Movement Psychological Theories/Factors That Influence Sport and Their Interaction

Foundation Degree in Sports Coaching

Reflective Account Psychology – Learning and Performing

Carl Page (1008889) University of Bedfordshire Mr. M Lambert

Carl Page (1008889) Page 2 Foundation Degree in Sports Coaching

Contents Topic 1: Motor Performance ................................................................................................................... 3

Principles ................................................................................................................................................. 3

Key Principles Application Sport/Activity Practitioner ............................................................................ 4

Personal Reflection.................................................................................................................................. 5

References ............................................................................................................................................... 5

Topic 2: Cognitive Models of Human Behaviour ..................................................................................... 7

Principles ................................................................................................................................................. 7

Key Principles Application Sport/Activity Practitioner ............................................................................ 8

Personal Reflection................................................................................................................................ 10

References ............................................................................................................................................. 10

Topic 3: Perceptual and Input Processes .............................................................................................. 11

Principles ............................................................................................................................................... 11

Key Principles Application Sport/Activity Practitioner .......................................................................... 13

Personal Reflection................................................................................................................................ 14

References ............................................................................................................................................. 14


Figure 2.3 Hick’s Law the time it takes to make a decision increases as the number of the alternatives increases.

Topic 1: Motor Performance

Principles

Firstly motor is defined as relating to muscle activity, especially voluntary muscle activity, and the

consequent body movements. While performance is the way in which somebody does a job, judged

by its effectiveness. Consequently motor performance is known basically as the psychological factors

that affect basic movements of performers. As motor performance is used for measurement of

human performance, since each body movement is made up of four essential actions; firstly it

becomes aware of a difficulty or aim, secondly judges the presented selections to resolve the

difficulty or accomplish the aim. Thirdly make a decision on a choice, finally executes the specific

choice.

As in Hick’s Law it explains how motor performance of an individual can be affected. Since the law

describes the stable relationship that exists between the number of stimulus response alternatives

and choice reaction time; specifically, as the logarithm of the number of stimulus – response pairs

increases, choice reaction time increases linearly. As a result Hick’s Law is appropriate to the third

stage: making a decision on a choice. Plus the motor performance finding is exemplified in Figure 2.3

Though with George A. Miller, he gave rise to offer two theoretical thoughts which are essential to

cognitive psychology and the information processing structure which affect an individual’s motor

performance. The primary idea in the Information Processing Theory (IPT) is "chunking" and the

ability of short term functioning memory or an individual’s concentration duration. As Miller (1956)


presented the idea that an individual’s short term memory can simply retain five to nine chunks of

information (seven plus or minus two) whereby a chunk is whichever significant element.

Therefore a chunk is identified as "a collection of elements having strong associations with one

another, but weak associations with elements within other chunks" (Gobet et al., 2001, p. 236). A

chunk could refer to numbers, words and player’s positions on field of play or even individual faces.

The concept of chunking and the limited capacity of short term memory became a basic element of

all subsequent theories of memory.

Key Principles Application Sport/Activity Practitioner

The subsequent key principles that is appropriate to sport coaching:

Key Principles Application To Sport Coaching

Cognitive Processing Although needing to instruct appropriate movement on the field is used

so that performers are assisted so they start attaining the awareness with

the use of analysis, instinct, and awareness when executing a particular

action or movement in their sport.

Information Processing Also with motor performance it can be difficult for a foundation level

participant as they need to spend a longer amount of time concentrating

on what to do as the skill/movement isn’t autonomous compared to elite.

Thus in coaching I would be required to demonstrate the skill and get the

participants to focus on what they have to do to complete the

skill/movement properly.

Chunking However with Miller (1956) Chunking concept whereby someone can only

retain seven plus or minus two chunks. I have to be aware of this when

drilling as I make the participants are able to use it to their advantage as

pick up relevant chunks of information in their game for instance digits,

words, people positions, or people's faces. This will result in a positive

effect to an individual’s motor performance since they can process

information a lot quicker than previously.

Reaction Time Likewise with Hick’s Law it affects a person’s motor performance as it’s

determined on their reaction time. As a result I would create training

sessions which are sport specific scenarios and decrease the number of

the alternatives available to those and they’re able to make a decision on


the choices available which will result in improving their motor

performance further.

Personal Reflection

Currently I’m an undergraduate doing a F.D. in Sports Coaching, my deliberation of motor

performance can be used as a way of determining someone’s execution. As I will consider that Hick’s

Law can be applied to approximate the total time taken for individuals to make a decision whenever

offered with several alternatives. Since whichever age group I’m teaching everyone has to process

information and that time required to make a decision is a function of the number of available

options. Therefore I must be aware not to overwork information when coaching children and young

people as tasks will become harder as misunderstanding sets in the mind. Also using Miller (1956)

Information processing theory of Chunking, I must get individuals to focus on appropriate 5-9 chunks

of information to perform the task efficiently and effectively.

References

Online Books

Motor learning and performance: a situation-based learning approach By Richard A. Schmidt, Craig A.

Wrisberg. Pages 32–33 Available at:

http://books.google.co.uk/books?id=Ejc27Wrg5rMC&printsec=frontcover&dq=Schmidt+and+Wrisbe

rg&source=bl&ots=IFdxuivVLU&sig=wX8vLOB6bh-

YOq3oy938UbQGJew&hl=en&ei=8VgTTfPIGoOAhAflnvC2Dg&sa=X&oi=book_result&ct=result&resnu

m=2&ved=0CCEQ6AEwAQ#v=onepage&q&f=false (Accessed: 21/12/2010)

Motor control and learning: a behavioral emphasis By Richard A. Schmidt, Timothy Donald Lee. Pages

64–66 Available at:

http://books.google.co.uk/books?id=z69gyDKroS0C&pg=PA64&dq=Hick’s+law&hl=en&ei=qVkTTcrm

A8eHhQeW9Z23Dg&sa=X&oi=book_result&ct=result&resnum=5&ved=0CEIQ6AEwBA#v=onepage&q

=Hick’s%20law&f=false (Accessed: 21/12/2010)

Universal principles of design: 100 Ways to Enhance Usability, Influence Perception, Increase

Perception, Increase Appeal, Make Better Design Decisions, and Teach through Design.

By William Lidwell, Kritina Holden, Jill Butler. Page 102 Available at:

http://books.google.co.uk/books?id=e4AaWB3QX6cC&pg=PA102&dq=Hick’s+law&hl=en&ei=qVkTTc

rmA8eHhQeW9Z23Dg&sa=X&oi=book_result&ct=result&resnum=4&ved=0CDsQ6AEwAw#v=onepag

e&q=Hick’s%20law&f=false (Accessed: 21/12/2010)

http://books.google.co.uk/books?id=Ejc27Wrg5rMC&printsec=frontcover&dq=Schmidt+and+Wrisberg&source=bl&ots=IFdxuivVLU&sig=wX8vLOB6bh-YOq3oy938UbQGJew&hl=en&ei=8VgTTfPIGoOAhAflnvC2Dg&sa=X&oi=book_result&ct=result&resnum=2&ved=0CCEQ6AEwAQ#v=onepage&q&f=false




http://books.google.co.uk/books?id=z69gyDKroS0C&pg=PA64&dq=Hick's+law&hl=en&ei=qVkTTcrmA8eHhQeW9Z23Dg&sa=X&oi=book_result&ct=result&resnum=5&ved=0CEIQ6AEwBA#v=onepage&q=Hick's%20law&f=false



http://books.google.co.uk/books?id=e4AaWB3QX6cC&pg=PA102&dq=Hick's+law&hl=en&ei=qVkTTcrmA8eHhQeW9Z23Dg&sa=X&oi=book_result&ct=result&resnum=4&ved=0CDsQ6AEwAw#v=onepage&q=Hick's%20law&f=false




Cognitive Psychology and Information Processing: An Introduction By R. Lachman, J. L. Lachman, E. C.

Butterfield. Pages 140–145 Available at:

http://books.google.co.uk/books?id=UhtlyKk4vv8C&pg=PA140&dq=Hick’s+law&hl=en&ei=vFsTTdb_

EtO7hAeHrf22Dg&sa=X&oi=book_result&ct=result&resnum=6&ved=0CEMQ6AEwBTgK#v=onepage&

q=Hick’s%20law&f=false (Accessed: 21/12/2010)

A. and C. Black Publishers, (07/2006), Dictionary of Sport and Exercise Science, A & C Black, 1-225.

MyAthens (ebrary) Available at:

http://site.ebrary.com/lib/treshamins/docDetail.action?docID=10196632 (Accessed: 28/12/2010)

Idea Group Inc. (2005) Advanced methods in distance education: applications and practices for

educators, trainers and learners. By Kim E. Dooley, James R. Lindner, Larry McCoy Dooley, Larry M.

Dooley, Chapter 3 Learning Theories with Tim Murphy, Texas A&M University, USA Page 44 Available

at:

http://books.google.co.uk/books?id=IOGgchlg748C&pg=PA38&dq=mind+Black+box+model&hl=en&

ei=FM4dTfvrJ9C2hAfJpM24Dg&sa=X&oi=book_result&ct=book-

thumbnail&resnum=5&ved=0CEUQ6wEwBA#v=onepage&q=mind%20Black%20box%20model&f=fals

e (Accessed: 31/12/2010)

Websites

Originally published in The Psychological Review, 1956, vol. 63, pp. 81-97 (reproduced here, with the

author's permission, by Stephen Malinowski). Available at: http://www.musanim.com/miller1956/

(Accessed: 29/12/2010)

Wikipedia (2010) Chunking (psychology). Available at:

http://en.wikipedia.org/wiki/Chunking_(psychology) (Accessed: 29/12/2010)

Theory Into Practice (TIP) (2010) Miller. Available at: http://tip.psychology.org/miller.html (Accessed:

29/12/2010)

The Theories Used in IS Research (2005) Information Processing Theory. Available at:

http://www.istheory.yorku.ca/informationprocessingtheory.htm (Accessed: 29/12/2010)

Classics in the History of Psychology, Miller. Available at: http (Accessed: 29/12/2010)

http://books.google.co.uk/books?id=UhtlyKk4vv8C&pg=PA140&dq=Hick's+law&hl=en&ei=vFsTTdb_EtO7hAeHrf22Dg&sa=X&oi=book_result&ct=result&resnum=6&ved=0CEMQ6AEwBTgK#v=onepage&q=Hick's%20law&f=false



http://site.ebrary.com/lib/treshamins/docDetail.action?docID=10196632

http://books.google.co.uk/books?id=IOGgchlg748C&pg=PA38&dq=mind+Black+box+model&hl=en&ei=FM4dTfvrJ9C2hAfJpM24Dg&sa=X&oi=book_result&ct=book-thumbnail&resnum=5&ved=0CEUQ6wEwBA#v=onepage&q=mind%20Black%20box%20model&f=false




http://www.musanim.com/miller1956/

http://en.wikipedia.org/wiki/Chunking_(psychology)

http://tip.psychology.org/miller.html

http://www.istheory.yorku.ca/informationprocessingtheory.htm


Figure 8.3 A basic adaptation of Welford’s information processing model.

Topic 2: Cognitive Models of Human Behaviour

Principles

Cognitive is relating to the process of acquiring knowledge by the use of reasoning, intuition, or

perception. Yet behaviour is the way in which a person, organism, or group responds to a specific set

of conditions. The use then of cognitive models is an excellent means of being familiar with human

behaviour. Hence the information processing method in psychology passes onto “the study of

cognitive processes by analogy with the computer” (Jarvis 1994. P. 12).

Therefore the earliest psychologist to

relate the information processing

method to skill acquisition was

Welford (1968). For instance a

computer operation is like human skill

as it’s perceived as containing three

stages. First the input of information

(perception), secondly the thought

process (decision making) and finally

output (response). This information

processing method is illustrated in Figure 8.3

Also Welford regarded short term memory as not merely a supply of information yet known as the

place in the information processing system where the thoughts and result deciding happens. As it

utilises information from the perceptual processes and long term memory. While the result deciding

happens when needed information has been through the procedure in the short term memory, then

indicators are fired into the muscles so that it influences the suitable motor reaction.

However with additional current research interested in information processing its shown particular

matters aren’t dealt by Welford’s attempt. The matter of automatic processing such as its not

adequately described. Likewise with the Welford model it doesn’t tackle the issues which place

restrictions on the amount of information we’re able to handle at one time and react to with

immediate performances.


Figure 1 Skinner “black box” theory.

Figure 2 Atkinson and Shiffrin (1968) comparing computing model to the common learning model.

Whereas in Figure 1 Skinner (1987,

p. 782) proposes that every

cognitive learning theory matches

within the “black box”. As in nearly

all Cognitive Information Processing

(CIP) models, counting the adopted

one by Atkinson and Shiffrin (1968,

1971), beginners deal with information

in the identical means like a computer performs this of which is parallel to Welford’s theory. Since

information (or data) is “input” starting the environment all the way through the senses (or input

systems), process, kept in memory and expressed (or output) in the appearance of behaviours.

For example in Figure 2 it matches

up to a simple computing model to

the common learning model

projected by Atkinson and Shiffrin

(1968). Since both have five parts;

input, short term memory,

processing, long term memory,

and output.




Short Term Memory Whenever trying to train the participants especially children and

young people a new skill or movement I must make sure my

instructions are short and sharp. This is because I don’t want to

overload the information going into their mind in a short time frame.

As this will in turn cause confusion on what to do as having to


remember each part. Therefore I ought to breakdown the

movement/skill into small reachable targets and progress steadily to

the completed action.

Long Term Memory Whereas for elite performers their use of long term memory is better

than beginners as their mind is trained and used for retaining key

information permanently to do a movement/skill correctly

repetitively. Consequently with lower skilled performers I have to

teach the individuals to remember and perform the movement

correctly so later in life false habits don’t occur which will affect their

performances dramatically.

Cognitive Anxiety &

Cognitive Behavioural

Although as a coach their purpose is to mentally and physically

prepare the participant for optimum performance. Therefore with

help from the coach the direct thought processes of an

individual/group are able to react under a specific set of conditions in

order to succeed. Since the mental processes decide on the

behaviour and the stress placed thus their development is

influenced.

Cognitive Learning &

Cognitive Stage

Also performances can be increased through guidance of a coach

whenever being trained of a new skill. Seeing as with young people

and children whilst they at the cognitive stage by instructing and

performing each progression of actions should be gathered of skill

acquisition will be improved. This emphasises involvement and

analysis on the component of the leaner as the skills are being

taught.

Controlled & Automatic

Processing

Subsequently the participant through further coaching will be able to

then be able to process information controlled or automatic. As with

a semi pro player their able to do the skill with thoughts and control

to accomplish the task, exclusive of doing not much or above.

Whereas the progression through persistent training tasks is

completed with no attentive processes as they have become

accustom to it.


Personal Reflection

Currently I’m an undergraduate doing a F.D. in Sports Coaching, my thoughts on cognitive models of

human behaviour is that it depends on an individual’s time taken and the attention limits of them to

complete an action. Since I must acknowledge their movement is affected by their mental state and

the stage of their skill acquisition. Therefore I must teach and get the individual or group to practice,

so they learn the sequence of movements involved. Also this relates to the way of their cognitive

process decides on movement and how they are able to be adapted and made use of developing

accomplishment. Also I will prepare the participants to play under stress as this would be damaging

to their performance if I don’t. Consequently I will help performers work their way from controlled

processing to automatic processing and learn how to manage their behaviour skillfully.

References

Online Books

Motor control and learning: a behavioural emphasis By Richard A. Schmidt, Timothy Donald Lee.

Pages 92 – 106 Available at:

http://books.google.co.uk/books?id=z69gyDKroS0C&pg=PA92&lpg=PA92&dq=Welford's+Theory&so

urce=bl&ots=4TO_P_L_AF&sig=prt2JH826qqTIVR1byc7rnzC6gM&hl=en&ei=i40QTY3YLMqzhAffpvW2

Dg&sa=X&oi=book_result&ct=result&resnum=5&ved=0CDMQ6AEwBA#v=onepage&q=Welford's%20

Theory&f=false (Accessed: 21/12/2010)

John Wiley & Sons Ltd (2004) Acquisition and performance of sports skills By Terry McMorris

Chapter 2 Perception & Chapter 4 Reaction Time Available at:

http://books.google.com/books?id=EoxZcI6lmIYC&pg=PA37&dq=Welford’s+Theory&hl=en&ei=pLQc

TdnZA6KShAe5uv22Dg&sa=X&oi=book_result&ct=book-

thumbnail&resnum=3&ved=0CC0Q6wEwAjgK#v=onepage&q=Welford’s%20Theory&f=false

(Accessed: 21/12/2010)

Idea Group Inc. (2005) Advanced methods in distance education: applications and practices for

educators, trainers and learners. By Kim E. Dooley, James R. Lindner, Larry McCoy Dooley, Larry M.

Dooley, Chapter 3 Learning Theories with Tim Murphy, Texas A&M University, USA Page 38-40

Available at:

http://books.google.co.uk/books?id=IOGgchlg748C&pg=PA38&dq=mind+Black+box+model&hl=en&

ei=FM4dTfvrJ9C2hAfJpM24Dg&sa=X&oi=book_result&ct=book-

thumbnail&resnum=5&ved=0CEUQ6wEwBA#v=onepage&q=mind%20Black%20box%20model&f=fals

e (Accessed: 31/12/2010)

http://books.google.co.uk/books?id=z69gyDKroS0C&pg=PA92&lpg=PA92&dq=Welford's+Theory&source=bl&ots=4TO_P_L_AF&sig=prt2JH826qqTIVR1byc7rnzC6gM&hl=en&ei=i40QTY3YLMqzhAffpvW2Dg&sa=X&oi=book_result&ct=result&resnum=5&ved=0CDMQ6AEwBA#v=onepage&q=Welford's%20Theory&f=false




http://books.google.com/books?id=EoxZcI6lmIYC&pg=PA37&dq=Welford's+Theory&hl=en&ei=pLQcTdnZA6KShAe5uv22Dg&sa=X&oi=book_result&ct=book-thumbnail&resnum=3&ved=0CC0Q6wEwAjgK#v=onepage&q=Welford's%20Theory&f=false








Figure 2.2 Visual searches used in gymnastics. Reprinted from Human Movement Science, Vol, 7, J. Vickers,

“Knowledge structures of elite-novice gymnasts,” pp. 47-72, Copyright 1988, with permission from Elsevier.

Hodder Education (02/2002) Psychology in Practice : Sport Chapter 8 Attention and imagery in sport

Page 114 By Barbara Woods. MyAthens (ebrary) Available at:

http://site.ebrary.com/lib/treshamins/docDetail.action?docID=10295041&p00=automatic%20proces

sing (Accessed: 21/12/2010)

Routledge, (09/1999), Sport Psychology, Skill acquisition, Pages 96-98 By Matt Jarvis. MyAthens

(ebrary) Available at:

http://site.ebrary.com/lib/treshamins/docDetail.action?docID=10289033&p00=welford (Accessed:

21/12/2010)




Topic 3: Perceptual and Input Processes

Principles

Perceptual is firstly identified as relating to or involving sensory perception. While input it’s known as

something that enters a process or situation from the outside and is then acted upon or integrated

(sensory input). Likewise with process is recognised as a series of actions directed towards a specific

aim. Thus making use of perception your processing uses the senses to acquire information about

the surrounding environment or situation to perform a task. As being able to anticipate what going

to happen next, so through kinaesthesia sensing position of the body and perform accordingly.

During a run of investigations (Allard,

1984; Allard, Graham, & Paarsalu,

1980; Allard & Starkes, 1980; Bard &

Fleury, 1976; Bard, Fleury, Carriere, &

Halle, 1980; Chase & Simon, 1973;

Starkes & Deakin, 1984), performers

being expected to search short

movies then perceive, distinguish, or

remember objects in prepared and

unprepared positions in sporting

http://site.ebrary.com/lib/treshamins/docDetail.action?docID=10295041&p00=automatic%20processing

http://site.ebrary.com/lib/treshamins/docDetail.action?docID=10295041&p00=automatic%20processing

http://site.ebrary.com/lib/treshamins/docDetail.action?docID=10289033&p00=welford



Figure 2.3 The visual-search paradigm as used in soccer. Reprinted, by permission, from A.M. Williams, K. Davids and J.G. Williams, 1999, Visual perception

and action is sports (London: E &FN Spon), 149.

environment. The elite possess greater remembrance also identification of game particular

sequences of performance (e.g. Allard & Starkes, 1980; Starkes & Deakin, 1984; Williams & Davids,

1995). Also the elite are quicker in noticing plus understanding items for example a ball in the visual

area (Allard & Starkes, 1980; Millslagle, 1988; Starkes, 1987).

However equally elite and beginner

performers found extra trouble in ball

recognition for reversed non sport films

when contrasted to appropriate

associated sport ones. Likewise

volleyball performers didn’t display

greater signal recognition ability in non

volleyball conditions or for non-ball

goals in volleyball conditions (Allard &

Starkes, 1980). Millslagle (1988)

implemented Prinz’s (1977) obstacle

practice to consider if signal

recognition in sport environment is in

circumstance or goal management. Recognition of the obstacle will believe a circumstance influence

search. Nevertheless Millslagle’s information contain showing to together elite and beginner

performers function in goal management.

During the visual search procedure it’s understood to a focus is primarily noticed through peripheral

vision this offers information regarding “where it is”. Whereas the foveal phase of functioning is

believed to be mindful or concentration challenging it’s named the “attentive” phase of the visual

search procedure (Neisser 1967).

The visual system hardware terms;

Visual acuity (static)

Visual acuity (dynamic)

Contrast sensitivity

Colour vision

Eye movement (ocular motility)

Focus flexibility (accommodation)


Fusion Flexibility (Binocularity)

Depth Perception (Stereopsis)

Visual reaction time

Central peripheral awareness

Eye hand body coordination

Visual adjustability

Visualisation




Exteroceptor Additionally when coaching I need to be aware that the participants of all

levels are able to receive outside stimuli so that they can perform the desired

task successfully. As their ability to see and to anticipate possible future events

and developments improves performance. Also their process of hearing vital

information helps direct them in good stead too.

Perception However the information that peripheral vision can as well be utilised

knowingly throughout the visual search process (Williams and Davids 1998b).

Therefore training somebody/group who are learning an activity with little skill

in it they eventfully be able to process information using their senses to

acquire information about the surrounding environment or situation to their

advantage. Compared to elite whereby they have a great deal of knowledge

and skill of using perception in game situations through experience in their

sport.

Spatial (Or Event)

& Temporal

Anticipation

Equally through mentoring an individual/group of participants they'll start the

feeling of something that is going to happen in the activity they are

participating in successfully. Since they’re gaining knowledge of predicting

what is going to happen before the signal is presented. Plus start to become

skilled at predicting the time-course of a sequence of events more efficiently.

The visual system hardware adapted Table 3.1 Explanations of the most common terms used in sport vision. (Source: Planer, P.M. (1994) Sports Vision Manual, PA: International Academy of

Sport Vision.)


Kinesthesia While through guidance the participant’s ability will improve more by assisting

them to make intelligent decisions with a particular sense or move than one

sense. As they will be able to start sensing the motion of their body parts to

create swift movement to complete a specific task.

Advanced Cue

Utilisation

However it’s been identified for particular time that the visual search guidance

shown by elite performers aren’t done in a disorderly way. Yet are supported

by conscious perceptual approaches (Bard and Fleury 1981). Therefore when

preparing athletes for optimum performance they’re trained to make use of

any stimulus consciously perceived through specific learned behavioural

responses effectively. Plus when at a higher stage development than other

people they can process this information quicker.

Personal Reflection

Currently I’m an undergraduate doing a F.D. in Sports Coaching, my consideration on perceptual and

input processes of an individual at any skill level have three issues which affect their reaction time

and decision making. Firstly is the amount of stimulus-response options; secondly is the preparation

of the individual. Also there’s stimulus-response as being able to work together without difficulty.

Consequently the advantage is if correct the response will be faster, while the disadvantage is if

incorrect their response is slower by the error. Furthermore I have discovered that participants need

good awareness of their surroundings which is received from sensation and the use of their sense

organs to help better themselves/groups performance.

References

Online Books

Signal detection: Speed of detecting and locating objects of relevance in the visual field. Routledge

(1999) A. M. Williams, K. Davids and J.G. Williams Chapter 3 Sport functional properties & Chapter 5

Visual search strategy in sport. Available at:

http://books.google.co.uk/books?hl=en&lr=&id=_1QOAAAAQAAJ&oi=fnd&pg=PR9&ots=ZlygqnuIRC

&sig=ot8Wb4YPqnlq_2Aeb3rMCwMzC4E#v=onepage&q&f=false

Motor learning and performance: a situation-based learning approach By Richard A. Schmidt, Craig A.

Wrisberg. Pages 35 – 38 Available at:

http://books.google.co.uk/books?id=Ejc27Wrg5rMC&printsec=frontcover&dq=Schmidt+and+Wrisbe

rg&source=bl&ots=IFdxuivVLU&sig=wX8vLOB6bh-

http://books.google.co.uk/books?hl=en&lr=&id=_1QOAAAAQAAJ&oi=fnd&pg=PR9&ots=ZlygqnuIRC&sig=ot8Wb4YPqnlq_2Aeb3rMCwMzC4E#v=onepage&q&f=false

http://books.google.co.uk/books?hl=en&lr=&id=_1QOAAAAQAAJ&oi=fnd&pg=PR9&ots=ZlygqnuIRC&sig=ot8Wb4YPqnlq_2Aeb3rMCwMzC4E#v=onepage&q&f=false




YOq3oy938UbQGJew&hl=en&ei=8VgTTfPIGoOAhAflnvC2Dg&sa=X&oi=book_result&ct=result&resnu

m=2&ved=0CCEQ6AEwAQ#v=onepage&q&f=false (Accessed: 21/12/2010)

Essential readings in sport and exercise psychology By Daniel Smith, Michael Bar-Eli, Page 109 ,

Available at: http://books.google.co.uk/books?id=IE6IMsD-

FhwC&pg=PA109&dq=Allard+and+Starkes&hl=en&ei=P1w0TfvWO4yKhQfIz6jaCw&sa=X&oi=book_re

sult&ct=book-

thumbnail&resnum=3&ved=0CDUQ6wEwAg#v=onepage&q=Allard%20and%20Starkes&f=false

(Accessed: 17/01/2011)

International handbook of personality and intelligence By Donald H. Saklofske, Moshe Zeidnerm Page

696, Available at:

http://books.google.co.uk/books?id=tNMTKjUjuHEC&pg=PA696&dq=Allard+and+Starkes&hl=en&ei=

P1w0TfvWO4yKhQfIz6jaCw&sa=X&oi=book_result&ct=book-

thumbnail&resnum=2&ved=0CC8Q6wEwAQ#v=onepage&q=Allard%20and%20Starkes&f=false

(Accessed: 17/01/2011)

Perception, cognition, and decision training: the quiet eye in action By Joan N. Vickers Chapter 2

Measuring What Athletes See, Available at:

http://books.google.co.uk/books?id=2iVyZNLnVxMC&pg=PA36&dq=Allard+and+Starkes&hl=en&ei=P

1w0TfvWO4yKhQfIz6jaCw&sa=X&oi=book_result&ct=book-

thumbnail&resnum=5&ved=0CEAQ6wEwBA#v=onepage&q=Allard%20and%20Starkes&f=false

(Accessed: 17/01/2011)

Cognitive issues in motor expertise By Janet L. Starkes, Fran Allard Chapter 3 The role of three

dimensional analysis in the assessment of motor expertise By Heather Carnahan, Available at:

http://books.google.co.uk/books?id=ohr9hVbJ_eYC&pg=PA35&lpg=PA35&dq=Allard+and+Starkes&s

ource=bl&ots=umXiw17zAV&sig=iGOR9xa8Fx8f3IXULjkV7ZKid4A&hl=en&ei=gVs0Tfy3AtGLhQeztJ3YC

w&sa=X&oi=book_result&ct=result&resnum=1&ved=0CBYQ6AEwAA#v=onepage&q&f=false

(Accessed: 17/01/2011)






http://books.google.co.uk/books?id=IE6IMsD-FhwC&pg=PA109&dq=Allard+and+Starkes&hl=en&ei=P1w0TfvWO4yKhQfIz6jaCw&sa=X&oi=book_result&ct=book-thumbnail&resnum=3&ved=0CDUQ6wEwAg#v=onepage&q=Allard%20and%20Starkes&f=false




http://books.google.co.uk/books?id=tNMTKjUjuHEC&pg=PA696&dq=Allard+and+Starkes&hl=en&ei=P1w0TfvWO4yKhQfIz6jaCw&sa=X&oi=book_result&ct=book-thumbnail&resnum=2&ved=0CC8Q6wEwAQ#v=onepage&q=Allard%20and%20Starkes&f=false



http://books.google.co.uk/books?id=2iVyZNLnVxMC&pg=PA36&dq=Allard+and+Starkes&hl=en&ei=P1w0TfvWO4yKhQfIz6jaCw&sa=X&oi=book_result&ct=book-thumbnail&resnum=5&ved=0CEAQ6wEwBA#v=onepage&q=Allard%20and%20Starkes&f=false



http://books.google.co.uk/books?id=ohr9hVbJ_eYC&pg=PA35&lpg=PA35&dq=Allard+and+Starkes&source=bl&ots=umXiw17zAV&sig=iGOR9xa8Fx8f3IXULjkV7ZKid4A&hl=en&ei=gVs0Tfy3AtGLhQeztJ3YCw&sa=X&oi=book_result&ct=result&resnum=1&ved=0CBYQ6AEwAA#v=onepage&q&f=false




Documents

Movement Psychological Theories/Factors That Influence Sport and Their Interaction