Changing performance pressure between training and competition influences action planning because of a reduction in the efficiency of action execution.

Background and objectives Specificity of practice proposes optimal performance is linked to the conditions under which learning occurred. The present study investigated this effect within a pressure context to determine whether offline and/or online control processes develop specificity through the introduction or removal of performance pressure. Methods Forty novices practiced a two-dimensional stimulus-response discrimination task in one of four groups; two control (control-control and anxiety-anxiety) and two experimental (control-anxiety and anxiety-control).

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.