Decision Making in Sport: The Power of Small Technical Instructions

In high performance sport, coaching is often associated with complex tactical systems, advanced sports science, and inspirational leadership. While these components contribute to athlete development, the foundation of effective coaching frequently rests on something far more subtle. Small technical instructions, delivered at the right moment and with precision, can create transformational outcomes. These short, targeted cues may only last a few seconds, but they shape the movement patterns, decisions, and psychology that underpin performance.

This extended article explores why small technical instructions are so powerful, the science that explains their impact, and how coaches can use them effectively. Drawing on evidence from motor learning, cognitive psychology, and coaching pedagogy, it demonstrates that micro-cues are not just minor refinements. They are essential tools that drive sustained progress over time.

1. Why Small Instructions Matter More Than We Assume

Coaches often underestimate the influence of concise technical input. In reality, small instructions are effective because they refine specific aspects of performance without distracting the athlete from the task. These cues minimise unnecessary cognitive effort, sharpen attention, and optimise the conditions for learning.

1.1 Refining Movement at the Micro-Level

Motor learning research highlights that athletes form stable movement patterns through repeated exposure to accurate, specific feedback (Magill and Anderson, 2017). Small technical cues accelerate this process by helping athletes create cleaner movement pathways. For example, a basketball coach might remind a player to “snap your wrist” at the end of a shot. While simple, this instruction directly affects ball rotation, arc, and accuracy.

Biomechanically, these marginal refinements help athletes eliminate compensatory movements that may limit efficiency or increase injury risk. Even the adjustment of foot alignment or hip rotation by a few degrees can significantly influence force production and movement fluidity (Lees, 2002). In this way, small cues operate as catalysts for more efficient and sustainable technique.

1.2 Sharpening Attentional Focus

One of the most well evidenced principles in skill acquisition is the importance of attentional focus. Wulf’s (2013) research shows that external focus cues lead to better performance and longer retention compared to internal cues. Small instructions often function as concise external cues. For example, “push the ground away” during a sprint start promotes a focus on movement outcome rather than muscular activation. This supports automaticity, which is essential for optimal performance under pressure.

Small instructions also act as attentional filters. In a noisy, dynamic environment such as football or futsal, athletes must process visual, auditory, and kinaesthetic information simultaneously. A short cue like “scan early” or “shoulder check” directs the athlete’s focus to information that matters most, improving clarity and reducing delay in decision making.

1.3 Preventing Cognitive Overload

Coaches sometimes provide excessive feedback, especially when attempting to correct multiple errors at once. According to Cognitive Load Theory (Sweller, 2011), learners have limited working memory capacity. When overloaded with information, performance suffers. Small instructions reduce this load by giving athletes one actionable focus at a time.

This is particularly important in early stages of skill acquisition or during high pressure moments in competition. A goalkeeper receiving a penalty does not need a long technical explanation. A short reminder such as “stay tall” or “watch the hips” offers clarity without distraction.

2. How Small Cues Accumulate into Major Performance Gains

The real impact of small technical instructions lies not only in the immediate correction they provide but also in the way they accumulate over time. These micro-improvements, when reinforced consistently, develop into habits that elevate long-term performance.

2.1 Shaping Decision Making in Sport and Game Intelligence

Athletes with strong game intelligence make quicker and more accurate decisions. Research on perceptual cognition shows that scanning behaviour is directly linked to improved anticipation and decision making in team sports (Jordet, 2005). Small cues such as “scan every three steps” or “look before you receive” shape these habits by giving athletes a simple mental script to follow. When repeated across training sessions, these cues help embed perceptual routines that become automatic.

2.2 Enhancing Mechanical Efficiency and Reducing Energy Waste

Biomechanical efficiency is often a matter of centimetres rather than metres. Small cues that alter body position or limb alignment can lead to improvements in energy transfer and movement economy. Runners who adjust stride angle, footballers who adjust plant foot position, and tennis players who refine grip orientation all experience changes in power output and consistency.

These changes are rarely dramatic in isolation. Instead, they accumulate over time, leading to smoother movement, reduced fatigue, and improved long-term performance. Coaches who consistently deliver small corrective cues support athletes in building efficient motor patterns that hold up during competition.

2.3 Supporting Faster and More Accurate Decisions

Experienced athletes use heuristics, or rules of thumb, to make rapid decisions in complex environments (Raab and Gigerenzer, 2005). Small instructions help form these heuristics. A cue such as “first option” encourages athletes to play with decisiveness rather than hesitation. Over time, this shift in mindset supports quicker execution and prevents decision paralysis.

2.4 Managing Pressure and Regulating Arousal

Small technical cues are also psychological anchors. Research in psychophysiology shows that breathing techniques and physical relaxation cues reduce anxiety and improve performance under stress (Pelka et al, 2016). Instructions such as “slow exhale” or “shoulders down” help athletes regulate their arousal levels, maintain composure, and execute skills more reliably during competition.

3. Why Small Instructions Work: The Psychological Foundations

Small technical cues are not just practical coaching tools. They are supported by core psychological theories that explain why they have such strong impact on athlete learning and confidence.

3.1 Self Determination Theory: Building Competence and Confidence

Athletes need to feel competent to remain motivated. According to Self Determination Theory (Deci and Ryan, 2000), competence is one of the three basic psychological needs that support intrinsic motivation. Small instructions help athletes experience frequent, achievable successes. By making progress visible and attainable, they reinforce a sense of capability and encourage athletes to persist with challenging tasks.

3.2 Cognitive Load Theory: Simplifying the Learning Environment

Small cues align directly with Cognitive Load Theory by reducing unnecessary processing demands. When athletes receive only one instruction at a time, they are more likely to remember and apply it. This promotes deeper learning and supports long-term retention.

3.3 Growth Mindset: Reinforcing Incremental Progress

Growth mindset emphasises the value of continuous improvement through effort and learning (Dweck, 2006). Small instructions reinforce this approach by breaking progress into manageable steps. Athletes develop a clear sense that each training session offers an opportunity for refinement rather than perfection. This fosters resilience and encourages athletes to engage with feedback in a positive, proactive way.

4. Practical Strategies for Delivering Effective Small Instructions

To maximise the impact of small technical instructions, coaches must deliver them purposefully and strategically. The following strategies offer practical guidance for embedding micro-cues into everyday coaching practice.

4.1 Prioritise the Most Influential Cue

Athletes often struggle when given multiple instructions at once. Research on decision making and attention shows that focusing on one key performance factor significantly improves learning (Abernethy, 2001). Coaches should identify the cue that will have the greatest immediate impact and prioritise that single instruction.

4.2 Keep the Language Simple and Consistent

Clear, consistent phrasing helps athletes internalise cues more effectively. When instructions become part of the coaching vocabulary, athletes begin to associate them with specific actions. Over time, these cues become automatic triggers that guide behaviour during competition.

4.3 Tailor Instructions to the Athlete

Different athletes respond to different types of cues. Some learn best through visual imagery, others through short verbal instructions, and others through kinaesthetic cues based on feeling. Cushion et al. (2012) highlight that personalised feedback enhances learner engagement and retention. Coaches should observe how athletes respond to different cue types and adapt their feedback accordingly.

4.4 Integrate Cues Across the Training Cycle

Micro-cues are most effective when integrated consistently before, during, and after performance.

• Pre action cues prime the athlete for execution

• In action cues guide performance

• Post action cues reinforce reflection and consolidation

This three-stage approach helps athletes retain the instruction and apply it over time.

4.5 Use Cues to Reinforce Identity and Culture

Teams that adopt shared cue language create a stronger sense of cohesion and identity. When all athletes understand the key micro-instructions that define performance, communication becomes clearer and more efficient. This supports team culture and improves collective understanding during games.

Conclusion: Small Cues Create Big Outcomes

Although coaching is often viewed through the lens of strategy, leadership, and sport science, the power of small technical instructions should not be underestimated. These micro-cues refine movement, sharpen attention, reduce cognitive load, and enhance psychological readiness. Their cumulative impact shapes long-term performance and contributes to consistent athlete development.

Coaches who use small instructions with precision and consistency empower athletes to make meaningful progress every day. Over time, these minor refinements create major improvements that separate good performers from excellent performers.

To explore more resources on coaching, sport education, and professional development, visit www.thecoachingmindset.org where you will find qualifications, curriculum packages, and CPD material designed to elevate your practice.

References

Abernethy, B. (2001). Attention. In Singer, R., Hausenblas, H., and Janelle, C. (eds). Handbook of Sport Psychology. Wiley.

Cushion, C., Armour, K., and Jones, R. (2012). Coach education and learning: Developing the field. Sports Coaching Review, 1(1), 1 to 15.

Deci, E., and Ryan, R. (2000). The what and why of goal pursuits: Human needs and self determination of behaviour. Psychological Inquiry, 11(4), 227 to 268.

Dweck, C. (2006). Mindset: The New Psychology of Success. Random House.

Jordet, G. (2005). Perceptual training in soccer: A review. International Journal of Sports Science and Coaching, 3(3), 293 to 308.

Lees, A. (2002). Technique analysis in sports: A critical review. Journal of Sports Sciences, 20(10), 813 to 828.

Magill, R., and Anderson, D. (2017). Motor Learning and Control: Concepts and Applications. McGraw Hill.

Pelka, M., Heidari, J., and Beckmann, J. (2016). The influence of breathing techniques on anxiety and motor performance. Journal of Human Kinetics, 53(1), 143 to 152.

Raab, M., and Gigerenzer, G. (2005). Intelligence as smart heuristics. Journal of Applied Research in Memory and Cognition, 1(2), 68 to 72.

Sweller, J. (2011). Cognitive load theory. Psychology of Learning and Motivation, 55, 37 to 76.

Wulf, G. (2013). Attentional focus and motor learning. Current Directions in Psychological Science, 22(2), 113 to 117.

Wulf, G., and Lewthwaite, R. (2016). Optimizing performance through intrinsic motivation and attention for learning. Psychonomic Bulletin and Review, 23, 1382 to 1414.