Curling coaches’ understanding of their role in developing performance under pressure through skill acquisition

Cormack, EE and Gillman, JC ORCID: https://orcid.org/0000-0001-8297-7760 2021, 'Curling coaches’ understanding of their role in developing performance under pressure through skill acquisition' , International Sport Coaching Journal, 9 (1) , pp. 10-19.

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Abstract

There are few studies examining coaches’ awareness of their role in developing performance under pressure. This study has explored the application of implicit and explicit learning theory for skill execution under pressure through the understanding of coaches. Seven curling coaches who teach adult novices were interviewed using a semistructured approach. Interpretative phenomenological analysis was used to explore their experiences and beliefs around skill acquisition and pressure. Key factors that emerged from the analysis were the coaches’ lack of awareness of their role in developing skill execution under pressure and the importance of coach education in creating that awareness. The recognition of the pressure that players will face in games and the potential for implicit techniques to be employed by the coaches demonstrated positive prospects for the application of implicit/explicit skill acquisition theory. The coaches’ experiences highlighted aspects unique to curling that will need to be considered in progressing the study’s findings. The distinction between skill setup and execution was also raised by coaches and requires further study to identify whether it impacts the effectiveness of building robust skills and the resulting coaching advice. The study provides recommendations for application of the theory and suggestions for future research.</jats:p>

Item Type: Article
Schools: Schools > School of Health and Society
Journal or Publication Title: International Sport Coaching Journal
Publisher: Human Kinetics
ISSN: 2328-918X
Depositing User: JC Gillman
Date Deposited: 16 Sep 2022 13:02
Last Modified: 16 Sep 2022 13:02
URI: https://usir.salford.ac.uk/id/eprint/64895

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