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Purpose: Research has demonstrated that verbal instructions directing attention externally (i.e., toward the effect of the movement) significantly enhance motor skill performance, and this effect is enhanced when the distance of the external focus relative to the body is increased. However, few studies have investigated this distance-of-focus effect in children. The present study aimed to examine the effect of increasing the distance of an external focus on children’s motor performance in 2 experiments. Method: In Experiment 1, children performed standing long jumps under 3 instructional conditions (control, internal attentional focus, and external attentional focus). In Experiment 2, children performed standing long jumps under 4 instructional conditions (control, internal, proximal external attentional focus, and distal external attentional focus). Results: In Experiment 1, results revealed a statistically significant jump distance advantage for the external focus condition. In Experiment 2, a statistically significant jump distance advantage for the distal external focus condition was found. However, instructional and task characteristics beyond distance of focus may have been influential. Conclusions: External focus instructions benefit children’s jump performance, but specifically when they are supported by a concrete movement goal reflecting relevant performance criteria. These findings highlight the importance of examining the content of instructions and relevant task characteristics provided to children beyond attentional focus to consider their motivational characteristics.

A number of companies are marketing general eye–hand coordination training devices, which are purported to enhance performance on the device and in a sporting domain. An act comprising eye–hand coordination involves the complex combination of a number of distinct functions, and an investigation of what tasks share this common factor has not been completed. There is also a lack of evidence investigating the interrelationship between different tests to assess eye–hand coordination using these devices. A number of different eye–hand coordination abilities, rather than one common factor, could potentially underpin any range of tasks involving eye–hand coordination and visual stimuli. Therefore, the present study investigated the theoretical assumption upon which such eye–hand coordination training devices are based, that is, whether eye–hand coordination is a general ability. Eighty-seven currently active sportspeople (age: 18.6 ± 0.9 years; 58 males and 29 females) completed four tests of eye–hand coordination: three laboratory tasks (the Sports Vision Trainer™; Batak Pro™; and Graded Pegboard) and a field task (wall catch test). Intercorrelations between the tasks ranged from weak to strong, but the percentage of shared variance was typically low. Overall, the results do not support the existence of a common eye–hand coordination ability underpinning the performance on general eye–hand coordination training devices. Consequently, coaches and sport scientists should be aware that training on general eye–hand coordination training devices is unlikely to transfer to sporting performances. Instead, practitioners are encouraged to explore sport-specific assessment and training of eye–hand coordination.

Objectives Three studies involved the investigation of concurrent cognitive processes and pacing behaviour during a 16.1 km cycling time trial (TT) using a novel Think Aloud (TA) protocol. Study 1 examined trained cyclist's cognitions over time whilst performing a real-life 16.1 km time trial (TT), using TA protocol. Study 2, included both trained and untrained participants who performed a 16.1 km TT in a laboratory whilst using TA. Study 3 investigated participants' experiences of using TA during a TT performance. Method Study 1 involved 10 trained cyclists performing a real life 16.1 km TT. Study 2 included 10 trained and 10 untrained participants who performed a laboratory-based 16.1 km TT. In both studies, all participants were asked to TA. Time, power output, speed and heart rate were measured. Verbalisations were coded into the following themes (i) internal sensory monitoring, (ii) active self-regulation, (iii) outward monitoring (iv) distraction. Cognitions and pacing strategies were compared between groups and across the duration of the TT. In study 3 all participants were interviewed post TT to explore perceptions of using TA. Results Study 1 and 2 found cognitions and pacing changed throughout the TT. Active self-regulation was verbalised most frequently. Differences were found between laboratory and field verbalisations and trained and untrained participants. Study 3 provided support for the use of TA in endurance research. Recommendations were provided for future application. Conclusion Through the use of TA this study has been able to contribute to the pacing and cycling literature and to the understanding of endurance athletes’ cognitions.

The attentional focus emphasised in verbal instruction influences movement and muscle recruitment characteristics, with an external focus (onto movement effects) typically benefiting performance. However, contrasting findings suggest either a selective isolation or spreading activation effect on associated muscles as a result of internally focused instruction (movement characteristics). In the present experiment, participants completed maximal isokinetic concentric leg extension exercise using internally (muscle specific: vastus medialis oblique) or externally (outcome specific) focused instructions. Integrated Electromyography (iEMG) of the vastus lateralis, vastus medialis oblique and rectus femoris muscles was obtained in addition to knee extensor torque. There were no differences in torque production between conditions. Externally focused instruction produced significantly lower iEMG magnitude across muscles, whereas an internal focus produced the greatest activity but with no evidence of a selective isolation effect of the vastus medialis oblique. The muscle-specific internal focus of attention resulted in a spreading activation effect, such that activity is elevated in muscles not within the focus of attention. Whilst an external focus did not improve performance, force was produced with lower muscular activity reflecting increased efficiency. The resultant noise in the motor system associated with an internal focus inhibits movement economy and attempts at selective activation.

What connects these individuals Frank Bruno, Dame Kelly Holmes, Marcus Trescothick and Clarke Carlisle? If you said are all are winners you would be correct, if you said all are elite sports individuals you would also be correct, but there is something else that connects these elitelevel athletes. They have all reported having mental health concerns either whilst performing or shortly after retiring. Boxer Frank Bruno has bipolar disorder and depression and has been admitted to psychiatric wards 3 times in the last 12 years. Dame Kelly Holmes was battling depression in the lead up to the 2004 Olympics. Marcus Trescothick was playing cricket for England when depression forced his retirement. In 2014, Clarke Carlisle attempted to take his own life by jumping in front of an oncoming lorry and was later admitted to a psychiatric unit for depression. These elite sportspeople are not alone, the list could have included Gary Speed, footballer and Manager who took his own life in November 2012 after battling with depression or Terry Newton, Rugby league player, who also sadly took his own life in 2010, after being sacked and being found to have used performance-enhancing drugs.

Life skills are defined as a range of transferrable skills needed for everyday life (Jones and Lavallee, 2009, Psychology of Sport and Exercise, 10, 159-167). According to Benson and Saito’s (2001, In P.L. Benson & K.J. Pittman (Eds.), Trends in youth development: Visions, realities and challenges (pp. 135-154). London, UK: Kluwer Academic Publishers) framework for youth development theory and research, life skills impact upon young people’s academic performance, health and well-being. Thus, the aim of this study was to explore the relationships between university sports degree students’ life skills (teamwork, goal setting, time management, emotional skills, interpersonal communication, social skills, leadership, and problem solving & decision making) and their academic self-efficacy, predicted academic performance, health-related quality of life (physical, emotional, social, and work/school functioning), and flourishing. With institutional ethics approval, 423 sports degree students (male = 236, female = 187, mean age = 20.42 ± 2.56 years) completed a survey assessing the main study variables. Standard multiple regression analyses revealed that time management (B = .51, P < .001), problem solving & decision making (B = .23, P < .01), and goal setting (B = .15, P < .05) contributed significantly to students’ academic self-efficacy. Time management was the only significant contributor to students’ predicted academic performance (B = 2.23, P < .001). In terms of health-related quality of life, emotional skills (B = .23, P < .001) were the only significant contributor to students’ emotional functioning, social skills (B = .18, P < .001) were the only contributor to students’ social functioning, and both time management (B = .25, P < .001) and problem solving & decision making (B = .14, P < .05) contributed significantly to students’ work/school functioning. Finally, five life skills contributed significantly to students’ flourish

Purpose To use eye-tracking technology to directly compare information acquisition behavior of experienced and novice cyclists during a self-paced, 10-mile (16.1 km) time trial (TT). Method Two groups of novice (n = 10) and experienced cyclists (n = 10) performed a 10-mile self-paced TT on two separate occasions during which a number of feedback variables (speed, distance, power output, cadence, HR, and time) were projected within their view. A large RPE scale was also presented next to the projected information and participants. Participants were fitted with a head-mounted eye tracker and HR monitor. Results Experienced cyclists performed both TT quicker than novices (F1,18 = 6.8, P = 0.018) during which they primarily looked at speed (9 of 10 participants), whereas novices primarily looked at distance (6 of 10 participants). Experienced cyclists looked at primary information for longer than novices across the whole TT (24.5% ± 4.2% vs 34.2% ± 6.1%; t18 = 4.2; P <0.001) and less frequently than novices during the last quarter of the TT (49 ± 19 vs 80 ± 32; t18 = -2.6; P = 0.009). The most common combination of primary and secondary information looked at by experienced cyclists was speed and distance, respectively. Looking at 10 different primary-secondary feedback permutations, the novices were less consistent than the experienced cyclists in their information acquisition behavior. Conclusions This study challenges the importance placed on knowledge of the endpoint to pacing in previous models, especially for experienced cyclists for whom distance feedback was looked at secondary to, but in conjunction with, information about speed. Novice cyclists have a greater dependence on distance feedback, which they look at for shorter and more frequent periods than the experienced cyclists. Experienced cyclists are more selective and consistent in attention to feedback during TT cycling.

We report on a decade of fieldwork designed to determine the conditions required for erosion of Mars-like gully channels in the McMurdo Dry Valleys (MDV) of Antarctica. We have outlined the major factors in the morphological evolution of gullies in the Inland Mixed Zone of the MDV: (1) the distribution of ice sources; (2) the temporal aspects of ice melting; and (3) the relative significance of melting events in gullies. We show that significant erosion of gully channels can be achieved if geometrical and environmental conditions combine to concentrate ice where it can rapidly melt. In contrast, annual melting of surface ice and snow deposits during late-season discharge events contribute to transport of water, but flux rarely surpasses the infiltration capacity of the active layer. These small discharge events do not erode channels of significant width. Even when the flux is sufficient to carve a c. 10–20 cm deep channel during late summer (January–February) runoff, these small channels seldom persist through multiple seasons, because they are seasonally muted and filled with aeolian deposits. We briefly discuss the application of these results to the study of gully systems on Mars.

By definition, maximal exercise testing inherently requires participants to give a maximal effort. This is an important practical issue as submaximal efforts can produce invalid test results. Verbal encouragement is commonly used to motivate participants to maintain or increase effort investment during maximal exercise testing. Accordingly, studies have reported significant increases in time to exhaustion of between 8% and 18% during VO 2max and multistage shuttle run tests, and a significant 30·5 m mean increase in 6-min walk test distance. Significant improvements during shorter tests, such as the Wingate and 2-min walk tests, have not been observed however. Although participants typically perceive verbal encouragement positively during maximal exercise testing, around one-third have neutral or negative perceptions. Despite the ubiquity and importance of verbal encouragement during maximal exercise testing, surprisingly little research has investigated the characteristics of effective encouragement with respect to its content, timing and frequency. The only randomized controlled trial to investigate one of these issues observed that verbal encouragement delivered every 20 s increased time to exhaustion during VO 2 max testing, but not every 60 or 180 s. Of particular concern is that several exercise testing guidelines have incorporated specific guidelines for the use of verbal encouragement, but not provided any theoretical or empirical justification, presumably because of the limited research to inform practice. Recent empirical research does provide some important insight into participant preference for the content and timing of verbal encouragement during maximal exercise testing; however, much more research is clearly required to establish comprehensive evidence-based guidelines.

Objectives: Research has identified experts are typically more efficient in visual search strategies enabling effective processing of environmental information. It has been suggested that examination of the gaze behaviour of golfers engaging in their pre-shot routines alongside their subsequent skill execution is warranted. The aim of this pilot study was to examine differences in green reading behaviour used by novice and expert golfers during varying green complexity in golf putting. Design: Golf putts were completed in three slope conditions; Straight (S), Right to Left (RL), and Left to Right (LR) using a between-participants (Novice v Expert) experimental design. Methods: Fourteen mixed ability golfers (age: 26±9.9 yrs.) were divided equally into expert and novice groups based on handicaps and took ten familiarisation putts on a synthetic putting green. Participants wore a Tobii Glasses mobile eye tracker to record gaze behaviour towards key features (KF) of the putting green. Ten putts were competed in each condition. Results: There was a significant main effect of group (p=0.05) in all conditions with experts typically displaying longer fixation duration, a greater number of total fixations, and a greater number of fixations towards the KF compared to novices. Conclusion: There was evidence to suggest that expert golfers displayed more distinctive gaze behaviours towards KF of the green across all conditions. Experts displayed significantly longer fixation durations on key environmental features prior to shot execution indicating that they are better able to identify and plan movements in relation to putting conditions.

Little is currently known regarding competitor influence on pacing at the start of an event and in particular the subsequent effect on the remaining distance. The purpose of the present study was to investigate the influence of starting pace on the physiological and psychological responses during cycling time trials (TT) utilizing an innovative approach allowing pace to be accurately and dynamically replicated, as well as deceptively manipulated. Ten competitive male cyclists completed five 16.1 km TT, two baseline trials performed alone (BLs), and three with a simulated, dynamic avatar of which they were to match the pace of for the initial 4 km. The avatar represented either the cyclist's fastest BL performance (NORM), 105% (FAST), or 95% (SLOW), of fastest BL performance (FBL). Physiological and psychological responses were measured every quartile of the TT. Despite manipulating a starting speed of ± 5% of fastest previous performance, there was no effect on overall 16.1 km TT performance. Manipulated starting strategies did however evoke different physiological and perceptual responses. Whole trial differences found that SLOW produced lower HR, VO 2, BLa and RPE than FBL (p = 0.03) and higher SE than FAST (p ≤ 0.03). Additionally, FAST had greater internal attention than NORM (p < 0.04). Over time all psychological and physiological variables had a significant condition × quartile interaction in the initial or second quartile mediated by the prescribed starting strategies. Furthermore, RPE, affect, and internal attention remained elevated throughout FAST despite an attenuation in pace during self-selection of pace. There were no differences in performance time when manipulating a 16.1 km cycling TT starting strategy. A slow start, encouraged greater positive perceptions, and less negative physiological consequences than a faster start, and produces no impairment to performance time. It would therefore be considered an advantage in a non-drafting

Laboratory based cycling time trials (TT) are widely used by both researchers and practitioners, as a method of assessing cycling performance in a controlled environment. Assessments of performance often use TT durations or distances between 20 min and one hour and in the UK the 10 mile (16.1 km) TT is the most frequently used race distance for trained cyclists. The 16.1 km TT has received relatively minimal, but increased attention as a performance criterion in the literature. Therefore, the aim of this study was to assess the reliability of 16.1 km TT performance in a large cohort of trained cyclists using the CompuTrainer cycling ergometer. Trained male cyclists (n = 58, mean±SD age 35±7 yr, height 179±6 cm, weight 79.1±9.4 kg, VO2max. 56.6±6.6 ml.kg.min-1, PPO 365±37 W) performed an initial incremental exercise test to determine PPO and VO2max. The participants then performed two 16.1 km TT on a CompuTrainer cycle ergometer separated by 3-7 days. Differences in time, power output and speed were determined using a Wilcoxon signed ranks or paired t-tests. Reproducibility of the TT performance measures was performed using the coefficient of variation (CV), intraclass correlations, and typical error (TE). There were no differences between any of the performance criteria for the whole cohort (Mean difference = 0.06 min, 0.09 km.h-1, 1.5 W, for time, mean speed and power respectively) between TT1 and TT2. All TT performance data were very reproducible (CV range = 1.1-2.7%) and demonstrated trivial or small TE. The slower cyclists demonstrated marginally lower reliability (CV range = 1.3-3.2%) compared to the fastest group (CV range = 0.7-2.0%). The 16.1 km TT on the CompuTrainer represents a very reliable performance criterion for trained cyclists. Interpretation of test-retest performance outcomes should be performed in the context of the TE of each performance indicator.

The provision of performance-related feedback during exercise is acknowledged as an influential external cue used to inform pacing decisions. The provision of this feedback in a challenging or deceptive context allows research to explore how feedback can be used to improve performance and influence perceptual responses. However, the effects of deception on both acute and residual responses have yet to be explored, despite potential application for performance enhancement. Therefore, this study investigated the effects of challenging and deceptive feedback on perceptual responses and performance in self-paced cycling time trials (TT) and explored whether changes in performance are sustained in a subsequent TT following the disclosure of the deception. Seventeen trained male cyclists were assigned to either an accurate or deceptive feedback group and performed four 16.1 km cycling TTs; (1 and 2) ride-alone baseline TTs where a fastest baseline (FBL) performance was identified, (3) a TT against a virtual avatar representing 102% of their FBL performance (PACER), and (4) a subsequent ride-alone TT (SUB). The deception group, however, were initially informed that the avatar accurately represented their FBL, but prior to SUB were correctly informed of the nature of the avatar. Affect, self-efficacy and RPE were measured every quartile. Both groups performed PACER faster than FBL and SUB (p < 0.05) and experienced lower affect (p = 0.016), lower self-efficacy (p = 0.011), and higher RPE (p < 0.001) in PACER than FBL. No significant differences were found between FBL and SUB for any variable. The presence of the pacer rather than the manipulation of performance beliefs acutely facilitates TT performance and perceptual responses. Revealing that athletes' performance beliefs were falsely negative due to deceptive feedback provision has no effect on subsequent perceptions or performance. A single experiential exposure may not be sufficient to produce meaningful change