PRE-PERFORMANCE ROUTINE BUILDER
Module 08 | Sports Psychology with Dr. Marlon Melville

PURPOSE
Design, practise and evaluate a brief routine for one exact performance moment.
A routine organises preparation; it does not guarantee an outcome.

1. DEFINE THE PERFORMANCE MOMENT
Sport / event:
Exact moment (start, serve, shot, delivery, kick, return to play, other):
When does preparation begin?
What marks the moment of commitment?

2. IDENTIFY THE PERFORMANCE DEMAND
Information I need to notice:
Movement quality I need to support:
Level and interpretation of activation I need:
Most likely distraction or pressure:

3. SELECT THE ESSENTIAL SEQUENCE
Keep the routine brief. Give every component a clear function.

Step 1 — action or cue:
Function:

Step 2 — action or cue:
Function:

Step 3 — action or cue:
Function:

Step 4 — action or cue (if needed):
Function:

Final commitment cue:

4. BUILD A BACKUP ROUTINE
If time, space or normal preparation is disrupted, what is the shortest sequence
that preserves the essential function?

Backup step 1:
Backup step 2:
Commitment cue:

5. PRACTISE REPRESENTATIVELY
How will I rehearse the routine with:
- realistic timing?
- noise or social evaluation?
- delay or interruption?
- an error immediately beforehand?
- physical fatigue?

6. THREE-TRIAL EVALUATION
Use 0–10 ratings consistently. Do not judge only by the result.

TRIAL 1
Routine completed as planned? Yes / Partly / No
Attention on relevant cues (0–10):
Readiness for the action (0–10):
Task-performance indicator:
What helped?
One change for the next trial:

TRIAL 2
Routine completed as planned? Yes / Partly / No
Attention on relevant cues (0–10):
Readiness for the action (0–10):
Task-performance indicator:
What helped?
One change for the next trial:

TRIAL 3
Routine completed as planned? Yes / Partly / No
Attention on relevant cues (0–10):
Readiness for the action (0–10):
Task-performance indicator:
What helped?
One component to retain or adapt:

FUNCTION AND FLEXIBILITY CHECK
- Can I explain how each component supports preparation or execution?
- Can I shorten or adapt the routine when conditions change?
- Do I understand that the routine cannot control officials, opponents or outcomes?
- Does interruption cause manageable disruption, or severe distress and certainty of failure?
- Is the sequence culturally or personally meaningful? If so, how can that meaning be respected while preserving flexibility?

RESPONSIBLE-USE NOTE
This worksheet is an educational planning tool, not a diagnostic instrument.
Persistent distress, compulsive behaviour, severe anxiety or functional impairment
may require assessment or referral to an appropriately qualified professional.