Volume 2, Issue 5, October 2017, Page: 61-66
‘Being Anxious’ and Kinematics Putting Performance: A Phenomenological Case Report
Samantha Bernardi, Department of Brain and Behavioral Sciences, University of Pavia, Pavia, Italy
Received: Oct. 2, 2017;       Accepted: Oct. 28, 2017;       Published: Dec. 20, 2017
DOI: 10.11648/j.ijsspe.20170205.11      View  1646      Downloads  73
Abstract
Introduction. Golf putting requires accurate and repeatable stroke especially under pressure (e.g., audience presence, ego-relevance of the task). The performance-anxiety relationship has been frequently studied, but the underlying mechanisms still remain inconclusive. Phenomenology insists that psychology should focus on meaning and investigate the essence of human experience. This paper examines the experience of ‘being anxious’ and the putting performance issues reported by an elite golfer under pressure. Methods. An Italian professional golfer refers alteration in putting performance (e.g., lack consistency stroke) and low ability to manage unexpected events. Case design consists in: evaluation session conduct by psychologist; experimental phase into we recoding kinematics putting performance by SAM PuttLab System. Conclusions. For player, putting analysis shown an unexpected improvement of performance in stressful situations than other sessions. A possible interpretation of these results takes into account to the personal experience of ‘being anxious’, to overcoming the subject-object dichotomy. Indeed, anxiety is not in the head, but it can be understood only within the life of sport performers. I believe that the phenomenological framework and quantitative analysis could be offer a new way of study, learning and teaching in sport psychology.
Keywords
Putting Performance, Anxiety, Sport Psychology, Sport Sciences, Phenomenology, Kinematic Movement
To cite this article
Samantha Bernardi, ‘Being Anxious’ and Kinematics Putting Performance: A Phenomenological Case Report, International Journal of Sports Science and Physical Education. Vol. 2, No. 5, 2017, pp. 61-66. doi: 10.11648/j.ijsspe.20170205.11
Copyright
Copyright © 2017 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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