Systems for Technical Refinement in Experienced Performers: The Case From Expert-Level Golf

Abstract

28This paper provides an overview of current golf coaching practices employed with 29 experts, when attempting to make changes to (i.e., refine) a player's existing technique. 30In the first of two studies, European Tour golfers (n = 5) and coaches (n = 5) were 31 interviewed to establish the prevalence of any systematic processes, and whether 32 facilitation of resistance to competitive pressure (hereafter termed "pressure resistance") Systems for technical refinement in experienced performers: The case from expert-level golf 54Much research attention has focused on the learning of motor skills (e.g., Schmidt & 55 Bjork, 1992; Wulf, 2013). This has included theories of learning as a systematic process, 56 distinguished by the learner progressing initially through a stage of acquiring broad features 57 of the movement form, to eventually fixating or diversifying their movement repertoire 58 depending on the environmental constraints dictated by the sporting context in which they 59 perform (Gentile, 1972). In addition, an understanding of process markers or mechanisms, 60 associated with the learning stages, for example cognitive structures changing from 61 declarative to procedural in nature (Anderson, 1982) and coordination dynamics evolving 62 from freezing to freeing of degrees of freedom (Bernstein, 1967), has enabled progression 63 through these systematic stages to be assessed and monitored by the coach. In other words, a Research has also investigated numerous coaching strategies or "tools" which, when 68 applied, serve to facilitate different outcomes within the learning process. These have 69 included such variables as feedback (Bruechert, Lai, & Shea, 2003), demonstrations (Horn, 70 Williams, & Scott, 2002), and practice schedules (Goodwin & Meeuwsen, 1996). As a 71 result of this research, coaches should have sufficient knowledge to manipulate learning 72 and practice environments to achieve specific, measureable outcomes (e.g., rapid acquisition 81Similarly, expert golf instruction has been reported to be largely intuitive with a lack of 82 reference to (applied) scientific evidence-bases, whereby the primary sources of knowledge 83 are derived from other coaches and previous experience (Schempp, Templeton, & Clark, 84 1998). This is in contrast to current approaches adopted by other sport professions (e.g., If golf coaches were to employ these explicit and evidence-based decision making 99 approaches, instead of solely or predominantly using intuition, they may have the potential 100 to enhance practitioner effectiveness when considering the need to address unique 147Reflecting these considerations and the need to establish an updated perspective on the 148 potential research-practice gap, the purpose of this paper was to provide an overview of the 149 current practices employed in expert golf coaching, when attempting to make changes to a 150 player's existing technique. In viewing both players and coaches as active agents within the For this initial investigation an...

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

“…Some of these elements have been explored with high-level golf coaches and players (Carson, Collins, & MacNamara, 2013); however, we have scarce, if any, detailed knowledge about applied sport psychology in this situation. In addition, it is necessary to test applied sport psychologists' interpretation of the Five-A model at macro-(i.e., how refinement fits within an athlete's broader training agenda), meso-(i.e., the nature of the process per se), and micro-(i.e., stage/session requirements) levels.…”

Tracking Technical Refinement in Elite Performers: The Good, the Better, and the Ugly

“…Prochaska & Prochaska, 1999 Tour professionals and coaches is similar to Case Study 1. Therefore, based on the current study and that of Carson et al (2013), there is a clear and current need within golf to improve coach and player education regarding the fundamental benefits of acquiring intentional mental skills, alongside the development of appropriate practice structure and training environments. Since there is little evidence of this emerging from the golf coaching literature, and the evidenced lack of consistent comprehension in this area, it would seem that consultation with applied sport scientists presents a viable solution to resolving this issue (R. Martindale & Nash, 2012).…”

“…Tracking Technical Refinement in Elite Performers: The Good, the Better and the Ugly Contrary to finite stage models proposed by skill acquisition theory (Bernstein, 1967;Fitts & Posner, 1967;Gentile, 1972), the reality of applied motor control for elite performers (i.e., those at the skill stabilisation, autonomous or fixation/diversification stage) and their coaches, shows that skill development does not terminate once a final stage has been achieved (Carson, Collins, & MacNamara, 2013;Schack & Bar-Eli, 2007;Toner & Moran, 2015). Rather, for these performers 1 , the nature and level of challenges faced are distinct from those of an initial stage learner.…”

“…golfers Ian Baker-Finch, Craig Perks and David Duval). For example, Carson et al (2013) reported frequent cases from European Tour golfers and coaches of almost continuous refinement to prevent or remedy regression towards an 1 Although we contextualise this paper within elite sport, the concepts presented are also applicable to performers experiencing arrested expertise, whereby performance has stabilised at a sub-elite standard.…”

Initiating technical refinements in high‐level golfers: Evidence for contradictory procedures

“…1 However, in seeking empirical evidence to inform optimal practice behaviour during this stage, there appears to have been little consideration to date. This is unfortunate since a recent study suggests that high-level coaches and athletes are in need of assistance when implementing refinements, at least within the sport of golf (see Carson, Collins, & MacNamara, 2013). As such, this paper focuses on optimising the Awareness stage in golf as an exemplar for other self-paced and closed skill sports.…”