Teaching Preperformance Routines to Beginners

irtually all skilled athletes who are involved in sports that conV tain brief self-paced acts have been taught, or else have intuitively developed, preperformance routines. Self-paced acts are those performed in a relatively stable and predictable environment where there is adequate time to prepare for execution (e.g., diving, weight-lifting, bowling, archery, free-throw shooting, golfing) (Singer, 1988). This extra time is often used for a preperformance routine-some plan, procedure, or ritual that facilitates learning and performance and gives performers control over their motor, emotional, and cognitive behaviors. The most effective preperformance routines are usually employed with a high degree of consistency. That is, either deliberately or subconsciously (depending on the performer’s skill level), they become an integral part of the act itself. Preperformance routines can also be used in semi-stable settings. For example, before performing the 11-meter penalty kick in soccer or the 7-meter penalty throw in team-handball, the athlete has to consider the goalkeeper’s stance and potential movements. Although one of the conditions in these events is neither stable nor easy to an ticipate (the goalkeeper’s actions), the attacker can still plan an act in advance. The general purpose of a preperformance routine is to put oneself in an optimally aroused, confident, and focused state immediately before as well as during execution. By blocking out negative thoughts and external distractions (Moran, 1996) and developing personalized and meaningful self-regulatory techniques, performers can direct their emotions, thoughts, and movements in a way that creates ideal inner harmony (Anderson, 1997; Cohn, 1990; Weinberg & Gould, 1999). They are then more likely to perform the act at a level equal to their true capabilities. For example, golfers who are in ideal preperformance states often have the feel and timing that enable them to make great shots. Many athletes, especially under severe competitive stress, may handicap themselves with self-doubt; too much tension and distraction; or a fear of failing, looking bad, or letting others down. The preperformance routine is an enabler, in that it allows individuals to become immersed in the act with the belief that their performance will be successful. In order to effectively use preperformance routines in sport, however, one should acquire these techniques as early as possible during the process of learning the sport itself. If specific sport skills are learned at an early age (Christina & Corcos, 1988), then the preparation routines that are performed in combination with these skills should be taught early as well. Unfortunately, neither the theoretical nor the applied literature provide any recommendations on how to (1) teach preperformance routines to young learners, (2) incorporate these routines with successful execution, or (3) integrate these routines into competitive sport situations. The purpose of this article is to examine the effectiveness of using preperformance routines in self-paced acts performed by young athletes. Learning capabilities and instructional considerations are discussed at length in order to help coaches and physical educators teach young athletes how to implement appropriate preperformance routines.