I would like to clarify the intended interpretation of two points presented in this technical note.
1. Proximal-to-distal sequencing and forearm pronation.
The statement that forearm pronation may occur “as a consequence of” larger proximal segment rotations was intended to emphasize its integration within a coordinated proximal-to-distal sequence, rather than to imply that forearm pronation is purely passive or mechanically caused by proximal rotation alone. Similarly, the phrase “angular velocity … transmitted distally” should be understood as a simplified description of segmental sequencing and intersegmental interaction, rather than the literal transfer of angular velocity as a mechanical quantity.
2. Attentional focus and less-skilled performers.
Reference 2 primarily supports the broader distinction between internal and external attentional focus and its effects on motor performance and learning. The more specific discussion in this note concerning distal attentional focus, reduced proximal contribution, and freezing of degrees of freedom should therefore be regarded as a conceptual interpretation applied to tennis serving, rather than as a direct finding of that review. These proposed relationships require direct experimental investigation.
Author clarification
I would like to clarify the intended interpretation of two points presented in this technical note.
1. Proximal-to-distal sequencing and forearm pronation.
The statement that forearm pronation may occur “as a consequence of” larger proximal segment rotations was intended to emphasize its integration within a coordinated proximal-to-distal sequence, rather than to imply that forearm pronation is purely passive or mechanically caused by proximal rotation alone. Similarly, the phrase “angular velocity … transmitted distally” should be understood as a simplified description of segmental sequencing and intersegmental interaction, rather than the literal transfer of angular velocity as a mechanical quantity.
2. Attentional focus and less-skilled performers.
Reference 2 primarily supports the broader distinction between internal and external attentional focus and its effects on motor performance and learning. The more specific discussion in this note concerning distal attentional focus, reduced proximal contribution, and freezing of degrees of freedom should therefore be regarded as a conceptual interpretation applied to tennis serving, rather than as a direct finding of that review. These proposed relationships require direct experimental investigation.