In this themed issue of the Journal of Sport and Exercise Psychology, we bring together an eclectic mix of papers focusing on how expert performers learn the skills needed to compete at the highest level in sport. In the preface, we highlight the value of adopting the expert performance approach as a systematic framework for the evaluation and development of expertise and expert performance in sport. We then place each of the empirical papers published in this issue into context and briefly outline their unique contributions to knowledge in this area. Finally, we highlight several potential avenues for future research in the hope of encouraging others to scientifically study how experts acquire the mechanisms mediating superior performance in sport and how coaches can draw on this knowledge to guide their athletes toward the most effective training activities.
A. Mark Williams and K. Anders Ericsson
K. Anders Ericsson
Traditional theories of aging claim that basic processing speed and memory capacities show inevitable decline with increasing age. Recent research, however, has shown that older experts in some domains are able to maintain their superior performance into old age. but even they display the typical age-related decline in performance on psychometric tests of fluid intelligence. The study of expert performance shows that adults retain the capacity to acquire and maintain performance with the appropriate type of training and practice, even speeded actions and many physiological adaptations. In fact, experts’ performance keeps improving for several decades into adulthood and typically reaches its peak between 30 and 50 years of age. The experts can then maintain their attained performance level into old age by regular deliberate practice. Much of the observed decline in older adults’ performance can be attributed to age-related reductions in engagement in domain-related activities—in particular, regular deliberate practice.
Paul R. Ford and A. Mark Williams
The developmental model of sport participation (DMSP) was proposed by Côté (1999). First, we examined whether the participation profiles of two groups of professional soccer players in Ireland who either had or had not played Gaelic football to an elite level in adolescence provided support for this model. Both groups commenced participation in soccer around 6 years of age and on average participated in two other sports between 6 and 18 years of age, excluding soccer and Gaelic football. A reduction in the number of other sports and an increase in hours devoted to the primary sport were observed between 6 and 18 years of age, as per the predictions of the DMSP. Second, we examined whether players who demonstrated early diversification required fewer soccer-specific hours to achieve expert performance in that sport compared with players who demonstrated less diversification or did not participate in Gaelic football. No significant relationships or differences were reported, which did not provide support for the DMSP, possibly due to the low sample size employed in this study.
Edward K. Coughlan, A. Mark Williams, and Paul R. Ford
the development of expert performance for intermediate level performers. Such longitudinal research is difficult to conduct given time and resource constraints. The sample size is also a limitation of the work. In addition, we did not control for the potential impact of demands effects on the data
Anna Sverdlik, Robert J. Vallerand, Ariane St-Louis, Michael Sam Tion, and Geneviève Porlier
, Amiot, & Mocanu, 2017 ). Such research has typically examined long-term performance and found that both types of passion lead to expert performance through prolonged involvement in deliberate practice. However, no research to date to the best of our knowledge has explored the role of passion and
Wade Gilbert, Diana Martinez, and Sarah McCord
Shamsi S. Monfared, Gershon Tenenbaum, Jonathan R. Folstein, and K. Anders Ericsson
. Though we are unable to determine whether the occlusion resulted in a greater effect on the experts’ performance than on the less-skilled shooters, the findings showed that the experts displayed superior performance under occluded vision, as well as superior ability in estimating the location of their
Bryony Buck, Scott Beveridge, Gerard Breaden Madden, and Hans-Christian Jabusch
acquisition of expert performance . Psychological Review, 100 ( 3 ), 363 – 406 . https://doi.org/10.1037/0033-295X.100.3.363 10.1037/0033-295X.100.3.363 Eriksen , A.D. , Lorås , H. , Pedersen , A.V. , & Sigmundsson , H. ( 2018 ). Proximal–Distal motor control in skilled drummers: The effect on
Sue L. McPherson and Clare MacMahon
Our understanding of the role of tactical knowledge in baseball batting preparation is scarce, thereby limiting training guidelines. We examined the verbal reports of baseball players and nonplayers when told to view different edited video sequences of a half-inning of baseball competition under different task conditions: to prepare to bat (problem solve); recall as much information as possible (intentional recall); or prepare to bat, with an unexpected recall (incidental recall). Separate mixed-model ANOVAs (Expertise X Instruction conditions) on verbal report measures indicated that nonplayers used general strategies for recalling baseball events and lacked the tactical skills to use such information for their upcoming times at bat. In contrast, players used baseball-specific strategies to encode and retrieve pertinent game events from long-term memory (LTM) to develop tactics for their upcoming times at bat and to recall as much information as possible. Recommendations for training tactical skills are presented as some players exhibited defciencies in the LTM structures that mediate batting decisions.
Paul Ward and A. Mark Williams
This study examined the relative contribution of visual, perceptual, and cognitive skills to the development of expertise in soccer. Elite and sub-elite players, ranging in age from 9 to 17 years, were assessed using a multidimensional battery of tests. Four aspects of visual function were measured: static and dynamic visual acuity; stereoscopic depth sensitivity; and peripheral awareness. Perceptual and cognitive skills were assessed via the use of situational probabilities, as well as tests of anticipation and memory recall. Stepwise discriminant analyses revealed that the tests of visual function did not consistently discriminate between skill groups at any age. Tests of anticipatory performance and use of situational probabilities were the best in discriminating across skill groups. Memory recall of structured patterns of play was most predictive of age. As early as age 9, elite soccer players demonstrated superior perceptual and cognitive skills when compared to their sub-elite counterparts. Implications for training perceptual and cognitive skill in sport are discussed.