Two hundred and twelve university student-athletes completed validated measures of dispositional mindfulness, student-athlete stress and coping effectiveness to a recent sport related stressor at a time when they were balancing both academic and competitive sport demands. Regression analyses revealed that the acting with awareness and non-judging facets of mindfulness negatively predicted, whereas the observing facet of mindfulness positively predicted, student-athlete stress. Importantly, mediation analyses revealed that coping effectiveness mediated these effects. Findings suggest that enhancing student-athletes ability to act with awareness and non-judge their inner experience can potentially suppress stress via enhancing their perceived coping effectiveness. However, practitioners may need to be cautious about enhancing the observing facet of mindfulness to regulate stress in student-athletes. Future studies should adopt experimental and intervention based designs to confirm the direction of these effects.

The stimulus article, “Golf swing technician Jim Christine: Bridging the gap between the science of the golf swing and the art of golf coaching”, and the accompanying commentaries present some key issues in golf coaching, especially coach development, technology, coaching methods, and critical thinking. The first two commentaries provide insight about Jim Christine’s development as a coach. International golf coach Peter Green discusses the legendary John Jacobs, who Jim accepted an invitation from to shadow him at one of his golf schools; and John Stirling, who Jim had coaching from on his own golf game. PGA Master Professional Luther Blacklock discusses Alex Hay, who also coached Jim. Both Stirling and Hay were pioneers in the training programme of the Professional Golfers’ Association (PGA) of Great Britain and Ireland in which Jim became highly influential as an author of training resources and as a tutor. There are commentaries from three distinguished members of the PGA of America, the world’s largest working sports organisation: David Wright, John Callahan and Eric Alpenfels. John Callahan shares how he took up opportunities to shadow leading golf coaches such as TJ Tomasi, Craig Shankland and Paul Runyan during his PGA apprenticeship under Frank Cardi. Callahan advocates the use of launch monitors as a technological aid, more staunchly so than Jim Christine who is aware of the limitations in the algorithms involved in providing the output from a radar device like TrackMan for measuring impact factors. Chris Bertram refers to his own empirical research on the use of another technological aid, video feedback, to indicate that “just because technical information is readily available, it does not mean that more information is necessarily serving the interests of the student” (p. 37). Drawing on his doctoral research on operant conditioning, David Wright discusses backward chaining, which is one of the coaching methods used by Jim Christine. Eric Alpenfels discusses Jim’s use of coaching methods in terms of “focus of attention – internal/external swing cues” (p. 33). Researchers Thomas Hawkins et al., suggest that “[the clock analogy], one of Christine’s favoured coaching tools may result in performance and learning benefits [through external focus of attention] because it allows the body to organise movement better than it would if conscious control was either requested or triggered by an internally focused coaching instruction” (p. 35). In a similar vein, Nicky Lumb, a PGA coach “who specialises in golf practice management, skill development and peak performance” (p. 40), indicates that several of Jim’s coaching tools give the golfer an external focus of attention. There is overlap in what Nicky does with Edward Coughlan, a sports scientist whose “main job for players involves asking questions about how they practice, what they practice and inevitably, whether their practice transfers to the competition arena” (p. 42). While two PGA of Great Britain and Ireland professionals, Will Shaw and Gordon Morrison discuss some of Jim’s coaching methods from an Information-Processing perspective, a third one – Noel Rousseau – advocates an Ecological Dynamics/Constraints-led Approach. Rousseau presents the case that “Jim’s coaching methods are staunchly embedded in the Information Processing camp yet he simultaneously highlights some of the shortcoming of coaching this way” (p. 50), especially on the matter of sloping lies (p. 51). Jim describes himself as a “swing technician” (p. 17). Researchers Liam Thomas et al. discuss the notion of a ‘model golf swing’ or ‘technical blue print’ and highlight the challenge of distinguishing between ‘technical faults’ and “the inherent variability both within and between individuals in response to changes in constraints” (p. 54). Tour pro coach, Hugh Marr argues, “Every coach has a picture in their head of what a great swing looks like. It’s not the model that makes coaches great, it’s the understanding of what George Gankas calls ‘match-ups’ – if a player displays one particular swing characteristic, they need to match it with another swing characteristic that complements it” (p. 57). The final two commentaries, by research professor David Grecic and performance coach Jon Roy, both emphasize the development of critical thinking in coaches, with the latter arguing that “Jim’s critical faculties comprise dialectics, scepticism, and innovation” (p. 63).

Three perspectives have been taken to explain decision making within team sports (information processing, recognition primed decision making and ecological dynamics perspectives) resulting in conceptual tension and practical confusion. The aim of this paper was to interrogate empirical evidence to (1) understand the process of decision making within team sports and (2) capture the characteristics of decision making expertise in a team sport context. Nine electronic databases (SPORTdiscus, PsycINFO, PsycArticles, Psych-tests, PubMed, SAGE journals online, Web of knowledge, Academic search complete and Web of science) were searched until the final return in March 2021. Fifty-three articles satisfied the inclusion criteria, and were analysed thematically and synthesisd using a narrative approach. Findings indicate that the relative absence or presence of mental representation within the decision making process depends on factors including complexity, typicality, time available and contextual priors available in the game situation. We recommend that future research should integrate concepts and methodologies prevalent within each perspective to better understand decision making within team sports before providing implications for practitioners.

Over the past fifty years decision making research in team invasion sport has been dominated by three research perspectives, information processing, ecological dynamics and naturalistic decision-making. Recently, attempts have been made to integrate perspectives, as conceptual similarities demonstrate the decision making process as an interaction between a players perception of game information and the individual and collective capability to act on it. Despite this, no common ground has been found regarding what connects perception and action during performance. The differences between perspectives rest on the role of stored mental representations, that may, or may not facilitate the retrieval of appropriate responses in time pressured competitive environments. Additionally, in team invasion sports like rugby union, the time available to players to perceive, access memory and act, alters rapidly between specific game situations. Therefore, the aim of this study was to examine theoretical differences and the mechanisms that underpin them, through the vehicle of rugby union. Sixteen semi-elite rugby union players took part in two post game procedures to explore the following research objectives; i) to consider how game situations influence players perception of information; ii) to consider how game situations influence the application of cognitive mechanisms whilst making decisions and iii) to identify the influence of tactics and/or strategy on player decision-making. Deductive content analysis and elementary units of meaning derived from self-confrontation elicitation interviews indicate that specific game situations such as; the lineout, scrum or open phases of play or the tackle situation in attack or defence all provide players with varying complexity of perceptual information, formed through game information and time available to make decisions. As time increased, players were more likely to engage with task-specific declarative knowledge-of the game, stored as mental representations. As time diminished, players tended to diagnose and update their knowledge-in the game in a rapid fashion. Occasionally, when players described having no time, they verbalised reacting on instinct through a direct connection between perception and action. From these findings, clear practical implications and directions for future research and dissemination are discussed.

Research has suggested that competition within talent identification and development systems should be modified from the adult format of the sport to meet the developmental needs of those participating. Yet limited research has evaluated the success of game changes, particularly the effectiveness of modifying the rules of a game to purposefully engineer changes in player behaviour. The purpose of this study was to monitor the impact of rule modifications on player behaviour within a talent identification and development system in rugby union. Performance indicators (ball in play, pass, offload, kick) were collected during full length (70 min) and shortened durations (30-42 min) of competitive matches played during a weeklong under sixteen rugby union festival in 2016 and after rule modifications were introduced in 2017-2019. The findings indicate that rule modifications had the prescribed impact on player actions, particularly in the shortened duration formats of the game. Therefore, rule modifications provide talent developers a tool to manipulate player behaviour, in this case skill attempts, within full-sided competitive matches.

Invasion team sports coaches are faced with the problem of developing players who, in any given situation, can make decisions that lead to successful outcomes. Research into human decision making has established three widely accepted perspectives, which sports coaching has used to understand player decision making and inform practice: information processing, ecological psychology and naturalistic decision making. As a result, coaches are challenged with perspective-specific terminology and having to draw connections between similar findings that are explained in quite different ways. This conceptual paper presents a plainer account of player decision making by proposing a communal language within a conceptual framework for decision making in invasion team sports. It is hoped that the proposed language and framework will, together, facilitate knowledge exchange between researchers and coaches for the betterment of player development.

Research remains unclear on the impact of physiological load on perceptual-cognitive skills in sport. Moreover, no study has examined the training of perceptual-cognitive skills under physiological load. The current study comprised two phases. Firstly, we examined the impact of badminton-specific physiological load on anticipatory skills in expert badminton players (n = 13), including key underlying mechanisms, such as gaze behaviour. Under high physiological load, participants displayed less efficient visual search behaviour and showed a reduction in response accuracy. Secondly, we examined the effects of combining perceptual-cognitive simulation training with high physiological load. Ten of the expert badminton players were assigned to a combined training group, where the simulation training and the physiological load intervention occurred simultaneously, or an independent training group, whereby the two components were completed independently. The combined training group showed a positive change in the efficiency of their visual search behaviours compared to the independent training group, but no significant performance improvements were found. Overall, findings demonstrate that high physiological load is detrimental to experts’ anticipatory skills. However, combining perceptual-cognitive simulation training with high physiological load can potentially negate these debilitating effects.

The role of dispositional mindfulness on stress in student-athletes and factors that mediate this relationship has yet to be examined. Accordingly, the purpose of this study was to investigate the relationships between the facets of mindfulness and life stress in student-athletes and whether these relationships are mediated through coping effectiveness and decision rumination. Participants were 202 student-athletes who completed validated measures of dispositional mindfulness, student-athlete life stress, decision rumination and coping effectiveness in sport. Results indicated that the acting with awareness and non-judging facets of mindfulness were negative predictors of life stress, whereas the observe facet was a positive predictor of life stress. Mediation analyses revealed that these relationships were mediated through coping effectiveness and decision rumination. Findings provide new insight into the role dispositional mindfulness plays on student-athlete perceptions of life stress and implications for practitioners are discussed.

The relationship between focus of attention instructions and motor performance is a topic of significant research interest. It is widely accepted that attending to the mechanics of the movement when performing a motor task (internal focus) yields poorer performance and less effective movement organisation than attending to the movement outcome (external focus). Specifically, an external focus is suspected to promote more flexibility in the motor system, inducing more effective muscular activity and movement kinematics, which are mechanisms directly responsible for organisation of the resulting movements. However, no review has systematically assessed the influence focus of attention instructions have on muscular activity and movement kinematics. The purpose of this systematic review was to examine evidence on the effect that focus of attention instructions have on the underpinning mechanisms of movement organisation. Adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines, a comprehensive electronic literature search yielded 36 research studies. Using a narrative methodological approach, the findings were thematically analysed and synthesised. Generally, external focus of attention instructions resulted in muscular activity and movement kinematic profiles that reflect more effective movement organisation than those resulting from the provision of internal focus instructions; thus, supporting a central tenet of the constrained action hypothesis.

Using a two-phase approach in the form of a rapid literature review and Delphi consensus, this study aimed to reach consensus on the terms, definitions, and potential options to develop a framework that captures the contextual factors that can affect a rugby league ball carrier’s decision making, whilst also determining the perceived importance of these contextual factors. Forty terms, their definitions, and potential options, were extracted from the rapid review. In a two-round Delphi survey, experts rated their level of agreement with each term, definition, and potential options on a 5-point Likert scale. Consensus was defined by ≥80% agreement (with ≤10% in disagreement). The experts then rated the level of importance to a ball carrier’s decision making of each of the terms on a 7-point Likert scale. Eighteen experts participated in round-one and 15 participated in round-two (response rate 83%). Five additional terms were suggested by the experts and reached consensus in the second round of the Delphi survey. In total, consensus was reached on 45 terms, their definitions, and potential options, which were grouped into five themes (match context, offensive context, defensive context, offensive ball carrier skill, and attacking outcomes). Seventeen of the 45 terms were perceived to be important or very important. Nine of these factors were associated with offensive context, and eight were associated with defensive context. The framework can be used by coaches, performance analysts, and researchers to better understand player in-game decisions and to support the design of training interventions.

This study aimed to (1) compare individual player match action characteristics between scholarship, academy, and senior (European Super League, ESL) levels of the rugby league player pathway, and (2) compare match actions between players that have progressed to play ESL and those that did not. Data was collected on 147 players from 95 senior, 69 academy, and 23 scholarship matches over three seasons. Matches were filmed via 2 angles and 26 match action characteristics (e.g., carry, missed tackle) were coded. Linear mixed models identified forty-eight significant differences in match action characteristics when accounting for playing position between playing levels. Over seventy percent of the differences were defensive match actions, indicating there are higher defensive match demands in the ESL when compared to academy and scholarship match play. Seven and eleven match actions characteristics were identified at scholarship and academy levels that differentiated between players who had progressed to play in the ESL and those who had not. All but one of these characteristics were attacking match actions, indicating a player’s attacking qualities are important in their progression to the ESL. These results have implications for both talent identification and long-term athlete development in rugby league.