ABSTRACT
Implicit motor learning interventions prevent accumulation of technical knowledge and so deny performers an opportunity to reinvest. As a consequence, motor performance is resilient to challenges such as pressure. This chapter offers a golf-centric overview of empirical, mostly laboratory-based work in the area. Emerging from the overview are design principles for implicit motor learning interventions, which inform player–coach interactions and the planning of practice activities, as well as the best use of commercially touted brain-training aids. The chapter supports the view commonly attributed to William James that "the greatest weapon against stress is our ability to choose one thought over another". A player's ability to "choose" not to reinvest in technical knowledge helps safeguard him/her against pressure-induced skill failure. This inclination can be influenced by implicit motor learning. The overarching rule of thumb emerging from research in this area is that learning environments should be designed with the objective of limiting cognitive (over)engagement in learning.
