Implementing the Five-A Model of Technical Refinement: Key Roles of the Sport Psychologist

Abstract

There is increasing evidence for the significant contribution provided by sport psychologists within applied coaching environments. However, this rarely considers their skills/knowledge being applied when refining athletes' already learned and well-established motor skills. Therefore, this article focuses on how a sport psychologist might assist a coach and athlete to implement long-term permanent and pressure proof refinements. It highlights key contributions at each stage of the Five-A model-designed to deliver these important outcomes-providing both psychomotor and psychosocial input to the support delivery. By employing these recommendations, sport psychologists can make multiple positive contributions to completion of this challenging task.

Implementing technical refinement in high-level athletics: exploring the knowledge schemas of coaches

“…The applied tools that coaches described using to enact technical refinements are presented in Table 1. These applied tools were consistent with those which have previously been reported in accounts of the Five-A Model (see Carson & Collins, 2011;2016b). As such, we will only briefly report on how coaches differed.…”

“…Fletcher & Arnold, 2011). More specifically, the guidance provided by Carson and Collins (2011, 2016b influenced the designation of the themes and dimensions relating to aims one and two. To enhance the trustworthiness of the data, participants were invited to read their interview to confirm accurate transcription and to elaborate, if necessary, on their responses following a period of self-reflection (Sparkes, 1998).…”

“…Notably, the need for coaches to conduct an initial Analysis stage that promotes athlete 'buy-in', commitment and motivation to carry out change. Accordingly, detailed advice now exists within the literature on the processes and tools which may be expected to best promote technical refinement (see Carson & Collins, 2011, 2016b, for an extensive account of each stage).…”

“…Accordingly, the aim of this study was threefold. Firstly, we wished to investigate the tools used by field athletics coaches, to determine whether their applied practice incorporated elements that had not been considered in the guidance provided by Carson and Collins (2011, 2016b. Secondly, we were interested in the generality of the finding by Carson et al (2013): namely, did coaches operationalise refinement within a systematic approach?…”

Golf Putting: Equivalent Performance with Ball Focused and Target Focused Aiming

“…For the moment it would be going beyond these data to make any concrete recommendations on, for instance, how coaches might use TFA with their clients, whether it is of benefit to yips effected golfers or the impact it may have on different skill levels of golfer. What is interesting is that, where previous work has recognised a distinct cost associated with the skill refinement process (Carson, Collins, 2016b), especially when not conducted in a careful and considered manner (cf. Toner, Carson, Collins, Nicholls, 2018), as an incomplete strategy TFA did not reveal any similar patterns of performance on first attempt.…”