Performance Psychology	4
	Copyright	5
	Contents	6
	Contributors	14
	Preface	16
	WHAT IS PERFORMANCE PSYCHOLOGY?	16
	WHAT COMPONENTS OF PERFORMANCE PSYCHOLOGY ARE CONSIDERED?	17
	HOW IS THE BOOK STRUCTURED?	18
	Section A - What is Performance Psychology?	20
	Overview	20
	1 - The Building Blocks of Performance: An Overview	22
	PERCEPTION	23
	ACTION	26
	COGNITION	26
	EMOTION	27
	REFERENCES	28
	2 - Theoretical Framework of Performance Psychology: An Action Theory Perspective	30
	DEFINITION AND SCOPE OF PERFORMANCE PSYCHOLOGY	31
	Performance and Psychology	31
	Structure of Performance Orientation	32
	Characteristics of Peak Performance	33
	The Action Paradigm—A Meta-Theoretical Perspective on Performance	34
	The Primacy of Action	34
	Intention—The Organizing Principle of Action	36
	The Action Space and Its Situational Configuration	37
	The Functional Architecture of Actions	39
	System Levels of Action Organization	39
	The Phase Structure of Actions	39
	Functional Systems of Action Control	41
	Functionality of Emotional Processes with Special Reference to Performance	42
	Multifacetedness and Functional Complexity	42
	Functional Disturbances	43
	Options in Emotional Processing	44
	CONCLUSION	45
	REFERENCES	45
	3 - Measurement Considerations in Performance Psychology	50
	Measurement Considerations in Performance Psychology	50
	TYPES OF MEASURES	51
	Quantitative Measures	51
	The Concept of Reliability	52
	The Concept of Validity	52
	Statistical Power and Sample Size	52
	Administering and Interpreting Performance Measures	53
	Qualitative Measures	53
	Sampling: The Importance of Case Selection	54
	Methodological Triangulation and Interpretative Pluralism	54
	Transferability of Measures and Research Outcomes	54
	MEASUREMENT AND THEORY DEVELOPMENT	55
	Alternative Models	55
	The Principle of Parsimony	55
	TWO-PARAMETER MODEL FOR CAPTURING THE COGNITIVE–AFFECTIVE–BEHAVIORAL LINKAGE IN PERFORMANCE PSYCHOLOGY	56
	NEW TRENDS IN PERFORMANCE MEASUREMENT	59
	SUMMARY	61
	REFERENCES	61
	4 - Applications within Performance Psychology	64
	FUNCTIONS OF APPLIED PERFORMANCE PSYCHOLOGY	65
	THE ROAD TO EXCELLENCE	66
	DEVELOPING AN ECOLOGICALLY APPROPRIATE PERFORMANCE PSYCHOLOGY PROGRAM IN MUSIC	69
	CONSIDERATIONS FOR IMPLEMENTING PERFORMANCE PSYCHOLOGY	72
	Phase 1—Orientation	72
	Phase 2—Activity Analysis	73
	Phase 3—Individual/Team Assessment	73
	Phase 4—Conceptualization	74
	Phase 5—Psychological Skills Training	75
	Phase 6—Implementation	75
	Phase 7—Evaluation	76
	CONCLUSION	77
	REFERENCES	77
	Section B - Performance Phenomena of Cognitive–Action Interaction	84
	Overview	84
	5 - Bridging the Gap between Action and Cognition: An Overview	86
	COGNITION AND ACTION	87
	THE YIPS IN GOLF	89
	Neurological Origin: Focal Dystonia	90
	Psychological Origin: Choking	91
	Motor Origin: Dynamic Stereotype	91
	Diagnosing and Treating the Yips	92
	THE EDUCATION OF SOCCER COACHES	94
	TALENT IDENTIFICATION AND ASSESSMENT IN HIGH-PERFORMANCE SPORTS	97
	CONCLUSION	101
	REFERENCES	101
	6 - Improving Performance by Means of Action–Cognition Coupling in Athletes and Coaches	106
	THE PROFESSION OF COACHING	107
	PURPOSE	108
	DEVELOPMENT OF COACHING EXPERTISE	108
	History of Leadership in Sport	108
	Behavioral Theories	109
	Situational Theories	109
	Multidimensional Model of Leadership	110
	Member Characteristics and Coach Behavior	111
	Gender	111
	Age and Experience	112
	Psychological Qualities	112
	Coach Behavior and Satisfaction	112
	Coach Behavior and Performance	113
	Summary of Leadership in Sport	113
	ATHLETE PERCEPTIONS OF SUCCESSFUL COACHING	113
	EXPECTANCY EFFECTS IN COMPETITIVE SPORT	115
	Step 1—Coach Develops Expectations for Athlete Performance	115
	Step 2—Expectations Influence Coaching Behaviors	116
	Step 3—Perceptions of Coach Behavior Affects Athletes	116
	Step 4—Athlete Performance Conforms to Coach Expectations	117
	SUMMARY AND CONCLUSION	117
	REFERENCES	117
	7 - Music Performance: Expectations, Failures, and Prevention	122
	COMMUNALITIES AND DIFFERENCES BETWEEN SPORTS AND MUSIC PERFORMANCE	123
	PERFORMANCE FAILURES IN MUSICIANS	124
	Music Performance Anxiety	124
	Choking under Pressure	125
	Dynamic Stereotype	126
	Musician’s Dystonia	127
	IMPROVING PERFORMANCE IN MUSICIANS	129
	A HEURISTIC MODEL OF PERFORMANCE FAILURES IN MUSICIANS	131
	CONCLUSION: SOME IMPLICATIONS FOR PREVENTION	133
	ACKNOWLEDGMENT	134
	REFERENCES	134
	8 - Motor Imagery and Mental Training in Older Adults	140
	MOTOR IMAGERY AS A PREREQUISITE FOR MENTAL TRAINING	141
	MOTOR IMAGERY AND MENTAL TRAINING IN OLDER ADULTS	142
	MENTAL BALANCE TRAINING FOR POSTURAL CONTROL	143
	Method	144
	Participants	144
	Postural Control	144
	Self-Efficacy	144
	Interviews	144
	Intervention Procedures	145
	Relaxation	145
	MI Ability	145
	Balance Experience	146
	Mental Training for Balance Tasks	146
	Reflection	147
	Results and Discussion	147
	CONCLUSION AND FUTURE RESEARCH	149
	REFERENCES	149
	Section C - Dysfunctional Learning, Errors, and Other Performance Phenomena of Perception–Cognition Interactions	152
	9 - Bridging the Gap between Perception and Cognition: An Overview	154
	NEUROPHYSIOLOGICAL IMPLEMENTATION OF COGNITIVE MECHANISMS GUIDING PERCEPTION AND ACTION	155
	Prefrontal Cortex and Attentional Selection	156
	“The Winner Takes It All”	159
	The Role of Dopamine	161
	COGNITIVE MODELS: DRIFT DIFFUSION	161
	CONCLUSION AND OUTLOOK	165
	REFERENCES	166
	10 - Performance and Error Monitoring: Causes and Consequences	170
	THEORIES OF ERROR PROCESSING	171
	METHODOLOGICAL ISSUES WHEN MEASURING RESPONSE-RELATED EEG ACTIVITY	175
	PREDICTING ERRORS	179
	Predicting Behavioral Adaptation	179
	Individual Differences and Error Monitoring	181
	CONCLUSION	183
	REFERENCES	184
	11 - Committing Errors as a Consequence of an Adverse Focus of Attention	188
	“SERIOUS” ERRORS IN THE COURSE OF PERCEPTION	188
	SELECTIVE ATTENTION AS BIASED COMPETITION	189
	SELECTIVE ATTENTION AND CHANGE BLINDNESS	192
	PERCEPTUAL ERRORS UNDER CONDITIONS OF INATTENTION	195
	Electrophysiological Evidence for the Role of Selective Attention in Change Detection	198
	SELECTIVE ATTENTION AND VISUAL AWARENESS	200
	CONCLUSION	203
	REFERENCES	203
	12 - Lifestyle and Interventions for Improving Cognitive Performance in Older Adults	208
	COGNITIVE LEISURE ACTIVITY	210
	Cognitive Training: Intervention Studies	210
	Physical Training: Intervention Studies	214
	CONCLUSION	217
	REFERENCES	218
	Section D - Self-Other Perceptions and Other Performance Phenomena of Perception-Action Interactions	224
	13 - Bridging the Gap between Perception and Action: An Overview	226
	HOW DOES PERCEPTION AFFECT ACTION?	227
	HOW DOES ACTION AFFECT PERCEPTION?	232
	ONLINE AND OFFLINE EFFECTS OF THE PERCEPTION–ACTION LINK	234
	CONCLUSION AND FUTURE RESEARCH	236
	REFERENCES	237
	14 - Capturing Motion for Enhancing Performance: An Embodied Cognition Perspective on Sports and the Performing Arts	242
	OVERVIEW OF THEORETICAL APPROACHES	243
	OVERVIEW OF EMPIRICAL RESEARCH	244
	Research in the Performing Arts	245
	Research in Sports	248
	CONCLUSION	249
	REFERENCES	251
	15 - Auditory Action Perception	254
	AUDITORY PERCEPTION	254
	AUDITORY ACTION PERCEPTION	255
	BIDIRECTIONAL ACTION PERCEPTION COUPLING	255
	INTERNAL MODEL AND REAFFERENCES	257
	EMPIRICAL EVIDENCE	258
	Auditory Action Perception with Natural Movement Sounds	260
	Auditory Action Perception with Artificial Movement Sounds (Sonification)	262
	Motor Perception	263
	Motor Control and Learning	264
	Outlook in Applied Fields	265
	CONCLUSION AND FUTURE RESEARCH	266
	REFERENCES	267
	16 - Visual Perception in Expert Action	272
	STATE OF RESEARCH	273
	Temporal Aspects of Visual Perception and Action	273
	Offline Use of Visual Information for the Control of Action	273
	Online Use of Visual Information for the Control of Action	274
	Timing of Optical Information Pick-Up	276
	Spatial Aspects of Visual Perception and Action	277
	APPLIED SCIENCE: THE VISUAL CONTROL OF BASKETBALL SHOOTING	280
	Reinterpretation of Previous Studies	282
	Methodological Considerations	283
	FUTURE RESEARCH	285
	ACKNOWLEDGMENT	286
	REFERENCES	286
	Section E - Performance under Pressureof Individuals or Teamsand Other Performance Phenomena of Emotion–Cognition Interactions	292
	17 - Bridging the Gap between Emotion and Cognition: An Overview	294
	EMOTIONS AND OTHER AFFECTIVE PHENOMENA	295
	COGNITION: A NECESSARY DISTINCTION BETWEEN EXECUTIVE AND NON-EXECUTIVE FUNCTIONS	296
	PERFORMANCE-ORIENTED THEORIES BRIDGING THE GAP BETWEEN EMOTION AND COGNITION	297
	General Emotion–Performance Theories	297
	The Cognitive-Motivational-Relational Theory	297
	Individual Zone of Optimal Functioning	297
	The Biopsychosocial Model of Challenge and Threat	298
	Theory of Challenge and Threat States in Athletes	299
	Performance-Oriented Emotion–Cognition Theories	299
	Boxes and Arrows Frameworks	299
	Theory of Reinvestment	300
	Attentional Control Theory	301
	Neurovisceral Integration Model	301
	A Critical View of the Theories Reviewed	302
	CONTENT OF SECTION E	305
	CONCLUSION	305
	REFERENCES	306
	18 - Performing under Pressure: Influence of Personality-Trait-Like Individual Differences	310
	PTLIDS AND THE INFLUENCE ON PERFORMANCE UNDER PRESSURE	311
	Competitive Trait Anxiety	312
	Definition and Background	312
	Influence on Performance under Pressure	312
	Trait Emotional Intelligence	313
	Definition and Background	313
	Influence on Performance under Pressure	313
	Hardiness	314
	Definition and Background	314
	Influence on Performance under Pressure	314
	Mental Toughness	314
	Definition and Background	314
	Influence on Performance under Pressure	315
	Optimism and Pessimism	315
	Definition and Background	315
	Influence on Performance under Pressure	316
	Perfectionism	317
	Definition and Background	317
	Influence on Performance under Pressure	317
	Reinvestment	318
	Definition and Background	318
	Influence on Performance under Pressure	318
	Resilience	319
	Definition and Background	319
	Influence on Performance under Pressure	320
	Sensation Seeking (Risk Taking)	320
	Definition and Background	320
	Influence on Performance under Pressure	320
	PTLID Summary	321
	FUTURE RESEARCH DIRECTIONS WITHIN PTLID RESEARCH	321
	Integrating and Combining PTLIDs	321
	PTLIDs: An Interactionist Approach	323
	Trait Activation	324
	Appraisals	324
	Physiological Measures	325
	THE BLANKET APPROACH: GUIDELINES FOR USE AND CONCLUDING REMARKS	325
	REFERENCES	326
	19 - The Influence of Hormonal Stress on Performance	334
	INSTRUCTIONS FOR GETTING YOUR DREAM JOB BASED ON CORTISOL RESEARCH	334
	CORTISOL—WHAT IS IT AND WHAT DOES IT DO?	335
	STATE AND TRAIT INFLUENCES ON CORTISOL	336
	CORTISOL AND PERFORMANCE	337
	Cortisol and Sports Performance	338
	Cortisol and Outcome in Sports	338
	Model of Neuroendocrine and Mood Responses to a Competitive Situation	338
	Critique of the Model of Neuroendocrine and Mood Responses to a Competitive Situation	339
	Cortisol and Cognitive Performance	339
	Cognitive-Processing Hypothesis	340
	Critique of the Cognitive-Processing Hypothesis	341
	CORTISOL–PERFORMANCE FRAMEWORK	342
	SUMMARY AND OUTLOOK	344
	REFERENCES	344
	20 - Performing under Pressure: High-Level Cognition in High-Pressure Environments	348
	PROBLEM SOLVING	349
	CREATIVITY	349
	DECISION-MAKING	350
	COMPARING PROBLEM SOLVING AND CREATIVITY	351
	COMPARING DECISION-MAKING AND PROBLEM SOLVING/CREATIVITY	352
	EMOTIONAL INFLUENCE ON HIGHER COGNITION	352
	Problem Solving	353
	Creativity	354
	Decision-Making	355
	CONCLUSION AND DIRECTIONS FOR FUTURE RESEARCH	355
	Future Research on Pressure and High-Level Cognition	356
	Future Research on Affective States and High-Level Cognition	356
	REFERENCES	358
	Index	360
	A	360
	B	361
	C	361
	D	362
	E	362
	F	362
	G	363
	H	363
	I	363
	J	363
	K	363
	L	363
	M	363
	N	364
	O	364
	P	364
	Q	366
	R	366
	S	366
	T	367
	V	367
	W	367
	Y	367