Acquisition and Performance of Sports Skills 2e

<p>Preface xiii</p>
<p>Acknowledgements xix</p>
<p>About the Companion Website xxi</p>
<p>1 Skill, Ability and Performance 1</p>
<p>Learning objectives 1</p>
<p>Skill 2</p>
<p>Classification of skills 3</p>
<p>Ability 6</p>
<p>Genes 8</p>
<p>The ability skill interaction 10</p>
<p>Summary 12</p>
<p>Theories of performance 12</p>
<p>Information processing theory 13</p>
<p>Ecological psychology theories 17</p>
<p>Conclusion 20</p>
<p>Summary 20</p>
<p>Skill 20</p>
<p>Ability 20</p>
<p>Ability–skill interaction 21</p>
<p>Information processing theory 21</p>
<p>Ecological psychology theories 22</p>
<p>Test your knowledge 22</p>
<p>Part one 22</p>
<p>Part two 24</p>
<p>Additional reading 24</p>
<p>2 Sensation and Perception of External Information 25</p>
<p>Learning objectives 25</p>
<p>Information processing theory, sensation and perception 26</p>
<p>Definition of Perception 27</p>
<p>Signal detection theory 28</p>
<p>Pattern recognition 30</p>
<p>Selective attention 33</p>
<p>Visual search 36</p>
<p>Quiet eye 37</p>
<p>Individual differences 37</p>
<p>Summary 39</p>
<p>Ecological psychology and perception 39</p>
<p>Criticisms of the ecological approach 43</p>
<p>Summary 43</p>
<p>Developmental factors 43</p>
<p>Vision 43</p>
<p>Audition 44</p>
<p>Perceptual development and the environment 44</p>
<p>Conclusion 44</p>
<p>Summary 45</p>
<p>Information processing theory and perception 45</p>
<p>Ecological psychology and perception 47</p>
<p>Developmental factors 47</p>
<p>Test your knowledge 48</p>
<p>Part one 48</p>
<p>Part two 50</p>
<p>Part three 51</p>
<p>Additional reading 51</p>
<p>3 Decision Making and Working Memory 53</p>
<p>Learning objectives 53</p>
<p>Decision making 54</p>
<p>Working memory and decision making 54</p>
<p>Dynamical systems theory and goal achievement 58</p>
<p>Child development 58</p>
<p>Piagetian theory 59</p>
<p>Mental space theory 60</p>
<p>Domain–specificity theories 60</p>
<p>Information processing theory and cognitive development 61</p>
<p>Ecological psychology theories of cognitive development 61</p>
<p>Summary 62</p>
<p>Ageing 65</p>
<p>Research findings and problems with research design 65</p>
<p>Conclusion 67</p>
<p>Summary 68</p>
<p>Information processing theory and decision making 68</p>
<p>Working memory and decision making 68</p>
<p>Functional brain regions and working memory 68</p>
<p>Dynamical systems theory and goal achievement 69</p>
<p>Developmental issues 69</p>
<p>Research 69</p>
<p>Test your knowledge 70</p>
<p>Part one 70</p>
<p>Part two 71</p>
<p>Part three 72</p>
<p>Additional reading 72</p>
<p>4 Reaction Time 73</p>
<p>Learning objectives 73</p>
<p>Reaction time, movement time and response time: definitions 74</p>
<p>Inter– and intraindividual differences 76</p>
<p>Hick Hyman Law 77</p>
<p>Probability and choice reaction time 77</p>
<p>Psychological refractory period 78</p>
<p>Stimulus and response factors 79</p>
<p>Central executive tasks and reaction time 84</p>
<p>Arousal and reaction time 84</p>
<p>Development and reaction time 85</p>
<p>Ageing 85</p>
<p>Reaction time research findings as evidence for and against information processing theory 85</p>
<p>Summary 86</p>
<p>Test your knowledge 87</p>
<p>Part one 87</p>
<p>Part two 88</p>
<p>Part three 89</p>
<p>Additional reading 89</p>
<p>5 Anticipation 91</p>
<p>Learning objectives 91</p>
<p>Interceptive actions 92</p>
<p>Information processing theory and interceptive actions 92</p>
<p>Watching the object to be intercepted 93</p>
<p>Action systems theory and interceptive actions 94</p>
<p>Perceptual anticipation 95</p>
<p>Information processing theory and perceptual anticipation 95</p>
<p>Ecological psychology and perceptual anticipation 96</p>
<p>Development and anticipation 102</p>
<p>Summary 103</p>
<p>Information processing theory and interceptive actions 103</p>
<p>Action systems theory and interceptive actions 103</p>
<p>Watching the ball and interceptive actions 103</p>
<p>Information processing theory and perceptual anticipation 103</p>
<p>Ecological psychology and perceptual anticipation 103</p>
<p>Research paradigms in perceptual anticipation 104</p>
<p>Research results 104</p>
<p>Developmental factors 104</p>
<p>Test your knowledge 104</p>
<p>Part one 104</p>
<p>Part two 106</p>
<p>Part three 107</p>
<p>Additional reading 107</p>
<p>6 Motor Control 109</p>
<p>Learning objectives 109</p>
<p>Central nervous system peripheral nervous system interaction 110</p>
<p>Types of feedback 113</p>
<p>Summary 119</p>
<p>Information processing theory and efferent organization 119</p>
<p>Motor programmes 120</p>
<p>Summary 123</p>
<p>Ecological psychology and motor control 123</p>
<p>Visual guidance of movement 125</p>
<p>Summary 126</p>
<p>Development and motor control 127</p>
<p>Neurological and physiological growth 127</p>
<p>Adolescence 128</p>
<p>Ageing 129</p>
<p>Theories of motor development 129</p>
<p>Ecological psychology and motor development 130</p>
<p>Motor performance 131</p>
<p>Ageing 132</p>
<p>Practical implications 132</p>
<p>Mini–games 133</p>
<p>Conditioned games 133</p>
<p>Gender issues 134</p>
<p>Physical stress during performance 134</p>
<p>Summary 135</p>
<p>Brain and motor control 135</p>
<p>Proprioception 135</p>
<p>Motor programmes 135</p>
<p>Ecological psychology and motor control 135</p>
<p>Developmental issues 136</p>
<p>Theories of motor development 136</p>
<p>Motor performance 136</p>
<p>Test your knowledge 137</p>
<p>Part one 137</p>
<p>Part two 138</p>
<p>Additional reading 139</p>
<p>7 Memory 141</p>
<p>Learning objectives 141</p>
<p>Information processing theory and short–term memory 142</p>
<p>Sensory information store 142</p>
<p>Short–term memory 142</p>
<p>Forgetting in short–term memory 143</p>
<p>Short–term motor memory 144</p>
<p>Information processing theory and long–term memory 147</p>
<p>Long–term motor memory 147</p>
<p>Declarative long–term memory 148</p>
<p>Non–declarative long–term memory 148</p>
<p>Regional brain functions and memory 149</p>
<p>Development and short–term and long–term memory 150</p>
<p>Ecological psychology and attunement to affordances 151</p>
<p>Summary 152</p>
<p>Sensory information store 152</p>
<p>Short–term memory 152</p>
<p>Short–term motor memory 152</p>
<p>Long–term memory 153</p>
<p>Long–term motor memory 153</p>
<p>Declarative memory 153</p>
<p>Non–declarative memory 153</p>
<p>Regional brain functions 153</p>
<p>Development 153</p>
<p>Ecological psychology and attunement to affordances 154</p>
<p>Test your knowledge 154</p>
<p>Part one 154</p>
<p>Part two 155</p>
<p>Additional reading 156</p>
<p>8 Learning I: Types, theories, styles and measurement 157</p>
<p>Learning objectives 157</p>
<p>Types of learning 158</p>
<p>Explicit learning 158</p>
<p>Implicit learning 159</p>
<p>Mental rehearsal 163</p>
<p>Cognitive theories of learning 163</p>
<p>Fitts and Posner s three stage theory 164</p>
<p>Gentile s model of learning 164</p>
<p>Adams closed loop theory of learning 165</p>
<p>Schmidt s schema theory 166</p>
<p>Anderson s adaptive control of thought (ACT∗) theory 167</p>
<p>Observational learning theory 168</p>
<p>Dynamical systems theory and learning 168</p>
<p>Learning and coaching/teaching styles 170</p>
<p>Learning styles 171</p>
<p>Coaching/teaching styles 172</p>
<p>Optimal periods of learning 176</p>
<p>Measuring learning 176</p>
<p>Types of tests used to infer learning 179</p>
<p>Summary 182</p>
<p>Cognitive theories of learning 182</p>
<p>Dynamical systems theory and learning 183</p>
<p>Learning styles 183</p>
<p>Coaching/teaching styles 183</p>
<p>Practical implications 184</p>
<p>Measurement 184</p>
<p>Test your knowledge 184</p>
<p>Part one 184</p>
<p>Part two 185</p>
<p>Part three 186</p>
<p>Additional reading 187</p>
<p>9 Learning II: Instruction, Practice, Transfer of Training and Feedback 189</p>
<p>Learning objectives 189</p>
<p>Instruction 190</p>
<p>Analogy as a form of instruction 191</p>
<p>Focus of attention 191</p>
<p>Demonstration 192</p>
<p>Mirror neurons 193</p>
<p>Practice 193</p>
<p>Types of practice 193</p>
<p>Variability of practice 198</p>
<p>Contextual interference 199</p>
<p>Dynamical systems theory and practice 200</p>
<p>Transfer of training 201</p>
<p>Transfer theories 202</p>
<p>Bilateral transfer 204</p>
<p>Feedback 205</p>
<p>Observation 205</p>
<p>Timing and precision of feedback 208</p>
<p>Summary 213</p>
<p>Feedback formats 213</p>
<p>Practical implications 214</p>
<p>Deciding on session content 215</p>
<p>Deciding on the type of instruction 216</p>
<p>Practice, observation and feedback 217</p>
<p>Observation 218</p>
<p>Feedback 219</p>
<p>Summary 221</p>
<p>Instruction and demonstration 221</p>
<p>Practice 221</p>
<p>Deliberate practice 221</p>
<p>Variability of practice 221</p>
<p>Contextual interference 221</p>
<p>Dynamical systems theory and practice 222</p>
<p>Transfer of training 222</p>
<p>Feedback 223</p>
<p>Practical implications 223</p>
<p>Test your knowledge 224</p>
<p>Part one 224</p>
<p>Part two 226</p>
<p>Part three 227</p>
<p>Part four 228</p>
<p>Additional reading 228</p>
<p>10 Motivation, Arousal, and Learning and Performance 229</p>
<p>Learning objectives 229</p>
<p>Motivation 229</p>
<p>Motivational theories 230</p>
<p>Self–determination theory 230</p>
<p>Achievement motivation theory 231</p>
<p>Achievement goal theory 232</p>
<p>Summary 233</p>
<p>Practical implications 233</p>
<p>Developmental issues 234</p>
<p>Arousal and performance 235</p>
<p>Arousal–performance theories 235</p>
<p>Regional brain functions and arousal 240</p>
<p>Practical implications 241</p>
<p>High levels of arousal 243</p>
<p>Summary 247</p>
<p>Motivation 247</p>
<p>Arousal 248</p>
<p>Theories of arousal–performance interaction 248</p>
<p>Regional brain functions and arousal 249</p>
<p>Practical implications 249</p>
<p>Test your knowledge 250</p>
<p>Part one 250</p>
<p>Part two 251</p>
<p>Part three 252</p>
<p>Additional reading 252</p>
<p>11 Conclusion 253</p>
<p>State of the art 253</p>
<p>Skill 253</p>
<p>Abilities 254</p>
<p>Perception 254</p>
<p>Decision making 255</p>
<p>Reaction time 255</p>
<p>Anticipation 255</p>
<p>Motor control 255</p>
<p>Memory 255</p>
<p>Learning 256</p>
<p>Practice 256</p>
<p>Arousal and performance 256</p>
<p>Information processing theory versus ecological psychology theories 256</p>
<p>Neuroscientific input 258</p>
<p>Appendix 1: Writing an Academic Paper 259</p>
<p>Version one 259</p>
<p>Version two 260</p>
<p>Appendix 2: Test Your Knowledge Answers 263</p>
<p>Chapter 1 263</p>
<p>Part one 263</p>
<p>Part two 263</p>
<p>Chapter 2 263</p>
<p>Part one 263</p>
<p>Part two 264</p>
<p>Part three 264</p>
<p>Chapter 3 265</p>
<p>Part one 265</p>
<p>Part two 265</p>
<p>Part three 266</p>
<p>Chapter 4 266</p>
<p>Part one 266</p>
<p>Part two 267</p>
<p>Part three 267</p>
<p>Chapter 5 268</p>
<p>Part one 268</p>
<p>Part two 268</p>
<p>Part three 269</p>
<p>Chapter 6 270</p>
<p>Part one 270</p>
<p>Part two 271</p>
<p>Chapter 7 272</p>
<p>Part one 272</p>
<p>Part two 272</p>
<p>Chapter 8 272</p>
<p>Part one 272</p>
<p>Part two 272</p>
<p>Part three 273</p>
<p>Chapter 9 273</p>
<p>Part one 273</p>
<p>Part two 273</p>
<p>Part three 274</p>
<p>Part four 274</p>
<p>Chapter 10 275</p>
<p>Part one 275</p>
<p>Part two 276</p>
<p>Part three 276</p>
<p>Appendix 3: Calculating variable error 277</p>
<p>References 279</p>
<p>Index 291</p>