Practice with anxiety improves performance, but only when anxious: evidence for the specificity of practice hypothesis.

We investigated for the first time whether the principles of specificity could be extended to the psychological construct of anxiety and whether any benefits of practicing with anxiety are dependent on the amount of exposure and timing of that exposure in relation to where in learning the exposure occurs. In Experiment 1, novices practiced a discrete golf-putting task in one of four groups: all practice trials under anxiety (anxiety), non-anxiety (control), or a combination of these two (i.e.

Internal and external focus of attention in a novice form sport.

In the current experiment, we examined optimal focus for novices during a movement sequence in which performance was measured on accurate movement form/technique. A novel gymnastics routine was practiced under either an internal skill-relevant, internal skill-irrelevant, external, or no attention focus. Retention and transfer tests were then completed.