HSE 422

Lecture 13:
Technique Change
Rob Gray
The Technique Problem

http://www.youtube.com/watch?
v=4deYMDDxC34
What role does attention control play in skilled motor
performance and how does this change with practice?
 Skill Acquisition Theory
(Fitts, Andersen)
Declarative/Cognitive Stage: Procedural /Automatic Stage:
• performance based on • performance based on
declarative knowledge (facts) procedural knowledge
• must be retrieved from working • automatic
memory and attended in a step- • fast and highly-consistent
by-step fashion performance
• slow, non-fluent and error-prone • attention free to do other
performance things
• limited amount of available •External, skill outcome
attentional resources attentional focus
•Internal, skill execution
attentional focus

“NOVICE” “EXPERT”
 Is Skill Acquisition Really a One-Way
Street?
• Do expert performers always use an external,
outcome-based attentional focus?
• Are there situations that could induce or even
require a return to the internal, cognitive
stage?
 Performance Pressure

• Pressure can induce an increase

in skill-focused attention in expert
performers

Gray, R. (2004). Attending to the execution of a complex sensorimotor skill: Expertise differences,
choking and slumps. Journal of Experimental Psychology: Applied, 10, 42-54.
 Performance Slumps

• Similar effect for

* *
athletes on a cold
streak

•Regression to earlier
stage not complete
skill breakdown

Gray, R. & Allsop, J. (2013). Interactions between performance pressure, performance streaks and attentional
focus. Journal of Sport & Exercise Psychology, 35, 368-386.

7
 Technique Change?
• Hypothesis #1:
– Changing technique will involve a temporary
return to the “novice stage”
• Attentional focus on skill execution to learn the new
perceptual-motor control strategy
• Cognitive resources required to de-construct motor
procedures
 Technique Change?
• Hypothesis #2:
– After the new technique is required, attention to skill
execution will be required to correct action slips
• the original well learned technique may take over
A Case Study in Football Quarterbacking
 Intervention Plan
• Phase 1: shift attentional focus to skill
execution
• Phase 2: gradually shift focus back to external
environment
• Phase 3: shift attention at critical points in the
action sequence to prevent “slips”
 Phase 1
• Introduce skill (internal)-focused
dual task:
– Tactor(s) on hand activated during
play
– Verbal response from player:
“Left”, “Right” or “Both”
– Coaches emphasized accuracy on
dual task and technique during
drills
– 4 weeks
Phase 1 Results
Phase 1 Results
 Phase 2
• Gradually phase out dual task
– Performed every nth play depending on incidence
of low hands
• Coaches emphasis on throwing performance
(accuracy, decision making)
• 4 weeks
Phase 2 Results
 Phase 3
• Although overall improvement in hands
position there was still a high incidence of
poor technique on some plays
 Action Slips
• Definition: Execution of an unintended action
typically occurring when:
– The intended action is highly practiced, automatic
– The unintended action is a highly similar, well-
practiced action (habit intrusion)
– The performer is preoccupied or distracted
 Action Slips
• Norman (1981)
– Action slips typically occur at attentional
checkpoints where actions require information
about the overall goal
– Next action can not solely be determined by
preceding one or current state of the environment
 Phase 3
• Case Observations about Action Slips
– Behavioural pattern for bad technique will always be
there ready to intrude
– Occurs when play has “broken down” and a clear
sequence of attentional shifts is no longer being
used
– Higher pressure situations
– Player has rationale for wanting to use old technique
• Throwing long
 Phase 3 Plan
• Use dual-task during “roll outs” to encourage
attentional focus at checkpoint
• Instruction to re-educate about technique-
outcome relationship
• Reduce negative interference from other
sports (baseball)
• Increase repetition of intermediate throws
– Same technique for all distances
Carson & Collins 5 A Model
Carson & Collins 5 A Model
Carson & Collins 5 A Model
Carson & Collins 5 A Model
Carson & Collins 5 A Model
 Conclusions
• Successful technique change requires a
temporary return to novice, cognitive stage of
control
– Can be facilitated with internally focused dual task
• To make this change permanent then need to:
– Transition back to expert, automatic stage of
control
– Focus attention at key points in action sequence to
prevent action slips
• https://www.youtube.com/watch?v=4deYMD
DxC34
• https://www.youtube.com/watch?v=tVoqA-LK
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• https://www.youtube.com/watch?v=Jg0tZAKu
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