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Carson HJ, Bobrownicki R. Advancing mental imagery research from an interdisciplinary sport science perspective: a commentary on Frank et al. (2023). PSYCHOLOGICAL RESEARCH 2024; 88:1833-1836. [PMID: 38430252 PMCID: PMC11315759 DOI: 10.1007/s00426-024-01942-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2023] [Accepted: 02/22/2024] [Indexed: 03/03/2024]
Abstract
Frank et al.'s (2023) perceptual-cognitive scaffold meaningfully extends the cognitive action architecture approach and we support this interdisciplinary advancement. However, there are theoretical and applied aspects that could be further developed within this research to maximise practical impact across domains such as sport. In particular, there is a need to consider how these mechanisms (1) might critically inform or relate to other prominent theories within sport (e.g., constrained action hypothesis and ecological approaches) and, (2) reflect the real-world challenges experienced by athletes. With these ideas in mind, this commentary aims to stimulate discussion and enhance the translational application of Frank et al.'s research.
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Affiliation(s)
- Howie J Carson
- Human Performance Science Research Group, Institute for Sport, Physical Education and Health Sciences, Moray House School of Education and Sport, The University of Edinburgh, 4.19 St. Leonard's Land, Holyrood Road, Edinburgh, EH8 8AQ, UK.
| | - Ray Bobrownicki
- Human Performance Science Research Group, Institute for Sport, Physical Education and Health Sciences, Moray House School of Education and Sport, The University of Edinburgh, 4.19 St. Leonard's Land, Holyrood Road, Edinburgh, EH8 8AQ, UK
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2
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Andrew M, Ford PR, Alder SE, Champ FM, Brownlee TE, Datson N, Causer J. Talent development in female soccer: Developmental activities of professional players in England. J Sports Sci 2024:1-12. [PMID: 38916272 DOI: 10.1080/02640414.2024.2356434] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2023] [Accepted: 05/09/2024] [Indexed: 06/26/2024]
Abstract
The activities soccer players engage in during their formative years are thought to significantly contribute to the acquisition of expert performance. Whilst this area has seen great interest in male players, there has been little research in females. The study examined developmental activities engaged in by professional female soccer players in England. 56 female soccer players that had either progressed to professional status in adulthood (professional), or did not (ex-academy), completed the Participant History Questionnaire. Professional players started engaging in soccer at an earlier age than their ex-academy counterparts, resulting in greater engagement in practice and play during childhood. During adolescence, professional players engaged in higher amounts of practice than ex-academy players. Engagement in competition and practice was rated as high in physical and cognitive effort by all, yet ex-academy players reported higher levels of physical effort during early adolescence, and cognitive effort during late adolescence. Findings provide an illustration of the talent pathways of professional female soccer players in England and may inform future talent development systems. Large interindividual variation in soccer-specific and other-sport activity data highlight the importance of further understanding the environments of individual soccer nations and their potential impact on the talent identification and development processes.
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Affiliation(s)
- Matthew Andrew
- Department of Sport and Exercise Sciences, Manchester Metropolitan University Institute of Sport, Manchester, UK
| | - Paul R Ford
- School of Sport, Exercise and Applied Science, St Mary's University, Twickenham, London, UK
| | - Sam E Alder
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, UK
| | - Francesca M Champ
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, UK
| | | | - Naomi Datson
- Department of Sport and Exercise Sciences, Manchester Metropolitan University Institute of Sport, Manchester, UK
| | - Joe Causer
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, UK
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Choo L, Novak A, Impellizzeri FM, Porter C, Fransen J. Skill acquisition interventions for the learning of sports-related skills: A scoping review of randomised controlled trials. PSYCHOLOGY OF SPORT AND EXERCISE 2024; 72:102615. [PMID: 38401870 DOI: 10.1016/j.psychsport.2024.102615] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/06/2023] [Revised: 02/08/2024] [Accepted: 02/20/2024] [Indexed: 02/26/2024]
Abstract
BACKGROUND Skill acquisition science is the study of how motor skills are acquired, developed and/or learned. There is substantive evidence for general motor skill acquisition in controlled laboratory settings yet the literature on the learning of sports-related skills is typically less conclusive. OBJECTIVES This scoping review aimed to summarise the current literature on skill acquisition intervention studies examining the learning of sports-related skills as part of a randomised controlled trial, by synthesizing and extracting the most relevant features. METHODS Four electronic databases (PsychINFO, PubMed, SPORTDiscus and Web of Science) were searched for relevant studies. The sample characteristics of these studies were extracted, and summarised. Two systematic searches of the literature were conducted. In the first search, eighty-six studies were retained. A second search was conducted in July 2022 to include new studies and specifically focused on the inclusion of within-subject design studies, resulting in the inclusion of 35 additional studies. A third search was conducted in May 2023 to include new studies resulting in the inclusion of 10 additional studies. RESULTS One hundred and thirty studies across 29 sports were included in the review. The vast majority of the studies in this scoping review (n = 104) examined the learning of a sport-related skill in participants with no experience. Twenty-eight percent of all retained studies (n = 35) considered only the learning of a golf skill, and all studies were practiced in a laboratory environment, examining closed motor skills (n = 130). The most common intervention categories reported were attention (n = 22), instruction and demonstration (n = 20), practice design (n = 20), and perceptual training (n = 19). Nearly half of all studies used an immediate retention test within 48 h of the cessation of practice (n = 63), and just over one quarter of studies (n = 34) reported incorporating some form of transfer test. Eighty-six percent (n = 112) reported positive findings. CONCLUSIONS The skewed focus on golf skills across a small number of skill acquisition interventions, the inconsistent use and reporting of performance measures, practice durations and measures of learning alongside the relatively small sample sizes consisting mostly of inexperienced learners and the skewed publication of positive findings should warrant caution. More empirical studies across a broader range of sports and with more consistent methodologies are needed to develop a robust pool of literature that can support academics and practitioners interested in which skill acquisition interventions could be used to influence the learning of sports-related skills.
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Affiliation(s)
- Leanne Choo
- Human Performance Research Centre, School of Sport, Exercise and Rehabilitation, Faculty of Health, University of Technology Sydney, Moore Park, Australia
| | - Andrew Novak
- Human Performance Research Centre, School of Sport, Exercise and Rehabilitation, Faculty of Health, University of Technology Sydney, Moore Park, Australia
| | - Franco M Impellizzeri
- Human Performance Research Centre, School of Sport, Exercise and Rehabilitation, Faculty of Health, University of Technology Sydney, Moore Park, Australia
| | - Courtney Porter
- School of Exercise and Nutrition Sciences, Faculty of Health, Queensland University of Technology, Brisbane, Australia; Sport Performance Innovation and Knowledge Excellence, Queensland Academy of Sport, Brisbane, Australia
| | - Job Fransen
- Human Movement Sciences, University Medical Centre Groningen, Groningen, the Netherlands; School of Allied Health, Exercise and Sports Sciences, Charles Sturt University, Port Macquarie, Australia.
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Ranganathan R, Driska A. Is premature theorizing hurting skill acquisition research? Front Sports Act Living 2023; 5:1185734. [PMID: 37881641 PMCID: PMC10597622 DOI: 10.3389/fspor.2023.1185734] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2023] [Accepted: 09/19/2023] [Indexed: 10/27/2023] Open
Affiliation(s)
- Rajiv Ranganathan
- Department of Kinesiology, Michigan State University, East Lansing, MI, United States
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Williams AM, Hodges NJ. Effective practice and instruction: A skill acquisition framework for excellence. J Sports Sci 2023; 41:833-849. [PMID: 37603709 DOI: 10.1080/02640414.2023.2240630] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2023] [Accepted: 07/17/2023] [Indexed: 08/23/2023]
Abstract
We revisit an agenda that was outlined in a previous paper in this journal focusing on the importance of skill acquisition research in enhancing practice and instruction in sport. In this current narrative review, we reflect on progress made since our original attempt to highlight several potential myths that appeared to exist in coaching, implying the existence of a theory-practice divide. Most notably, we present five action points that would impact positively on coaches and practitioners working to improve skill learning across sports, as well as suggesting directions for research. We discuss the importance of practice quality in enhancing learning and relate this concept to notions of optimising challenge. We discuss how best to assess learning, the right balance between repetition and practice that is specific to competition, the relationship between practice conditions, instructions, and individual differences, and why a more "hands-off" approach to instruction may have advantages over more "hands-on" methods. These action points are considered as a broad framework for advancing skill acquisition for excellence (SAFE) in applied practice. We conclude by arguing the need for increased collaboration between researchers, coaches, and other sport practitioners.
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Affiliation(s)
- A Mark Williams
- Health Span, Resilience, and Performance Research Group, Institute of Human and Machine Cognition, Pensacola, Florida, USA
| | - Nicola J Hodges
- School of Kinesiology, University of British Columbia, Vancouver, British Columbia, Canada
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Müller S, Gabbett T, McNeil D. Reducing Injury Risk and Improving Skill: How a Psycho-Perceptual-Motor Approach Can Benefit High-Performance Sport. Sports Health 2023; 15:315-317. [PMID: 37092885 PMCID: PMC10170223 DOI: 10.1177/19417381231156437] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/25/2023] Open
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Parma JO, Bacelar MFB, Cabral DAR, Lohse KR, Hodges NJ, Miller MW. That looks easy! Evidence against the benefits of an easier criterion of success for enhancing motor learning. PSYCHOLOGY OF SPORT AND EXERCISE 2023; 66:102394. [PMID: 37665856 DOI: 10.1016/j.psychsport.2023.102394] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/11/2022] [Revised: 01/18/2023] [Accepted: 01/19/2023] [Indexed: 09/06/2023]
Abstract
OPTIMAL theory predicts providing learners with a relatively easier criterion of success during practice enhances motor learning through increased self-efficacy, perceptions of competence, and intrinsic motivation. However, mixed results in the literature suggest this enhancement effect may be moderated by the number of successes achieved by learners practicing with the difficult criterion. To investigate this possibility, we manipulated quantity of practice to affect the absolute number of successes achieved by learners practicing with different success criteria. Eighty participants were divided into four groups and performed 50 or 100 trials of a mini-shuffleboard task. Groups practiced with either a large or a small zone of success surrounding the target. Learning was assessed 24 h after acquisition with retention and transfer tests. In terms of endpoint accuracy and precision, there were no learning or practice performance benefits of practicing with an easier criterion of success, regardless of the number of trials. This absence of a criterion of success effect was despite the efficacy of our manipulation in increasing the number of trials stopping within the zone of success, self-efficacy, perceptions of competence, and, for participants with 100 trials, intrinsic motivation. An equivalence test indicated that the effect of criterion of success was small, if existent. Moreover, at the individual level, intrinsic motivation did not predict posttest or acquisition performance. There were no benefits of easing the criterion of success on pressure, effort, accrual of explicit knowledge, or conscious processing. These data challenge key tenets of OPTIMAL theory and question the efficacy of easing criterion of success for motor learning.
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Affiliation(s)
- Juliana O Parma
- School of Kinesiology, Auburn University, 301 Wire Road, Auburn, AL, 36849, USA.
| | - Mariane F B Bacelar
- Department of Kinesiology, Boise State University, 1404 Bronco Circle, Boise, ID, 83725, USA.
| | - Daniel A R Cabral
- School of Kinesiology, Auburn University, 301 Wire Road, Auburn, AL, 36849, USA.
| | - Keith R Lohse
- Program in Physical Therapy, Washington University School of Medicine in St. Louis, USA.
| | - Nicola J Hodges
- School of Kinesiology, The University of British Columbia, Canada.
| | - Matthew W Miller
- School of Kinesiology, Auburn University, 301 Wire Road, Auburn, AL, 36849, USA; Center for Neuroscience Initiative, Auburn University, USA.
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Gutiérrez-Capote A, Madinabeitia I, Torre E, Alarcón F, Jiménez-Martínez J, Cárdenas D. Changes in Perceived Mental Load and Motor Performance during Practice-to-Learn and Practice-to-Maintain in Basketball. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:4664. [PMID: 36901674 PMCID: PMC10001915 DOI: 10.3390/ijerph20054664] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/23/2023] [Revised: 02/25/2023] [Accepted: 03/03/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Attentional resource allocation during sports practice is associated with the players' perceived mental load. However, few ecological studies address this problem by considering the players' characteristics (e.g., practice experience, skill and cognition). Therefore, this study aimed to analyse the dose-response effect of two different types of practice, each with different learning objectives, on mental load and motor performance by using a linear mixed model analysis. METHOD Forty-four university students (age 20.36 ± 3.13 years) participated in this study. Two sessions were conducted, one based on a standard rules 1 × 1 basketball situation ("practice to maintain") and one with motor, temporal and spatial restrictions in 1 × 1 tasks ("practice to learn"). RESULTS "Practice to learn" produced a higher perceived mental load (NASA-TLX scale) and a worse performance than "practice to maintain", but was moderated by experience and inhibition (p = 0.001). The same happens in the most demanding restriction (i.e., temporal, p < 0.0001). CONCLUSION The results showed that increasing the difficulty of 1 × 1 situations through restrictions harmed the player's performance and increased their perceived mental load. These effects were moderated by previous basketball experience and the player's inhibition capacity, so the difficulty adjustment should be based on the athletes themselves.
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Affiliation(s)
- Alejandro Gutiérrez-Capote
- Department of Physical Education and Sport, Faculty of Sports Science, University of Granada, 18071 Granada, Spain; (A.G.-C.); (E.T.); (J.J.-M.); (D.C.)
- Sport and Health University Research Institute (iMUDS), 18007 Granada, Spain
| | - Iker Madinabeitia
- Department of Physical Education and Sport, Faculty of Sports Science, University of Granada, 18071 Granada, Spain; (A.G.-C.); (E.T.); (J.J.-M.); (D.C.)
- Sport and Health University Research Institute (iMUDS), 18007 Granada, Spain
| | - Elisa Torre
- Department of Physical Education and Sport, Faculty of Sports Science, University of Granada, 18071 Granada, Spain; (A.G.-C.); (E.T.); (J.J.-M.); (D.C.)
| | - Francisco Alarcón
- Department of General and Specific Didactics, Faculty of Education, University of Alicante, 03690 Alicante, Spain;
| | - Jesús Jiménez-Martínez
- Department of Physical Education and Sport, Faculty of Sports Science, University of Granada, 18071 Granada, Spain; (A.G.-C.); (E.T.); (J.J.-M.); (D.C.)
- Sport and Health University Research Institute (iMUDS), 18007 Granada, Spain
| | - David Cárdenas
- Department of Physical Education and Sport, Faculty of Sports Science, University of Granada, 18071 Granada, Spain; (A.G.-C.); (E.T.); (J.J.-M.); (D.C.)
- Sport and Health University Research Institute (iMUDS), 18007 Granada, Spain
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Clarke KM, Barari A, Hogue A, Dubrowski A. Using a Delphi Method Approach to Select Theoretical Underpinnings of Crowdsourcing and Rank Their Application to a Crowdsourcing App. Simul Healthc 2023; Publish Ahead of Print:01266021-990000000-00056. [PMID: 36877674 DOI: 10.1097/sih.0000000000000719] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/07/2023]
Abstract
INTRODUCTION Since the catapult of online learning during the COVID-19 pandemic, most simulation laboratories are now completed virtually, leaving a gap in skills training and potential for technical skills decay. Acquiring standard, commercially available simulators is prohibitively expensive, but three-dimensional (3D) printing may provide an alternative. This project aimed to develop the theoretical foundations of a crowdsourcing Web-based application (Web app) to fill the gap in health professions simulation training equipment via community-based 3D printing. We aimed to discover how to effectively leverage crowdsourcing with local 3D printers and use these resources to produce simulators via this Web app accessed through computers or smart devices. METHODS First, a scoping literature review was conducted to discover the theoretical underpinnings of crowdsourcing. Second, these review results were ranked by consumer (health field) and producer (3D printing field) groups via modified Delphi method surveys to determine suitable community engagement strategies for the Web app. Third, the results informed different app iteration ideas and were then generalized beyond the app to address scenarios entailing environmental changes and demands. RESULTS A scoping review revealed 8 crowdsourcing-related theories. Three were deemed most suitable for our context by both participant groups: Motivation Crowding Theory, Social Exchange Theory, and Transaction Cost Theory. Each theory proposed a different crowdsourcing solution that can streamline additive manufacturing within simulation while applicable to multiple contexts. CONCLUSIONS Results will be aggregated to develop this flexible Web app that adapts to stakeholder needs and ultimately solves this gap by delivering home-based simulation via community mobilization.
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Affiliation(s)
- Krystina M Clarke
- From the Faculty of Health Sciences (K.M.C., A.B., A.H., A.D.), Ontario Tech University, Oshawa, Ontario, Canada
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10
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Taylor J, MacNamara Á, Collins D. The 3Ps: A tool for coach observation. Front Sports Act Living 2023; 4:1066378. [PMID: 36742150 PMCID: PMC9895099 DOI: 10.3389/fspor.2022.1066378] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2022] [Accepted: 12/19/2022] [Indexed: 01/21/2023] Open
Abstract
There is growing recognition of the value of "in situ" coach development practice across a variety sporting contexts. Unfortunately, however, there remains a limited number of tools available with which to observe coaching practice. In this study, we pilot and test a quasi-systematic tool for observation in the form of the 3Ps. Drawing on a range of representational perspectives, the theoretically neutral labels of "procedure", "planning", and "process" were developed for the purpose of holistic observation. In order to test the tool, a group of experienced coach development practitioners (n = 10) integrated the tool into their practice over a 12-month programme of professional development. Those participants subsequently took part in semi-structured interviews, in which they expressed a strong sense of acceptability, perceiving effectiveness and positive opportunity cost. We propose that the 3Ps tool presents a holistic and practically useful means of observing coaches' professional judgment and decision making. We also suggest future directions for the researcher who seeks to generate evidence in a naturalistic coaching context.
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Affiliation(s)
- Jamie Taylor
- School of Health and Human Performance, Faculty of Science and Health, Dublin City University, Dublin, Ireland,Grey Matters Performance Ltd., Stratford upon Avon, United Kingdom,Moray House School of Education and Sport, The University of Edinburgh, Edinburgh, United Kingdom,Insight SFI Centre for Data Analytics, Dublin City University, Glasnevin, Dublin, Ireland,Correspondence: Jamie Taylor
| | - Áine MacNamara
- School of Health and Human Performance, Faculty of Science and Health, Dublin City University, Dublin, Ireland,Grey Matters Performance Ltd., Stratford upon Avon, United Kingdom
| | - Dave Collins
- School of Health and Human Performance, Faculty of Science and Health, Dublin City University, Dublin, Ireland,Grey Matters Performance Ltd., Stratford upon Avon, United Kingdom,Moray House School of Education and Sport, The University of Edinburgh, Edinburgh, United Kingdom
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Attributes of Expert Anticipation Should Inform the Design of Virtual Reality Simulators to Accelerate Learning and Transfer of Skill. Sports Med 2023; 53:301-309. [PMID: 35881309 PMCID: PMC9877049 DOI: 10.1007/s40279-022-01735-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/04/2022] [Indexed: 01/29/2023]
Abstract
Expert sport performers cope with a multitude of visual information to achieve precise skill goals under time stress and pressure. For example, a major league baseball or cricket batter must read opponent variations in actions and ball flight paths to strike the ball in less than a second. Crowded playing schedules and training load restrictions to minimise injury have limited opportunity for field-based practice in sports. As a result, many sports organisations are exploring the use of virtual reality (VR) simulators. Whilst VR synthetic experiences can allow greater control of visual stimuli, immersion to create presence in an environment, and interaction with stimuli, compared to traditional video simulation, the underpinning mechanisms of how experts use visual information for anticipation have not been properly incorporated into its content design. In themes, this opinion article briefly explains the mechanisms underpinning expert visual anticipation, as well as its learning and transfer, with a view that this knowledge can better inform VR simulator content design. In each theme, examples are discussed for improved content design of VR simulators taking into consideration its advantages and limitations relative to video simulation techniques. Whilst sport is used as the exemplar, the points discussed have implications for skill learning in other domains, such as military and law enforcement. It is hoped that our paper will stimulate improved content design of VR simulators for future research and skill enhancement across several domains.
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Taylor RD, Taylor J, Ashford M, Collins R. Contemporary pedagogy? The use of theory in practice: An evidence-informed perspective. Front Sports Act Living 2023; 5:1113564. [PMID: 37025460 PMCID: PMC10070965 DOI: 10.3389/fspor.2023.1113564] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Accepted: 03/03/2023] [Indexed: 04/08/2023] Open
Abstract
Utilizing cognitive psychology as a foundation, this paper offers a deeper consideration of contemporary theoretical influences on coaching pedagogy. Countering recent dichotomies suggested between pedagogic approaches, we reintroduce key findings from the cognitive tradition and their implications for practice which coaches may find useful. Using cognitive load, novice and expert differences, desirable difficulty, and fidelity, we suggest that the lines drawn between different "pedagogies" may not be as sharp as suggested. Instead, we suggest that coaches avoid defining themselves as being aligned to a specific pedagogical or paradigmatic stance. We conclude by advocating for research informed practice, absent of strict theoretical boundaries and instead, considering contemporary pedagogy as drawing on the needs of the context, the experience of the coach and the best available evidence.
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Affiliation(s)
- Robin D. Taylor
- School of Health and Human Performance, Faculty of Science and Health, Dublin City University, DublinIreland
- Correspondence: Robin D. Taylor
| | - Jamie Taylor
- School of Health and Human Performance, Faculty of Science and Health, Dublin City University, DublinIreland
- Grey Matters Performance Ltd., Stratford upon Avon, England
- Insight SFI Centre for Data Analytics, Dublin City University, DublinIreland
| | - Michael Ashford
- Grey Matters Performance Ltd., Stratford upon Avon, England
- Moray House School of Education and Sport, The University of Edinburgh, Edinburgh, Scotland
| | - Rosie Collins
- School of Health and Human Performance, Faculty of Science and Health, Dublin City University, DublinIreland
- Grey Matters Performance Ltd., Stratford upon Avon, England
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Maloney SJ. Engage, Enthuse, Empower: A Framework for Promoting Self-Sufficiency in Athletes. Strength Cond J 2022. [DOI: 10.1519/ssc.0000000000000754] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
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14
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Cai Q, Cheng Y, Ke Y. Construction of Evaluation Index System for Training Quality of High-Level Tennis Team. Front Psychol 2022; 13:902516. [PMID: 35846645 PMCID: PMC9277508 DOI: 10.3389/fpsyg.2022.902516] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2022] [Accepted: 05/13/2022] [Indexed: 11/13/2022] Open
Abstract
The paper established the evaluation index system of training quality of high-level tennis team, which comprising five first-class indexes: work planning evaluation index (i = 4) includes realistic state diagnosis, training goal establishment, specific training content, and training plan formulation; work implementation evaluation index (i = 4) includes training guarantee conditions, training plan implementation, training process monitoring, and training plan adjustment; work monitoring evaluation index (i = 5) includes physical function, physical fitness, sports technique, sports tactics, and sport psychology; the evaluation index of team work management (i = 2) is the team training management and team organization management; and the competition performance index (i = 2) includes the results of large-scale events and the trend of sports talents. Each index of the system was obtained by sorting analysis of radar chart. The weight table of evaluation index was calculated by analytic hierarchy process. Therefore, the evaluation index system of training quality of high-level tennis team constructed in this study aims to provide reference for real-time monitoring, comprehensive evaluation, and diagnostic evaluation of each link of high-level tennis team training.
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Affiliation(s)
- Qian Cai
- School of Graduate, Wuhan Sports University, Wuhan, China
| | - Yan Cheng
- School of Graduate, Wuhan Sports University, Wuhan, China
| | - Yong Ke
- School of Tennis, Wuhan Sports University, Wuhan, China
- *Correspondence: Yong Ke
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Ramezanzade H, Saemi E, Broadbent DP, Porter JM. An Examination of the Contextual Interference Effect and the Errorless Learning Model during Motor Learning. J Mot Behav 2022; 54:719-735. [PMID: 35617945 DOI: 10.1080/00222895.2022.2072265] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
The purpose of this study was to investigate the combined effects of random and block practice, with errorless and errorful conditions, on motor learning. One hundred-twenty participants (all male, Mage = 21.19 ± 1.4 years) were randomly assigned to one of eight groups. Participants completed a dart throwing task across the experimental phases. In the retention test, evidence supporting the CI effect was found in the 'errorless' conditions, but not in the 'errorful' conditions. In the transfer tests, the findings indicated that the impact of errorless and errorful conditions on participants' automation levels depends on the structure of practice. Participants in the Random-Errorless group performed better in the transfer tests than those in the Random group and the Random-Errorful group, suggesting greater automation levels following errorless practice.
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Affiliation(s)
- Hesam Ramezanzade
- Department of Sport Science, School of Humanities, Damghan University, Damghan, Iran
| | - Esmaeel Saemi
- Department of Motor Behavior and Sport Psychology, Faculty of Sport Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran
| | - David P Broadbent
- Centre for Cognitive Neuroscience, College of Health, Medicine and Life Sciences, Brunel University London, Uxbridge, UK
| | - Jared M Porter
- Department of Kinesiology, Recreation, and Sport Studies, University of Tennessee, Knoxville, USA
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Collins R, Collins D, Carson HJ. Show Me, Tell Me: An Investigation Into Learning Processes Within Skateboarding as an Informal Coaching Environment. Front Psychol 2022; 13:812068. [PMID: 35369235 PMCID: PMC8965649 DOI: 10.3389/fpsyg.2022.812068] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2021] [Accepted: 01/25/2022] [Indexed: 11/16/2022] Open
Abstract
Coach education is a learner-centred process, which often fails to consider the preferences of the consumer. Historically, research into performers’ experiences of coaching have been influenced by the social constructivism of learning: in short, an expressed preference for what the performer has experienced as determined by their coach, rather than their own personal preferences. Therefore, this research used skateboarding as a natural laboratory in order to explore the current practices and preferences of performers in a coach-free environment. Ninety-one skateboarders from parks in the United Kingdom and New Zealand offered information relating to their current learning practices, how they learnt about learning, and how the top-level performers in their environment were differentiated. Findings suggest that a number of learning tools are used by performers, which are closely aligned with a more traditional, cognitive view of coaching (e.g., demonstration, drills, and error usage). Results also suggest that performers deployed a number of cognitive skills (e.g., imagery, analogy, and understanding) to enhance storage of a movement as an internal representation. Finally, in the absence of formal coaching, performers use their knowledge of learning to appoint informal leaders. Implications for practice are discussed.
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Affiliation(s)
- Rosie Collins
- Department of Sport, Health Sciences and Social Work, Oxford Brookes University, Oxford, United Kingdom.,Grey Matters Performance Ltd., London, United Kingdom
| | - Dave Collins
- Grey Matters Performance Ltd., London, United Kingdom.,Human Performance Science Research Group, Institute for Sport, Physical Education and Health Sciences, The University of Edinburgh, Edinburgh, United Kingdom
| | - Howie J Carson
- Human Performance Science Research Group, Institute for Sport, Physical Education and Health Sciences, The University of Edinburgh, Edinburgh, United Kingdom
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The Effect of Large Visual Illusion and External Focus of Attention on Gaze Behavior and Learning of Dart Throw Skill. JOURNAL OF MOTOR LEARNING AND DEVELOPMENT 2022. [DOI: 10.1123/jmld.2022-0043] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
Research has shown that large visual illusions and an external focus of attention can improve novice’s motor learning. However, the combined effects of these approaches and the underlying mechanisms have yet to be studied. Therefore, the present study examined the effects of a large visual illusion and an external focus on the learning of a dart throwing task in novices and measured the perceptual mechanisms underpinning learning using quiet eye. Forty novice participants were randomly divided into four groups: large visual illusion, external focus of attention, combined large visual illusion and external focus of attention, and control group. The study consisted of a pretest, a practice phase, an immediate retention test, a 24-hr retention test, and a transfer test. Results revealed that all groups increased throwing accuracy and quiet eye duration from pretest to immediate retention. In the immediate retention, 24-hr retention, and transfer test, large visual illusion had greater accuracy and longer quiet eye duration than the control group. In addition, there were no significant differences between the visual illusion and external focus groups for throwing accuracy and quiet eye duration. The findings suggest that combining large visual illusion and external focus can independently improve motor learning but combining these manipulations does not have additive benefits.
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