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Representative Learning Design and Functionality of Research and Practice in Sport
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Egon Brunswik proposed the concept of “representative design” for psychological experimentation, which has historically been overlooked or confused with another of Brunswik’s terms, ecological validity. In this article, we reiterate the distinction between these two important concepts and highlight the relevance of the term representative design for sports psychology, practice, and experimental design. We draw links with ideas on learning design in the constraints-led approach to motor learning and nonlinear pedagogy. We propose the adoption of a new term, representative learning design , to help sport scientists, experimental psychologists, and pedagogues recognize the potential application of Brunswik’s original concepts, and to ensure functionality and action fidelity in training and learning environments.
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“The merit of representative learning designs (i.e., measured by the degree to which skills acquired in practice transfer to the competitive environment; Renshaw and Chow, 2019) has been supported by an extensive body of research (see Pinder et al., 2011; Krause et al., 2018, 2019).”
From Skill Training Periodization in “Specialist” Sports Coaching—An Introduction of the “PoST” Framework for Skill Development (2019) · cites this paper as Pinder et al., 2011
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“In brief, the CLA, as an ecological model, advocates the underlying principle that open systems (e.g., athletes within invasion games or team ball games) are of non-linear nature and involve a mutual relationship with the performance environment (Pinder et al., 2011; Renshaw et al., 2016).”
From Skill Training Periodization in “Specialist” Sports Coaching—An Introduction of the “PoST” Framework for Skill Development (2019) · cites this paper as Pinder et al., 2011
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“(3) developing training designs that recreate action fidelity (i.e., the degree of correspondence between emerging behavior in a training task compared to competitive performance; Travassos et al., 2012) and functionality (i.e., the achievement of goals in the performance environment that are based on actions and constraints that athletes have been exposed to in the learning context; Pinder et al.”
From Skill Training Periodization in “Specialist” Sports Coaching—An Introduction of the “PoST” Framework for Skill Development (2019) · cites this paper as Pinder et al., 2011
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Menting, S. G. P., Hendry, D. T., Schiphof‐Godart, L., Elferink-Gemser, M. T., & Hettinga, F. J. (2019) · Frontiers in Sports and Active Living · doi:10.3389/fspor.2019.00014 · Cited by 56
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BackgroundAdaptability of expert visual anticipation in baseball batting
Müller, S., Fadde, P. J., & Harbaugh, A. G. (2016) · Journal of Sports Sciences · doi:10.1080/02640414.2016.1230225 · Cited by 50
Brymer, E., & Davids, K. (2012) · Environmental Education Research · doi:10.1080/13504622.2012.677416 · Cited by 45
“…example, if an environmental learning experience was designed as a medium to enhance sustainable practices in an everyday life context, it will work best if the experiential tasks are simulations which reflect the everyday behavioural context (Araújo, Davids, and Passos 2007; Pinder et al. 2011).”
BackgroundInfluentialSelf-citationExperiential learning as a constraint-led process: an ecological dynamics perspective
Brymer, E., & Davids, K. (2013) · Journal of Adventure Education & Outdoor Learning · doi:10.1080/14729679.2013.789353 · Cited by 44
“An effective educator is able to use this knowledge to design effective, relevant learning experiences that ensure a learning context is a faithful simulation of a performance/behavioural context (Davids, Button, & Bennett, 2008; Pinder et al., 2011).”
BackgroundSelf-citationRenden, P. G., Savelsbergh, G. J. P., & Oudejans, R. R. D. (2016) · Ergonomics · doi:10.1080/00140139.2016.1205222 · Cited by 45
“…a representative research design, meaning that the test situation sufficiently replicates situations on duty (cf. Dicks, Button, and Davids 2010; Pinder et al. 2011; Pinder, Headrick, and Oudejans 2015), but also contained sufficient experimental control to compare the three test sessions…”
BackgroundDefensive Strategies in Rugby Union
Hendricks, S., Roode, B., Matthews, B., & Lambert, M. (2013) · Perceptual and Motor Skills · doi:10.2466/30.25.pms.117x17z6 · Cited by 43
A shot taxonomy in the era of tracking data in professional tennis
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“This then limits the extent to which coaches can fully implement concepts like representative design, practice variability and contextual interference in practice settings (Pinder, Davids, Renshaw, & Duarte, 2011).”
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“…task of verifying the specific information sources used to regulate actions in passing, shooting and dribbling during competitive football performance, functional and representative evaluation tests can be designed (for a similar argument on representative learning design see Pinder et al., 2011).”
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“Furthermore, it greatly informed our research design because, according to the ecological approach, perception-action couplings are context-specific and have to be studied in the performance environment that the research aims to explain [18].”
BackgroundPrinciples for the Use of Ball Projection Machines in Elite and Developmental Sport Programmes
Pinder, R. A., Renshaw, I., Davids, K., & Kerhervé, H. A. (2011) · Sports Medicine · doi:10.2165/11595450-000000000-00000 · Cited by 40
Self-citationDuncan, M. J., Chan, C. K. Y., Clarke, N. D., Cox, M. J., & Smith, M. (2016) · European Journal of Sport Science · doi:10.1080/17461391.2016.1203362 · Cited by 41
“In terms of practical implications, the results of this study do align with suggestions made by Pinder et al. (2011) in that competition conditions produced different responses to practice conditions.”
ResultMcCosker, C., Renshaw, I., Greenwood, D., Davids, K., & Gosden, E. (2019) · European Journal of Sport Science · doi:10.1080/17461391.2018.1564797 · Cited by 41
“Ecological dynamics proposes how training environments could be designed to provide athletes with opportunities to attune and calibrate their intentions, perceptions and actions in the landscape of affordances representative of competitive performance (Pinder et al., 2011).”
BackgroundSelf-citationInfluence of physical and psychological stress on decision-making performance of soccer referees
Pizzera, A., Laborde, S., Lahey, J., & Wahl, P. (2022) · Journal of Sports Sciences · doi:10.1080/02640414.2022.2127516 · Cited by 49
“In addition, referees would be able to train in representative simulated environments (Pinder et al., 2011), besides the games they are refereeing on the field, overcoming the organizational and structural limitations when it comes to refereeing multiple games per week to increase training load.”
BackgroundMilazzo, N., Farrow, D., & Fournier, J. (2016) · Perceptual and Motor Skills · doi:10.1177/0031512516656816 · Cited by 40
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Education and transfer of water competencies: An ecological dynamics approach
Guignard, B., Button, C., Davids, K., & Seifert, L. (2020) · European Physical Education Review · doi:10.1177/1356336x20902172 · Cited by 42
“Pinder et al. (2011) extended this notion to skill acquisition and the design of learning tasks as representative learning design.”
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Staller, M. S., Körner, S., Heil, V., Klemmer, I., Abraham, A., & Poolton, J. (2021) · European Journal for Security Research · doi:10.1007/s41125-021-00073-5 · Cited by 47
An Ecological Conceptualization of Extreme Sports
Immonen, T., Brymer, E., Davids, K., Liukkonen, J., & Jaakkola, T. T. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.01274 · Cited by 40
“…interacting constraints of the sport in question, and carefully consider how study designs, research questions, experimental tasks or interventions maintain the coupled dynamical processes of perception and action against the situational and contextual horizon (Brunswik, 1956; Pinder et al., 2011).”
Self-citationPinder, R. A., Renshaw, I., & Davids, K. (2012) · Journal of Sports Sciences · doi:10.1080/02640414.2012.718090 · Cited by 37
“…that the assessment of representative design in talent development programmes in sport should be based on principles of Ecological Dynamics (see Pinder et al., 2011b) to allow talent sport scientists to capture the information in the environment that performers use to regulate their actions,…”
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Self-citationPink Noise in Rowing Ergometer Performance and the Role of Skill Level
Hartigh, R. J. R. D., Cox, R. F. A., Gernigon, C., Yperen, N. W. V., & van Geert, P. L. C. (2015) · Motor Control · doi:10.1123/mc.2014-0071 · Cited by 37
Charting the development of sport expertise: challenges and opportunities
Farrow, D., Reid, M. M., Buszard, T., & Kovalchik, S. A. (2017) · International Review of Sport and Exercise Psychology · doi:10.1080/1750984x.2017.1290817 · Cited by 38
The effect of stroboscopic vision on performance in a football specific assessment
Beavan, A., Hanke, L., Spielmann, J., Skorski, S., Mayer, J., Meyer, T., & Fransen, J. (2020) · Science and Medicine in Football · doi:10.1080/24733938.2020.1862420 · Cited by 37
“, a complex number of movements closely linked together, requiring a larger cognitive involvement) that more closely resembles how athletes interact with their environment have been relatively under researched (Pinder et al. 2011; McGuckian et al. 2018).”
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Giessing, L. (2021) · IGI Global eBooks · doi:10.4018/978-1-7998-6820-0.ch006 · Cited by 37
“…events, in terms of representativeness, simulated scenarios and their situational characteristics should be sampled from real-life critical incidents, achieving similar occurrence probabilities in the learning and performance environment (Brunswik, 1956; Araújo et al., 2007; Pinder et al., 2011).”
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van Biemen, T., Müller, D., & Mann, D. L. (2023) · Human Movement Science · doi:10.1016/j.humov.2023.103091 · Cited by 37
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“decisions and skill executions are still representative of the performance context (Pinder et al., 2011).”
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“In general, these studies tend to focus on simulating the speci fi c conditions and performance stressors associated with task performance as closely as possible (Pinder et al., 2011).”
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“Doing so could result in the athlete attuning to information that is different to that which they would rely on on-field, seriously limiting the degree to which the skill learned in the virtual environment will transfer to skill in the natural environment [48, 49], or worse still, even resulting in negative transfer w…”
BackgroundThe Specificity of Rugby Union Training Sessions in Preparation for Match Demands
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Australian Football Skill-Based Assessments: A Proposed Model for Future Research
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“as this will likely lead to a maximal transfer to skilled performance (Pinder et al. 2011; Barris et al. 2013), and have the”
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Marris, J., Barrett, S., Abt, G., & Towlson, C. (2021) · Science and Medicine in Football · doi:10.1080/24733938.2021.1910333 · Cited by 34
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Exploring the applicability of the contextual interference effect in sports practice
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“…implementation of a functional framework for VR learning design in sports training and practice (see Figure 1) is to ensure that principles of representative learning design are met by careful consideration of the constraints which are present within such environments (see Pinder et al., 2011b).”
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“personal, task, and environmental) intact.(16) Accordingly, in soccer, representativeness can be achieved by including key performance components of a full-sized match, such as the rules of the game and the dynamic interactions with teammates and opponents.”
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“Similarly, despite there being some advantages associated with increases in interview studies as alluded to above, a caveat may be poor transference of self-reported measures to sport and exercise behaviours in natural social settings (Pinder et al., 2011).”
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Körner, S., & Staller, M. S. (2022) · Legal and Criminological Psychology · doi:10.1111/lcrp.12207 · Cited by 33
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“However, we acknowledge that research is required to examine this issue and identify any related factors concerning the correspondence between the stimuli and the performance environment (Pinder et al., 2011).”
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“This supports a more nuanced, contextualised understanding of movement performance behaviours central to enhancing fidelity of practice conditions, where decisions and actions should simulate those found in competition (Pinder et al. 2011).”
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“The test ideally includes perceptionaction couplings which represent the perceptual and information processing demands as in real-life gameplay (Pinder et al., 2011).”
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“It has been demonstrated in various activities that removing a task from its original domain can alter movement expression (Pinder et al., 2011).”
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“with opportunities to detect the affordances (opportunities for action) innate to the corner kick skill identified in these analyses (Pinder et al., 2011).”
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“Isolated assessments often lack a task representative design, meaning they remove typical elements of a player’s normal competitive environment (i.e., match-play) (Pinder et al., 2011; Travassos et al., 2012).”
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“Later, espoused through the framework of ecological dynamics, the notion of representative design was re-configured as representative learning design (RLD) in sport performance contexts by (Pinder, Davids, Renshaw, & Araújo, 2011a; Pinder, Renshaw, Davids, & Kerherve, 2011b).”
Self-citationPluijms, J. P., Cañal‐Bruland, R., Kats, S., & Savelsbergh, G. J. P. (2013) · International Journal of Sports Science & Coaching · doi:10.1260/1747-9541.8.1.89 · Cited by 31
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Seifert, L., Orth, D., Button, C., Brymer, E., & Davids, K. (2016) · Springer eBooks · doi:10.1007/978-3-319-28265-7_28 · Cited by 31
Self-citationApplication of representative learning design for assessment of common practice tasks in tennis
Krause, L., Farrow, D., Buszard, T., Pinder, R., & Reid, M. (2019) · Psychology of Sport and Exercise · doi:10.1016/j.psychsport.2018.11.008 · Cited by 30
Self-citationCollings, T., Gorman, A. D., Stuelcken, M., Mellifont, D. B., & Sayers, M. G. L. (2019) · Sports Medicine · doi:10.1007/s40279-018-01045-x · Cited by 30
Do we train how we play? Investigating skill patterns in Australian football
Ireland, D., DAWSON, B. T., Peeling, P., Lester, L., Heasman, J., & Rogalski, B. (2019) · Science and Medicine in Football · doi:10.1080/24733938.2019.1595111 · Cited by 34
“Consequently, training drill prescription in team sports such as AF should aim (as much as possible) to reflect match conditions in order to maximise skill transfer from practice to competition (Araújo et al. 2004; Pinder et al. 2011).”
BackgroundAnalysis of anticipation by 3D motion capturing – a new method presented in karate kumite
Petri, K., Lichtenstein, M., Bandow, N., Campe, S., Wechselberger, M., Sprenger, D., Kaczmarek, F., Emmermacher, P., & Witte, K. (2016) · Journal of Sports Sciences · doi:10.1080/02640414.2016.1158851 · Cited by 30
“Such an early cue means a perceptual variable (Pinder et al., 2011), an advanced information that was available before the attacker has started the Figure 1.”
BackgroundResultInfluentialD’Angelo, M. G., Sciuto, R., Salvatori, M., Sperduti, I., Mantini, G., MAINI, C. L., & Mariani, G. (2012) · PubMed · Cited by 30
Stoker, M., Maynard, I. W., Butt, J., Hays, K., Lindsay, P., & Norenberg, D. A. (2017) · Journal of Applied Sport Psychology · doi:10.1080/10413200.2017.1298166 · Cited by 29
“, 2016), there is literature highlighting the benefits of constructing representative training demands (Pinder et al., 2011).”
Ehmann, P., Beavan, A., Spielmann, J., Ruf, L., Mayer, J., Rohrmann, S., Nuß, C., & Englert, C. (2021) · Psychology of sport and exercise · doi:10.1016/j.psychsport.2021.101952 · Cited by 34
Ryu, D., Abernethy, B., Park, S. H., & Mann, D. L. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.01132 · Cited by 29
Measuring Skill in Rugby Union and Rugby League as Part of the Standard Team Testing Battery
Hendricks, S., Lambert, M., Masimla, H., & Durandt, J. J. (2015) · International Journal of Sports Science & Coaching · doi:10.1260/1747-9541.10.5.949 · Cited by 28
Motor and Gaze Behaviors of Youth Basketball Players Taking Contested and Uncontested Jump Shots
van Maarseveen, M. J. J., & Oudejans, R. R. D. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.00706 · Cited by 30
“Therefore, in research and training, tasks requiring the performer to execute a skill against an opponent may provide a more representative design of the actual performance setting (Brunswik, 1956; Pinder et al., 2011; Gorman and Maloney, 2016).”
BackgroundResultInfluentialConnor, J. D., Farrow, D., & Renshaw, I. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.02012 · Cited by 30
Self-citationVillarroel, C. A., Navia, J. A., Pérez, L. M. R., & Martínez‐de‐Quel, Ó. (2018) · Psychology of sport and exercise · doi:10.1016/j.psychsport.2018.12.015 · Cited by 28
An eye for talent: The recruiters’ role in the Australian Football talent pathway
Larkin, P., Marchant, D., Syder, A., & Farrow, D. (2020) · PLoS ONE · doi:10.1371/journal.pone.0241307 · Cited by 28
Specialist Coaching Integrated into a Department of Methodology in Team Sports Organisations
Otte, F. W., Rothwell, M., Woods, C. T., & Davids, K. (2020) · Sports Medicine - Open · doi:10.1186/s40798-020-00284-5 · Cited by 36
“These initial task design features were guided by principles of representative learning design [19, 20] and affective learning design [21].”
MethodSelf-citationOppici, L., Stell, F. M., Utesch, T., Woods, C. T., Foweather, L., & Rudd, J. R. (2022) · Sports Medicine - Open · doi:10.1186/s40798-022-00534-8 · Cited by 28
“The principle of specificity means the coupling between information and movement is critical, in the sense that children should learn to regulate their movement on information specific to intended scenarios [16].”
BackgroundPositive Effects of Imagery on Police Officers' Shooting Performance under Threat
Colin, L., Nieuwenhuys, A., Visser, A. P., & Oudejans, R. R. D. (2013) · Applied Cognitive Psychology · doi:10.1002/acp.2972 · Cited by 32
R’Kiouak, M., Saury, J., Durand, M., & Bourbousson, J. (2016) · Frontiers in Psychology · doi:10.3389/fpsyg.2016.00720 · Cited by 28
“Keywords: mixed method, enaction, interpersonal coordination, extrapersonal coordination, rowing, course of action, subjectivity-based sampling method Frontiers in Psychology | www.frontiersin.org 1 May 2016 | Volume 7 | Article 720”
BackgroundSantos, R., Duarte, R., Davids, K., & Teoldo, I. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.02550 · Cited by 28
Self-citationBubna, K., Trotter, M. G., Watson, M., & Polman, R. C. J. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1191801 · Cited by 32
“A thorough understanding of these principles allows practitioners to maintain action fidelity through representative practice (practicing how you play; Pinder et al., 2011; Seifert et al., 2013), while exposing the athletes to a variety of situations to develop adaptable movement solutions (Roberts et al.”
BackgroundInstructional constraints on movement and performance of players in the penalty kick
Lopes, J., Araújo, D., Duarte, R., Davids, K., & Fernandes, O. (2012) · International Journal of Performance Analysis in Sport · doi:10.1080/24748668.2012.11868602 · Cited by 27
“Despite recent trends to enhance the representative task design (Brunswik, 1956) of experiments in sport (Dicks et al., 2010a,b; Pinder et al., 2011a,b), the majority of data on the PK have been obtained without actually studying the direct interactions between players during performance of the PK.”
BackgroundSelf-citationTransfer of 360° virtual reality and match broadcast video-based tests to on-field decision-making
Kittel, A. B., Larkin, P., Elsworthy, N., & Spittle, M. (2020) · Science and Medicine in Football · doi:10.1080/24733938.2020.1802506 · Cited by 27
“This limits the representativeness of the task (i.e., the similarity between constraints of the videobased task to competition environment) (Pinder et al. 2011).”
BackgroundInfluentialKons, R. L., Krabben, K. J., Mann, D. L., & Detanico, D. (2021) · Journal of Sports Sciences · doi:10.1080/02640414.2021.1945776 · Cited by 27
“This is especially clear in interactive sports, where athletes need to coadapt their own behaviours to that of their opponent (Hristovski et al., 2012; Pinder et al., 2011).”
BackgroundSistema integral para el análisis de las tareas de entrenamiento, SIATE, en deportes de invasión
Ibáñez, S. J., Molina, S. F., & Alonso, M. C. (2016) · Redalyc (Universidad Autónoma del Estado de México) · Cited by 27
Robertson, S. J., Spencer, B., Back, N., & Farrow, D. (2018) · Journal of Sports Sciences · doi:10.1080/02640414.2018.1555905 · Cited by 26
“would allow for the further refinement of training environments that seek to replicate competition conditions (Pinder et al., 2011)”
BackgroundInfluentialEsposito, G., Ceruso, R., Aliberti, S., & Raiola, G. (2024) · Journal of Functional Morphology and Kinesiology · doi:10.3390/jfmk9030162 · Cited by 26
“By providing new insights into the effectiveness of different training approaches, the study contributes to the academic debate and enhances the understanding of learning dynamics in soccer [44,45].”
BackgroundAnalysis of headers in high-performance football: evidence from the English Premier League
Sarajärvi, J., Volossovitch, A., & Almeida, C. H. (2020) · International Journal of Performance Analysis in Sport · doi:10.1080/24748668.2020.1736409 · Cited by 26
“…for relevant sources of information in the surrounding context to detect the affordances (i.e. opportunities for action), which are essential for performing functional sport-specific movements (Duarte et al., 2013; Gonçalves et al., 2017; Passos, Araújo, & Davids, 2013; Pinder et al., 2011).”
BackgroundBrackley, V., Barris, S., Tor, E., & Farrow, D. (2020) · Journal of Sports Sciences · doi:10.1080/02640414.2020.1792703 · Cited by 26
“Empirical evidence has illustrated how well-intentioned changes to practice environments (Barris, Davids et al., 2013) and practice tasks (Pinder et al., 2011a) can inadvertently change performance and movement responses in competition.”
BackgroundInfluentialPhatak, A. A., Mehta, S., Wieland, F.-G., Jamil, M., Connor, M., Bassek, M., & Memmert, D. (2022) · Scientific Reports · doi:10.1038/s41598-022-05089-y · Cited by 31
“…this approach can help provide more domain-specific information, such as phase-of-play based distinctions, in order to further develop training designs that are most representative of the actual task thereby streamlining statistical research, training as well as competitive performance 28 .”
BackgroundBroadbent, D. P., Ford, P. R., O’Hara, D. A., Williams, A. M., & Causer, J. (2017) · PLoS ONE · doi:10.1371/journal.pone.0174311 · Cited by 26
Metadata
- Authors
- Pinder, R. A., Davids, K., Renshaw, I., & Araújo, D.
- Affiliations
- Queensland University of Technology (AU)
- Universidade Técnica de Lisboa (PT)
- Venue
- Journal of Sport and Exercise Psychology
- Publisher
- Human Kinetics
- Published
- 2011-02
- Volume
- 33
- Issue
- 1
- Pages
- 146-155
- ISSN
- 0895-2779 (ISSN-L)
- 1543-2904
- OpenAlex
- W1608609560
- Semantic Scholar
- 04714871c81fe4d9d1649885ab140c448d7d7a66
- Cited by
- 692
- References
- 48
- Citations by year
- 2026: 96 · 2025: 48 · 2024: 48 · 2023: 55 · 2022: 64 · 2021: 54 · 2020: 75 · 2019: 57 · 2018: 49 · 2017: 39 · 2016: 26 · 2015: 24 · 2014: 21 · 2013: 17 · 2012: 15
- FWCI
- 37.44
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Journal of Sport and Exercise Psychology (publishedVersion)
- PubMed (publishedVersion)
- QUT ePrints (Queensland University of Technology) (submittedVersion)
- SHURA (Sheffield Hallam University Research Archive) (Sheffield Hallam University) (submittedVersion)
- USC Research Bank (University of the Sunshine Coast) (submittedVersion)
- Faculty of Health; Institute of Health and Biomedical Innovation
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Sport Psychology and Performance
- Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Sports and Physical Education Research
- Social Sciences › Education › Physical Education and Pedagogy
- Keywords
- representative design, Brunswik, ecological validity, constraints-led approach, motor learning, nonlinear pedagogy, experimental design, training environment, sport psychology
- MeSH terms
- Ecology, Humans, Learning, Physical Education and Training, Research Design, Sports, Behavioral Research
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