Coaching Instructions and Cues for Enhancing Sprint Performance

8/19/2019 Coaching Instructions and Cues for Enhancing Sprint Performance

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Coaching Instructions and Cues for Enhancing Sprint Performance

Benz, Adam MKin, CSCS; Winkelman, Nick MSc, CSCS*D, NSCA-CPT*D; Porter, Jared PhD; Nimhi!",

Sohia PFree Acces

Abstract ABSTRACT: COACHIN INSTR!CTIONS AN" C!ES ARE #ETHO"S OF $ERBA% CO##!NICATIONTHAT CAN BE !SE" SPECIFICA%%& B& STRENTH AN" CON"ITIONIN AN" SPORT COACHESTO FOC!S AN ATH%ETES' ATTENTION FOR ENHANCE" SPORT PERFOR#ANCE( SPECIFICA%%&)THERE IS E$I"ENCE TO S!PPORT THAT PRO$I"IN ATH%ETES E*TERNA% OR NE!TRA%

ATTENTIONA% FOC!S INSTR!CTION AN" C!ES CAN ENHANCE SPRINTIN SPEE"( THEP!RPOSE OF THIS ARTIC%E IS TO TRANS%ATE THE FIN"INS FRO# THE %ITERAT!REREAR"IN THE BENEFITS AN" EFFECTS OF COACHIN INSTR!CTIONS AN" C!ES ONSPRINT PERFOR#ANCE AN" TO PRO$I"E ENERA% RECO##EN"ATIONS FOR ENHANCIN

ATH%ETE SPRINT CAPABI%ITIES THRO!H THE A"#INISTRATION OF APPROPRIATE $ERBA%CO##!NICATIONS(

Back to To # Article $!tline

INTRODUCTION

Strength and conditioning is a profession that +arge+, depends on communication -et.een a coach andan ath+ete( $er-a+ instructions) cues) and feed-ac/ are essentia+ to the coaching process to communicateappropriate information for enhanced performance( 0ithin the rea+m of coach1ath+ete communication)2er-a+ instructions) cues) and feed-ac/ are the 3 main t,pes of performance1re+ated communication acoach .i++ use during practice or competition( A+though man, coaches and researchers use these termsinterchangea-+,) there are distinct differences -et.een them( The operationa+ definition of 2er-a+instructions for this artic+e is medium1to1+ong tas/1oriented phrases) genera++, 3 or more .ords in +ength)2er-a++, administered to an indi2idua+ -efore the performance of a motor s/i++( $er-a+ cues are short tas/1oriented phrases) genera++, 4 or 5 .ords in +ength 6227) 2er-a++, administered to an indi2idua+ -efore orduring the performance of a motor s/i++( #ost 2er-a+ cues are 2er-s) for e8amp+e 9push) 9e8p+ode) and

9dri2e) and can -e used -, an ath+ete as a mantra to focus on and;or repeat during the performance of amotor s/i++( Fina++,) augmented 2er-a+ feed-ac/ is tas/1re+e2ant information pro2ided during or after 6 177 theperformance of a motor s/i++ -, an e8terna+ source 6e(g() coach) 2ideo rep+a,7 and is supp+ementa+ to thenatura++, a2ai+a-+e feed-ac/ that is a2ai+a-+e through the ath+ete's senses 6i(e() auditor,) tacti+e) and2isua+7( Co++ecti2e+,) 2er-a+ instructions) cues) and feed-ac/ pro2ide a frame.or/ for coachcommunication -efore) during) and after the performance of motor s/i++s(

"espite the ro+e coach communication has on motor s/i++ de2e+opment) it is sti++ common to hear coachingca++ed as 9an art opposed to a science( Ho.e2er) emerging research in the area of motor -eha2ior haspro2ided insights that c+arif, the scientific underpinnings of effecti2e coach communication( Based on thea2ai+a-+e findings) this artic+e .i++ focus on the inf+uence of 2er-a+ instructions and cues on theperformance of motor s/i++s( Specifica++,) +inear sprinting .i++ -e emphasi


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defined -, the conscious a-i+it, of an indi2idua+ to focus their attention through e8p+icit thoughts in aneffort to e8ecute a tas/( An ath+ete's attentiona+ focus can -e directed interna++, on their -od, mo2ements6i(e() mo2ement process7) e8terna++, on the effect their mo2ements ha2e on the en2ironment 6i(e()mo2ement outcome7) or neutra++, .here-, there is no e8p+icit attempts at conscious focus) insteadnona.areness is promoted 619,48,757( For the purpose of this artic+e) .e .i++ consider ana+ogies 6ormetaphors7 to fa++ .ithin the definition of e8terna+ focus 6e(g() 9get off the ground fast +i/e ,ou're sprintingon hot coa+s7) as the ana+ogies suggested .ithin the practica+ sections of this artic+e do not e8p+icit+, ca++attention to the -od, 687( For e8amp+e) a coach instructing the push phase of a sprint ma, pro2ide aninterna+ cue -, te++ing the ath+ete to 9focus on e8p+osi2e+, pushing through their foot) pro2ide an e8terna+cue -, te++ing the ath+ete to 9focus on e8p+osi2e+, pushing the ground a.a,) or pro2ide a neutra+ cue -,te++ing the ath+ete to 9comp+ete the sprint as fast as ,ou can( The instructions carr, the same message)-ut the interna+ cue ca++s attention to the -od, 6i(e() foot7) the e8terna+ cue ca++s attention to the effects onthe en2ironment 6i(e() ground7) .hereas the neutra+ cue does not focus attention interna++, or e8terna++,

6Figure7( It shou+d -e noted that ana+og, instructions and cues a++o. indi2idua+s to imp+icit+, adoptmo2ement proficienc, .ithout -eing e8p+icit+, a.are of the -od, mo2ements -eing performed 61,147> thus)ana+og, instructions and cues ma, encourage an e8terna+ focus of attention -, promoting goa+1re+e2antdimensions of the tas/ 6257(

Figure. Itera! "er.

Focus of attention has .ide spread importance across strength and conditioning) sports coaching)ph,sica+ education) and ph,sica+ therap,( O2er the past 4? ,ears) the e2idence sho.ing the differentia+ro+e of 2arious attentiona+ foci has gro.n e8ponentia++, 6697( !sing a s/i1simu+ator tas/) 0u+f et a+( 6757pu-+ished the first e8periment descri-ing the differentia+ ro+e of an interna+ 2ersus e8terna+ focus ofattention( In that stud,) the interna+ focus group .as 9instructed to e8ert force on the outer foot and thee8terna+ focus group .as 9instructed to e8ert force on the outer .hee+s of the s/i1simu+ator) .hereas thecontro+ group recei2ed no instruction 6i(e() neutra+ focus7( This su-t+e difference in instructions resu+ted insuperior performance for the e8terna+ compared .ith the interna+ focus and contro+ groups) .ith no

difference o-ser2ed -et.een the interna+ focus and contro+ groups( #ore recent+,) Porter et a+( 65@47found that +o.1s/i++ed sprinters comp+eted a 5@1m sprint significant+, faster .hen the, .ere instructed tofocus e8terna++, 9on dri2ing for.ard as po.erfu++, as possi-+e .hi+e c+a.ing the f+oor .ith ,our shoe asuic/+, as possi-+e as ,ou acce+erate compared .ith focusing interna++, 9on dri2ing one +eg for.ard aspo.erfu++, as possi-+e .hi+e mo2ing ,our other +eg and foot do.n and -ac/ as uic/+, as possi-+e as ,ouacce+erate and neutra++, .ithin a contro+ condition .here the, focused on 9running the 5@1m dash asuic/+, as possi-+e( Co++ecti2e+,) a +arge amount of e2idence has e8tended ear+, findings in the +a-orator,to a di2ersit, of popu+ations and en2ironments that are re+e2ant to the strength and conditioning coach(Specifica++,) there is no. e2idence supporting the use of an e8terna+ focus of attention across -a+ance

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and postura+ contro+ 610,37,59,76,787) p+,ometric tas/s 65,31,46,47,49,67,71,72,79 7) sprinting 618,527) agi+it, 6487) 2ariousstrength ua+ities 634,35,637) and a mu+titude of sport specific s/i++s 63,70,73,74,77,807(

The effects of attentiona+ focus on sport performance can -e e8p+ained through the constrained actionh,pothesis 6CAH7) .hich states that directing attention e8terna++, a++o.s the motor contro+ s,stem tooperate under nonconscious automatic processes -, .hich mo2ement occurs ref+e8i2e+, 620,527) +eading tosuperior performance outcomes 6297( According to the CAH) .hen attention is directed interna++,) the motor

contro+ s,stem operates under conscious+, contro++ed processes 6i(e() e8p+icit monitoring7) potentia++,in2o/ing .or/ing memor, 6457) .hich constrains the motor s,stem) +eading to +ess ref+e8i2e and f+uentmo2ement patterns and poorer performance outcomes compared .ith an e8terna+ focus of attention 66,207(

eeping in mind the research f indings regarding attentiona+ focus and performance measures) it seemsthat using 2er-a+ instructions and cues to a+ter an indi2idua+'s focus of attention has a meaningfu+ impacton motor performance( The impact that 2er-a+ instructions and cues ha2e on performance direct+, re+atesto ho. the coach or sport scientist imp+ements the instructions and cues to the indi2idua+) thus affectingone's attentiona+ focus( Ho. the indi2idua+ conseuent+, focuses their attention can then ha2e animmediate impact on s/i++ performance) in this case on sprint performance(

"espite such potentia+ for impro2ing performance) the +iterature regarding coaching tactics for sprintinghas re2ea+ed that coaches ma, not -e regu+ar+, pro2iding the most -eneficia+ t,pe of coachinginstructions) cues) and feed-ac/ to ath+etes to enhance sport s/i++s( For e8amp+e) during the 5@@D !SATrac/ Fie+d Nationa+ Championships) a num-er of ath+etes from 2arious e2ents) inc+uding the sprints)

.ere sur2e,ed and as/ed .hat t,pe of 2er-a+ instructions) cues) and feed-ac/ their coaches pro2ide tothem during training and competition 6517( The resu+ts of the stud, -, Porter et a+( 6517 re2ea+ed that G(of the ath+etes reported that their coaches ga2e instructions) cues) and feed-ac/ re+ated to -od,mo2ements 6i(e() interna+ focus of attention7( Conseuent+,) D(5 of the trac/ and fie+d ath+etes reportedthat the, adopt an interna+ attentiona+ focus .hen participating in trac/ and fie+d competitions( This findingis consistent .ith the conc+usions reported -, 0i++iams and Ford 6667) .hich stated that it is not t,pica+ forcoaches to app+, suggestions made -, researchers( Possi-+e reasons for a disconnect -et.een .hatsports science research has found to -e effecti2e and the methods adopted -, coaches ma, -e the resu+tof mu+tip+e factors) inc+uding research -eing too theoretica+ or impractica+) research using tas/s that areunre+ated to sport performance) and the possi-i+it, that coaches are not a.are of re+e2ant research 651,667(Ho.e2er) it is c+ear that sprint performance can -e enhanced -, simp+, a+tering the .a, instructions)cues) and feed-ac/ are de+i2ered to ath+etes 6607(


EFFECTS OF #ER$AL INSTRUCTIONS AND CUES ON SPRINT PERFORMANCE

SPRINT TI#ES

Changes in sprint performance as a resu+t of instruction and cue pro2ision are +i/e+, due to the ath+etefocusing their attention on their o.n -od, mo2ements or specific -od, parts) on a mo2ement goa+ oreffect) or -, simp+, adopting a nona.areness strateg,( 0hen focus of attention is a+tered) there is +i/e+, asu-seuent augmentation of -iomechanica+) ph,sio+ogica+) motor +earning) or ps,choph,sica+ outcomes).hich .i++ a++ -e discussed +ater in this artic+e( In regard to pro2iding ath+etes .ith instructions and cues toenhance sprint times) there ha2e on+, -een a fe. studies performed specifica++, e8p+oring the effects of

2er-a+ communication on sprinting speed 6Ta-+e 47( Current+,) the resu+ts suggest that the s/i++ +e2e+ of

the ath+ete ma, -e a factor mediating ho. the ath+ete responds to the instructions and cues( For e8amp+e)Porter et a+( 6527 found that +o.1s/i++ ath+etes -enefited most from an e8terna+ attentiona+ focus 6527) .hereasPorter and Sims 6507 found that high1s/i++ ath+etes -enefited most from no assigned focus 650,607( Ho.e2er)I++e et a+( 6187 found that e8pert and no2ice ath+etes performed faster 4@1m sprint times .ith an e8terna+attentiona+ focus compared .ith interna+ and nonassigned conditions( Co++ecti2e+,) the +imited e2idencepro2ides some pre+iminar, conc+usions re+ati2e to ho. coaches shou+d pro2ide instructions and cues(First) there is no e2idence .ithin the sprinting +iterature sho.ing that an interna+ focus resu+ts in superiorsprint performance compared .ith an e8terna+ or neutra+ focus 618,32,50,52,607( Second) a+though some studiesha2e sho.n that e8perts perform -etter .hi+e using a neutra+ focus re+ati2e to an e8terna+ focus 6 50,687)man, studies ha2e sho.n that e8perts perform eua++, .e++ under e8terna+ focus conditions 6 627 or e2en

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-etter in some cases 618,747( There is +imited e2idence to support the use of neutra+ focus of attentioninstructions and cues for enhancing no2ice performance for simp+e tas/s 6617( Ho.e2er) there is noe2idence to suggest that no2ices -enefit from a neutra+ focus re+ati2e to an e8terna+ focus particu+ar+, formore comp+e8 tas/s such as sprinting) and therefore) coaches shou+d preferentia++, use e8terna+ focusinstructions and cues .ith no2ice ath+etes 618,527 unti+ further research c+arifies this topic( In summar,)no2ices and e8perts eua++, -enefit from an e8terna+ focus re+ati2e to an interna+ focus of attention>ho.e2er) there ma, -e instances .here e8perts .ith high motor s/i++ automaticit, do not need an, e8p+icitinstruction 6i(e() neutra+7(

Tab!e %&a De'icti(

BIO#ECHANICA% O!TCO#ES

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Tab!e %&b De'icti(


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7/19


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Because there is an a-sence of +iterature regarding the effects of 2arious attentiona+ foci on specific-iomechanica+ sprint 2aria-+es) especia++, /inetic sprint 2aria-+es) this section .i++ ma/e suggestions-ased on the pre2ious +iterature in motor -eha2ior and -iomechanics( 0ith regard to sprinting) numerous

-iomechanica+ studies ha2e researched the /e, performance 2aria-+es needed to sprint optima++,638,39,53,657( One of the primar, methods for enhancing sprint 2e+ocit, is through the app+ication of +argemass1specific ground reaction forces 6RFs7) o2er a minima+ amount of time 6i(e() @(4@4J@(@3 seconds76337 during the stance phase 69,11,647( S/i++ed sprinters achie2e high ma8ima+ 2e+ocities compared .ith non1sprinters 64@(G K @(3 2ersus (? K @(3 mLs%&7 -, app+,ing +arger 2ertica+ ground reaction forces 62RF7during the first ha+f 65( K @(@ 2ersus 5(54 K @(@ NLN%& or 9-od,.eights7 of the stance phase during astride c,c+e of sprinting 6117( Furthermore) e+ite sprinters ha2e higher hip e8tension 2e+ocit, 6∼3M;s2ersus∼?3M;s7 and s.ing -ac/ 2e+ocit, 6∼@M;s 2ersus ∼G@M;s7 compared .ith their s+o.ercounterparts 627( Based on the mechanica+ determinants of ma8ima+ 2e+ocit, sprinting) coaches cou+d usee8terna+ focus of attention instructions or cues to enhance sprint performance -, as/ing the ath+ete to9step do.n hard or 9acce+erate into the ground .ith ma8imum effort) there-, potentia++, augmenting theath+ete's re+ati2e RFs and su-seuent sprint 2e+ocit,(

Based on the e8isting +iterature 658,64,657) it seems that the repositioning of upper and +o.er -od, +im-s for

the su-seuent step are +arge+, a ref+e8i2e process -ecause of energ, transfer rather than -, acti2e+,mo2ing the +im-s into position( Repositioning the +im-s more uic/+, than necessar, can resu+t inattenuation of the impu+se on the su-seuent stance phase) .hich cou+d ha2e a negati2e effect of o2era++sprint 2e+ocit, and performance 69,647( It .ou+d therefore seem more prudent for coaches and sportscientists to focus efforts on pro2iding ath+etes instructions) cues) and feed-ac/ that regard the acti2e 6asopposed to passi2e7 processes of the stride c,c+e 6e(g() the do.n stro/e mo2ement of the thigh andhand7( For instance) 9hammer the nai+s cou+d -e pro2ided as an ana+og, instruction to the ath+ete to a++o.one to focus e8terna++, on the do.n stro/e motion reuired of the shou+der e8tension during the stridec,c+e( Ho.e2er) it shou+d -e noted that ath+etes strugg+ing .ith the f+ight phase of the sprint cou+d sti++-enefit from cues focused on /nee +ift and +eg reco2er, 6e(g() 9dri2e ,our shoe +aces to the s/,7) as thereis no definiti2e research to sho. other.ise(

It has -een reported that e+ite 4@@1m sprinters 6those running in the range of D(D@JD( seconds7positi2e+, acce+erate to ∼@J?@ m into the race 624,307) .ith the -est sprinters acce+erating furthest into the

race( Therefore) using e8terna+ focus instructions and cues emphasi


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#OTOR %EARNIN O!TCO#ES

#otor +earning +iterature has sho.n that pro2iding e8terna+ attentiona+ focus feed-ac/ to ath+etes resu+ts inhigher +earning rates .hen compared .ith an interna+ focus condition 6747( Interesting+,) in the stud, -,0u+f et a+( 6747 it .as o-ser2ed that the .ithdra.a+ of interna+ focus feed-ac/ to the ath+etes enhanced

their performance to a point .here it .as eui2oca+ to that of the e8terna+ focus instruction group( Such afinding suggests that pro2iding interna+ focusing feed-ac/ had a depressing effect on motor +earning( Theeffects of instructing) cueing) and pro2iding feed-ac/ emphasi


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FRE!ENC& OF INSTR!CTIONS AN" C!ES

0ith regard to freuenc, of instruction and cues pro2ided to ath+etes) to the author's /no.+edge) no

studies ha2e -een performed .ith the intent to specifica++, e8p+ore this idea .ith sprinting( Ho.e2er) the Gstudies 618,32,50,527 that ha2e e8amined ho. a+tering focus of attention effects sprint performance) a++pro2ided the 2er-a+ cues or instructions -efore each tria+ 6i(e() 4@@ freuenc,7( Ta/ing these studiesco++ecti2e+,) .hat is /no.n is that a 4@@ pro2ision +e2e+ for e8terna+ and neutra+ focus of attentioninstructions is +i/e+, to resu+t in sprint performance impro2ements dependent on the s/i++ +e2e+ of theath+ete( Therefore) -ased on the current +iterature) to enhance the sprint performance of ath+etes) coachesare encouraged to administer e8terna+ and neutra+ 2er-a+ instructions to ath+etes -efore each sprintrepetition( 0hat is not /no.n is ho. a reduced freuenc, of 2er-a+ instruction and cue administration.ou+d affect sprinting a-i+it,( For e8amp+e) .hat if 2er-a+ cues .ere administered e2er,1other sprintrepetition or on+, once during a set of mu+tip+e sprint runsQ A num-er of these issues sti++ need to -ec+arified( This is an important issue considering that pre2ious research has demonstrated that reducingthe freuenc, of feed-ac/ pro2ided after tria+s resu+ts in enhanced +earning compared .ith feed-ac/pro2ided after each tria+> furthermore) de+a,ing feed-ac/ administration for se2era+ seconds has -eenfound to -e more effecti2e in promoting +earning compared .ith feed-ac/ pro2ided during or immediate+,after motor s/i++ performance 6237( Ho.e2er) 0u+f et a+( 6767 found that a 4@@ pro2ision rate for feed-ac/.as more -eneficia+ for comp+e8 motor s/i++s) as has -een suggested -, Eri/sson et a+( 6157> though) thisissue ma, -e dependent on the e8pertise +e2e+ of the ath+ete( A+though the research pre2ious+, mentionedfocused on feed-ac/ administration) instruction and cue pro2ision is +i/e+, to ha2e simi+ar effects on theattentiona+ focus and su-seuent performance of the indi2idua+(


!ANTIT& OF INSTR!CTIONS AN" C!ES

One area that is underde2e+oped in motor -eha2ior +iterature is ho. the uantit, of 2er-a+ instructions andcues affect motor s/i++ performance( In regard to short1term memor,) our -io+ogica+ +imit is a-out G items6or chun/s7 of information on a2erage 6137( Simi+ar+,) it is /no.n that 2er-a+ instructions and cues can ha2ean impact on .or/ing memor,) .hich is c+ose+, tied to the efficac, of motor s/i++ acuisition 6367( The

conscious processing h,pothesis 6457 states the +oad p+aced on .or/ing memor, has a direct impact onperformance) .ith interna+ focus instructions ha2ing a greater demand on .or/ing memor, compared .ithe8terna+ focus instructions( As a resu+t) poorer performances associated .ith the adoption of an interna+focus of attention ma, -e the -,product of increased .or/ing memor, demands p+aced on the indi2idua+(This ma, -e a resu+t of interna+ focus instructions and cues in particu+ar) ha2ing a +arger amount ofinformation 6i(e() uantit,7) .hich ma, disrupt .or/ing memor, -, engaging e8p+icit processing ofmechanica+ ru+es a-out ho. to perform sprinting 6367) thus potentia++, causing a decrement in sprintperformance( 0e propose that pro2iding short and concise e8terna+ directing instructions .i++ +essen thedemand that is p+aced on the ath+ete's .or/ing memor, and therefore +ead to enhanced sprinting a-i+it,(


PRO$I"IN $ERBA% INSTR!CTIONS AN" C!ES IN PRACTICE AN" CO#PETITION

Based on the current e2idence a2ai+a-+e) coaches are encouraged to pro2ide either e8terna+ and;orneutra+ focus of attention instructions and cues to ath+etes at 4@@ freuenc, +e2e+s .ith the uantit, of2er-a+ instructions and cues /ept minima+( $er-a+ instructions and cues used during training shou+d -especific to the -iomechanica+ areas in need of most immediate impro2ement( The coach shou+d ta/e noteof +andmar/ positions in the stance and f+ight phases of the stride c,c+e 6e(g() toe1on) toe1off) mid1stance)and mid1f+ight positions7( Based on the coach's e2a+uation of the ath+etes' mechanics in the 2ariousphases of the stride c,c+e) specific 2er-a+ instructions and cues can then -e imp+emented in order ofpriorit,( Identification of the mechanica+ f+a. in need of the most impro2ement shou+d -e the top priorit, for imp+ementation of 2er-a+ instructions and cues> identification and impro2ement of the main -iomechanica+f+a.s ma, augment mu+tip+e other -iomechanica+ su-areas that ma, ha2e a+so -een in need of

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impro2ement 6447( For e8amp+e) a coach that has an ath+ete .ho -ecomes fu++, upright .ithin the first 3steps of the starting -+oc/s during practice ma, encourage the ath+ete to 9eep a straight posture .hi+edri2ing out at an aggressi2e+, +o. ang+e and c+a. the trac/ -ac/ for the first 4@J4 m( Encouraging amore straight for.ard +eaning torso ang+e during acce+eration ma, potentia++, enhance the orientation ofthe resu+tant force 2ector in the hori


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G( Anderson $( #a8ima+ 2e+ocit, mechanics and cuing( Presented at: !STFCCCA Con2ention> "ecem-er4J4D) 5@43> Or+ando) F%(

Cited Here(((

( Bec/er A) Smith P( Attentiona+ focus effects in standing +ong =ump performance: Inf+uence of a-road and narro. interna+ focus( Strength Cond Res 5D: 4?@J4?3) 5@4(

Cited Here((( $ie. Fu++ Te8t Pu-#ed CrossRef

( Bei+oc/ S%) Carr T( On the fragi+it, of s/i++ed performance: 0hat go2erns cho/ing under pressureQ E8p Ps,cho+ en 43@: ?@4J?5) 5@@4(

Cited Here(((

?( Be++ ) Hard, ( Effects of attentiona+ focus on s/i++ed performance in go+f( App+ Sport Ps,cho+ 54:43J4??) 5@@D(

Cited Here((( Pu-#ed CrossRef

( Ben< A( $er-a+ instructions and cues: Pro2iding these for enhancing ath+etic performance( In:Techniues for Trac/ Fie+d and Cross Countr,( #etaire) %A: Renaissance Pu-+ishing) 5@4G( pp( 4@J4(

Cited Here(((

D( Bro.n T") $esco2i "( #a8imum speed: #isconceptions of sprinting( Strength Cond 3G: 3?JG4)5@45(

Cited Here((( $ie. Fu++ Te8t

4@( Chi2iaco.s/, S) 0u+f ) 0a++, R( An e8terna+ focus of attention enhances -a+ance +earning in o+deradu+ts( ait Posture 35: ?5J?) 5@4@(


44( C+ar/ P) 0e,and P( Are running speeds ma8imi


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4?( Hodges N) Fran/s I#( #ode++ing coaching practice: The ro+e of instruction and demonstration( Sports Sci 5@: ?D3J44) 5@@5(


4( I++e A) Se+in I) "o #C) Thon B( Attentiona+ focus effects on sprint start performance as a function of

s/i++ +e2e+( Sports Sci 34: 4?@J4?45) 5@43(Cited Here((( Pu-#ed CrossRef

4D( I2es C) She++e, A( Ps,choph,sics in functiona+ strength and po.er training: Re2ie. andimp+ementation frame.or/( Strength Con Res 4?: 4??J4) 5@@3(

Cited Here(((

5@( a+ EC) 2an der amp ) Houdi=/ H( E8terna+ attentiona+ focus enhances mo2ement automati


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3@( #a=umdar AS) Ro-ergs RA( The science of speed: "eterminants of performance in the 4@@ m sprint(Sport Sci Coach : G?DJGD3) 5@44(

Cited Here(((

34( #a/aru/ H) Porter #) C


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G3( Ong N) Bo.coc/ A) Hodges N( #anipu+ations to the timing and t,pe of instructions to e8amine motors/i++s performance under pressure( Front Ps,cho+ 4: 4J43) 5@4@(

Cited Here(((

GG( Pfaff "A( Technica+ and s/i++ aspects of sprinting: Biomechanics) training theor, and motor -eha2ior(Presented at: !STFCCCA Con2ention> "ecem-er 4J4) 5@4G> Phoeni8) A(

Cited Here(((

G( Poo+ton #) #a8.e++ P) #asters RS0) Raa- #( Benefits of an e8terna+ focus of attention: Commoncoding or conscious processingQ Sports Sci 5G: DJDD) 5@@(

Cited Here(((

G( Porter #) Anton P#) 0i/off N#) Ostro.s/i B( Instructing s/i++ed ath+etes to focus their attentione8terna++, at greater distances enhances =umping performance( Strength Cond Res 5?: 5@?3J5@?)5@43(


G?( Porter #) Anton P#) 0u 0F( Increasing the distance of an e8terna+ focus of attention enhancesstanding +ong =ump performance( Strength Cond Res 5: 53DJ53D3) 5@45(


G( Porter #) No+an RP) Ostro.s/i E) 0u+f ( "irecting attention e8terna++, enhances agi+it,performance: A ua+itati2e and uantitati2e ana+,sis of the efficac, of using 2er-a+ instructions to focusattention( Front Ps,cho+ 4: 4J?) 5@4@(

Cited Here(((

GD( Porter #) Ostro.s/i E) No+an RP) 0u 0F( Standing +ong1=ump performance is enhanced .henusing an e8terna+ focus of attention( Strength Cond Res 5G: 4?GJ4?@) 5@4@(


@( Porter #) Sims B( A+tering focus of attention inf+uences e+ite ath+etes sprinting performance( Int Coach Sci : 55J5?) 5@43(

Cited Here(((

4( Porter #) 0u 0F) Partridge A( Focus of attention and 2er-a+ instructions: Strategies of e+ite trac/and fie+d coaches and ath+etes( Sport Sci Re2 4D: ??JD) 5@4@(

Cited Here(((

5( Porter #) 0u 0F0) Cross+e, R#) nopp S0) Camp-e++ OC( Adopting an e8terna+ focus of attentionimpro2es sprinting performance in +o.1s/i++ed sprinters( Strength Cond Res 5D: DG?JD3) 5@4(

Cited Here((( $ie. Fu++ Te8t Pu-#ed

3( Ra-ita ) "ore+ S) S+a.ins/i ) Se


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( Ross A) %e2eritt #( %ong1term meta-o+ic and s/e+eta+ musc+e adaptations to short1sprint training:Imp+ications for sprint training and tapering( Sports #ed 34: 4@3J4@5) 5@@4(

Cited Here(((

( Ross A) %e2eritt #) Rie/ S( Neura+ inf+uences on sprint running: Training adaptations and acuteresponses( Sports #ed 34: G@DJG5) 5@@4(


?( Schc/er %) Hagemann N) Strauss B) $o+/er ( The effect of attentiona+ focus on running econom,( Sports Sci 5?: 45G4J45G) 5@@D(


( Seagra2e %) #ouch-ahani R) O'"onne++ ( Neuro1-iomechanics of ma8imum 2e+ocit, sprinting( Ne.Stud Ath+ 5G: 4DJ5?) 5@@D(

Cited Here(((

D( Shea CH) 0u+f ( Enhancing motor +earning through e8terna+1focus instructions and feed-ac/( Hum#o2 Sci 4: 3J?4) 4DDD(

Cited Here(((

@( Sims BA( Focus of Attention Inf+uences E+ite Ath+etes Sprinting Performance( Car-onda+e) I%:OpenSI!C: Southern I++inois !ni2ersit, Car-onda+e) 5@4@(

Cited Here(((

4( Singer RN) %idor R) Cauraugh H( To -e a.are or not a.areQ 0hat to thin/ a-out .hi+e +earning andperforming a motor s/i++( Sport Ps,cho+ ?: 4DJ3@) 4DD3(

Cited Here((( Pu-#ed

5( Stoate I) 0u+f ( "oes the attentiona+ focus adopted -, s.immers affect their performanceQ Sport SciCoach : DDJ4@) 5@44(

Cited Here(((

3( $ance ) 0u+f ) TU++ner T) #cNe2in N) #ercer ( E# acti2it, as a function of the performers' focusof attention( #ot Beha2 3: G@JGD) 5@@G(


G( 0e,and P) Sande++ RF) Prime "N%) Bund+e #0( The -io+ogica+ +imits to running speed are imposedfrom the ground up( App+ Ph,sio+ 64D7 4@: D@JD4) 5@4@(

Cited Here(((

( 0e,and P) Stern+ight "B) Be++i


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D( 0u+f ( Attentiona+ focus and motor +earning: A re2ie. of 4 ,ears( Int Re2 Sport E8erc Ps,cho+ : ??J4@G) 5@43(

Cited Here(((

?@( 0u+f ) Chi2iaco.s/, S) Schi++er E) A2i+a %T( Freuent e8terna+1focus feed-ac/ enhances motor+earning( Front Ps,cho+ 4: 4D@) 5@4@(

Cited Here((( Pu-#ed

?4( 0u+f ) "ufe/ S( Increased =ump height .ith an e8terna+ focus due to enhanced +o.er e8tremit, =oint/inetics( #ot Beha2 G4: G@4JG@D) 5@@D(


?5( 0u+f ) "ufe/ S) %o


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Coaching Instructions and Cues for Enhancing Sprint Performance

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Transcript of Coaching Instructions and Cues for Enhancing Sprint Performance