Abstract
This thesis aimed to extend knowledge of the cognitive processes that lie beneath concentration in sports by creating a theory of meta-attention relevant to golf which reflected golfers' knowledge, awareness, and control of their attention. To understandconcentration its underlying cognitive mechanisms need to be investigated because it is by understanding these mechanisms, that it will be possible to explain how athletes regulate their attention. The study of meta-attention is a pathway to understand cognitive mechanisms that underlie concentration, however, the shidy of meta-attention had yet to be meaningfully examined in a sports context. By meeting the aims of the programme of study, this thesis addressed limitations in theory and research that explores the role of attention in sports performance.
This thesis provided a significant original contribution to knowledge because it developed the first theoretical understanding of meta-attention in a sports context. A multi-methods approach was adopted and each of the studies contributed to create the
theoretical understanding of meta-attention that was developed. Shidy One, used semi-structured interviews with competitive-elite (n = 7) and successful-elite (n = 1) golfers as part of a Straussian grounded theory methodology to gain insight into golfers' knowledge, awareness and control of their attention. Golfers' outlined their knowledge of attention enabled them to monitor for of a range of internal resources of attention, gather information relating to their environment and implement control strategies in
response to the situation faced. The data developed a theoretical understanding of meta-attention and led to the creation of a model of meta-attention. The grounded theory model of meta-attention in golfers showed it operated as a bottom-up process
relying on metacognitive monitoring of the attentional resources, gathering game information, and a control stage where golfers initiated strategies to direct their attention before and after shot execution.
Shidy Two used concurrent 'Think Aloud' with seven golfers (Handicap M= 14. 43) to examine the relevance and fit of the theoretical model of meta-attention developed in Study One. Concurrent data collection allowed exploration of how golfers engaged in attentional thought and control during performance, capturing attentional knowledge, monitoring, and control strategies as they occur. Concurrent data collection allowed for temporal patterning and provided greater distinction between pre- and post-shot meta-attention. The results showed golfers drew on different internal attentional resources at different times, however, internal attentional resources were not used for each shot. Before each shot golfers typically gathered information on their environment and their pre-shot thought control phase contained: , however, the order of these thoughts varied. Post-shot thought processes were more structured and typically were made up of: outcome reactions, technical evaluations, and task irrelevant thoughts. Insights gained from Study Two led to an updated model of meta-attention that acknowledged the lesser role of attentional metacognitions and greater awareness of the temporal patterns pre- and post-shot.
Study Three aimed to examine differences in meta-attentional processes between higher skilled golfers (Handicap M= 5. 7) and lower skilled golfers (Handicap M= 23). Following transcription line-by-line content analysis was used and the differences were quantitatively examined. Marm-Whitney tests showed that higher skilled golfers verbalised significantly more meta-attentional processes per shot than lower skilled golfers across each shot type; tee, approach, and putt (all p = . 05). Further significant
differences were found in the content of the meta-attentional verbalisations related to game situation and attentional control. To understand differences in temporal patterns the sequence of thoughts was examined by using the Discussion Analysis Tool. The
results suggested that, across shot types, higher skilled golfers spent longer gathering information related to their game situation, whereas lower skilled golfers would move more quickly from gathering information to planning.
Overall, the present thesis has created a theoretical understanding of meta-attention that reflects golfers' knowledge, awareness, and control of their attention. The theoretical model presented outlines golfers can face internal distraction if they cannot locate a required attentional resource or if they fail to implement appropriate control strategies. By offering a theoretical explanation of meta-attention, this thesis has provided insights into the mechanism that underlies concentration and in doing so has provided a significant and original contribution to knowledge.
| Date of Award | 2020 |
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| Original language | English |
| Awarding Institution |
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| Sponsors | Stirling Educational Trust, Perthshire Educational Trust, Activia Training, The Cross Trust, The Humanitarian Trust, The McGlashan Trust, Scottish International Educational Trust & Santander Mobility Fund |
| Supervisor | Paul McCarthy (Supervisor) & Lindsey Burns (Supervisor) |