A Proposed Three-Stage Postperformance-Routine Framework

in The Sport Psychologist

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Jason Kostrna Department of Teaching and Learning, Florida International University, Miami, FL, USA

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https://orcid.org/0000-0002-4838-7094 *
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Jean-Charles Lebeau School of Kinesiology, Ball State University, Muncie, IN, USA

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https://orcid.org/0000-0001-6550-6676
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Camilo Sáenz-Moncaleano Department of Psychology, Lund University, Lund, Sweden

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https://orcid.org/0000-0003-0314-0191
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Brian Foster Educational Psychology and Learning Systems, Florida State University, Miami, FL, USA

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https://orcid.org/0000-0001-7033-3490
DOI:
https://doi.org/10.1123/tsp.2023-0001
Keywords:
preperformance routine; performance enhancement; self-regulation; PPR
First Published Online:
29 Aug 2023
In Print:
Volume 37: Issue 4
Page Range:
244–252
Restricted access

Research has supported the use of preperformance routines to successfully manage the period preceding sport performance. In contrast, little research has been done on the period succeeding skill execution. This article introduces a three-stage model for postperformance routines (PoPR) for novice motor learning and performance including emotion regulation, performance analysis and correction, and continuation to the next performance trial. To test this model, 38 novice golfers completed a putting task after random assignment to either a PoPR or a control condition. Putting performance was measured after each putt, and self-efficacy, arousal, affect, and perceived task difficulty were recorded every 10 putts. Participants in the PoPR group improved their performance from baseline to postintervention (d = −0.55), while performance in the control group remained unchanged (d = −0.01). No significant differences were observed for performance consistency, emotions, self-efficacy, and perceived task difficulty. Thus, practitioners implementing a PoPR in novice athletes may consider the proposed three-stage framework for improvements in motor learning and performance.

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