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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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Otte, F. W., Rothwell, M., & Davids, K. (2022) · Sports Coaching Review · doi:10.1080/21640629.2022.2124001 · Cited by 15
“…between designing specifying information sources (i.e., relevant information in practices to contextualise a player’s decisions and movement; Pinder, Davids, Renshaw, & Araújo, 2011) and players’ intrinsic dynamics (e.g., players’ individual capacities at any given moment; see Rudd et al.,…”
Self-citationCrowther, M., Collins, D. J., & Holder, T. (2017) · Sports Coaching Review · doi:10.1080/21640629.2017.1361165 · Cited by 15
Modifying Games for Improved Aerobic Fitness and Skill Acquisition in Youth
Cronin, J. B., Harrison, C. B., Lloyd, R. S., & Spittle, M. (2017) · Strength and conditioning journal · doi:10.1519/ssc.0000000000000283 · Cited by 16
“A representative learning design framework suggests that practice sessions aimed at improving match performance should be reflective of match play conditions and replicate actual game events and actions (42).”
How Enaction and Ecological Approaches Can Contribute to Sports and Skill Learning
Villarroel, C. A., Navia, J. A., Ruiz-Pérez, L.-M., & Ayuso, J. A. Z. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.523691 · Cited by 12
Gaudreau, P., Boileau, L., & Schellenberg, B. J. I. (2021) · Revue québécoise de psychologie · doi:10.7202/1084584ar · Cited by 16
Kittel, A. B., Lindsay, R. S., Larkin, P., Spittle, M., & Cunningham, I. (2025) · Psychology of sport and exercise · doi:10.1016/j.psychsport.2025.102841 · Cited by 12
Increased Complexities in Visual Search Behavior in Skilled Players for a Self-Paced Aiming Task
Chia, J. S., Burns, S. F., Barrett, L. A., & Chow, J. Y. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.00987 · Cited by 12
“Ensuring representativeness is critical as it emphasizes the need to ensure that experimental task constraints represent the task constraints of the performance or training/learning environment (Pinder et al., 2011).”
BackgroundTest design and individual analysis in wheelchair rugby
Haydon, D. S., Pinder, R. A., GRIMSHAW, P. N., & Robertson, W. S. P. (2018) · Journal of science and medicine in sport · doi:10.1016/j.jsams.2018.04.001 · Cited by 12
Self-citationVial, S., Croft, J. L., Schroeder, R. T., Blazevich, A. J., & Wilkie, J. C. (2020) · International Journal of Sports Science & Coaching · doi:10.1177/1747954120915670 · Cited by 12
“In the badminton short serve, the opponent will often move towards the net to ‘attack’ the serve in an attempt to hit the shuttlecock from as high a point as possible.(23) Therefore, in order to reduce the receiver’s advantage, the server may choose to hit the shuttlecock with a different trajectory to cause it to lan…”
BackgroundO’Brien, K. A., & O’Keeffe, M. (2022) · Managing Sport and Leisure · doi:10.1080/23750472.2022.2126996 · Cited by 15
Pacheco, M. M., de Oliveira, L. M. M., dos Santos, C. C. A., Filho, J. R. D. M. G., & Drews, R. (2023) · International Journal of Sports Science & Coaching · doi:10.1177/17479541231168930 · Cited by 19
“In other terms, the experimental designs of the studies utilized in Williams and Hodges(1) arguments might not be representative to generalize to soccer practice.(13) Such argument should also be in mind when attempting to generalize findings from different sports to soccer as these present different constraints on pe…”
Crowther, R. H., Gorman, A. D., Spratford, W., Sayers, M. G. L., & Kountouris, A. (2018) · International Journal of Sports Science & Coaching · doi:10.1177/1747954118761202 · Cited by 12
“This approach will help to maintain the information-movement coupling specific to a given performance environment.(13,14) However, an emerging issue specific to professional cricket players is the numerous and frequent matches played in different countries in the current yearly schedule and the extreme diversity of pi…”
BackgroundInfluentialThe influence of facial expressions on attack recognition and response behaviour in karate kumite
Petri, K., Bandow, N., Salb, S., & Witte, K. (2018) · European Journal of Sport Science · doi:10.1080/17461391.2018.1536170 · Cited by 12
Serrien, B., Tassignon, B., Verschueren, J., MEEUSEN, R. R., & Baeyens, J. (2019) · European Journal of Sport Science · doi:10.1080/17461391.2019.1696894 · Cited by 12
Otte, F. W., Millar, S., & Klatt, S. (2020) · International Journal of Sports Science & Coaching · doi:10.1177/1747954120909956 · Cited by 12
Bonney, N., Berry, J., Ball, K. A., & Larkin, P. (2020) · Science and Medicine in Football · doi:10.1080/24733938.2020.1758338 · Cited by 15
What do you hear? The effect of stadium noise on football players’ passing performances
Otte, F. W., Millar, S., & Klatt, S. (2020) · European Journal of Sport Science · doi:10.1080/17461391.2020.1809714 · Cited by 12
“Particularly, the achievement of goals in competition, as based on actions and constraints that players have previously been exposed to in training (i.e. termed action functionality; Pinder et al., 2011), is targeted by the research.”
BackgroundSams, M. L., Wagle, J. P., Sato, K., DeWeese, B. H., Sayers, A. L., & Stone, M. H. (2020) · The Journal of Strength and Conditioning Research · doi:10.1519/jsc.0000000000003793 · Cited by 12
“To provide a comprehensive view of the team’s training paradigm, both field players (27) and goalkeepers (3) were included in the analysis.”
BackgroundTraining effects of artificial rules on youth soccer team tactical behavior
Gonzalez-Artetxe, A., Pino‐Ortega, J., Rico-González, M., & Arcos, A. L. (2021) · Physical Education and Sport Pedagogy · doi:10.1080/17408989.2021.1903411 · Cited by 15
“Taking 11-a-side as the frame of reference, the present study assessed team tactical behavior in more realistic and representative (Pinder et al. 2011) game conditions.”
MethodStone, J. A., Maynard, I. W., North, J. S., Panchuk, D., & Davids, K. (2014) · Psychological Research · doi:10.1007/s00426-014-0613-1 · Cited by 12
“Using the framework of Brunswik’s (1956) theory of representative design in experiments, Pinder et al. (2011) highlighted two critical features within representative design: functionality of the informational constraints in an experiment and action fidelity.”
Self-citationEmbodied Collaboration in Small Groups
Williamson, K., & Sutton, J. D. (2014) · Palgrave Macmillan UK eBooks · doi:10.1057/9780230369580_7 · Cited by 12
“We advocate doing this via theorizing about real world contexts in which complex, intelligent, and skillful collaborative behavior emerges, and drawing on empirical research where data is collected from such contexts, or laboratory methods are adapted to better emulate real world conditions, enhancing what psychologis…”
BackgroundAthlete and coach agreement: Identifying successful performance
Millar, S., Oldham, A. R. H., Renshaw, I., & Hopkins, W. G. (2017) · International Journal of Sports Science & Coaching · doi:10.1177/1747954117738886 · Cited by 12
“A common criticism of sports performance research is that it is not conducted in a naturalistic setting and is thus or (is) incomplete.(14,15) In an attempt to obtain data in the performance environment, this study used a triangulation of quantitative boat speed data from a single sculler and matched it to phases of r…”
MethodSelf-citationAn examination of action capabilities and movement time during a soccer anticipation task
Wilson, R., Dicks, M., Milligan, G. S., Poolton, J., & Alder, D. B. (2018) · Movement & Sport Sciences - Science & Motricité · doi:10.1051/sm/2019001 · Cited by 12
Hamilton, L., Smith, C. A. J., & Brandon, Z. E. (2020) · Journal of Sport Psychology in Action · doi:10.1080/21520704.2020.1729913 · Cited by 16
“2020 Association for Applied Sport Psychology Davids, Renshaw, & Ara ujo, 2011; Renshaw, Davids, Newcombe, & Roberts, 2019).”
InfluentialStaller, M. S., & Körner, S. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02444 · Cited by 12
Wang, Z. Z., Xia, X., & Chen, Q. (2025) · Scientific Reports · doi:10.1038/s41598-025-12920-9 · Cited by 11
“These challenges collectively underscore the need for innovative data fusion methodologies that can accommodate the technical constraints of current sensor networks while maximizing the extraction of meaningful performance insights from the available data streams 35 .”
Application of ecological dynamics principles to drowning prevention
Button, C., Ng, J. L., Burnay, C., & van Duijn, T. (2022) · Asian Journal of Sport and Exercise Psychology · doi:10.1016/j.ajsep.2022.04.001 · Cited by 11
Caldeira, P., Paulo, A., Veloso, A., Infante, J., Davids, K., & Araújo, D. (2023) · International Journal of Sports Science & Coaching · doi:10.1177/17479541231168012 · Cited by 11
“15 Pedagogical principles of the constraints-led approach (CLA) seek to provide learning and training opportunities that: (i) encourage self-organisation of behaviour under constraints, 16 (ii) induce movement pattern variability (strategic and execution variability) in representative task designs,…”
BackgroundSelf-citationA framework for player movement analysis in team sports
Parker, S., Duthie, G. M., & Robertson, S. J. (2024) · Frontiers in Sports and Active Living · doi:10.3389/fspor.2024.1375513 · Cited by 14
“(cid:129) OPEN QUESTION 3: Understanding an individual ’ s intention is a key component to skill acquisition (172, 173).”
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Sports selection in martial arts based on the harmonic stability of results at competitions
Nagovitsyn, R. S., Zekrin, F. H., Владимировна, Ф. Т., & Zubkov, D. A. (2019) · Spring Conferences of Sports Science · doi:10.14198/jhse.2019.14.proc4.49 · Cited by 11
“This is due to the fact that the current practice of selection in sports, according to leading experts (Barreiros & Fonseca, 2012; Elferink-Gemser et al., 2007), cannot yet be assessed as sufficiently effective and up-to-date (Pinder et al. , 2011; Williams & Ericsson, 2005).”
BackgroundSchorer, J., Faber, I. R., Koopmann, T., Büsch, D., & Baker, J. R. (2020) · Journal of Sports Sciences · doi:10.1080/02640414.2020.1776923 · Cited by 13
Tribolet, R., Sheehan, W. B., Novak, A. R., Rennie, M. J., Watsford, M. L., & Fransen, J. (2021) · Journal of Sports Sciences · doi:10.1080/02640414.2021.1995245 · Cited by 14
“However, maintaining the fidelity, i.e., the relationship between performance in competition and performance in practice (Pinder et al., 2011), of perception-action couplings in practice can be difficult.”
BackgroundResultInfluentialThe role of eco-physical variables for analyzing and modeling goal-directed behavior in sport
Lopes, H., Carrilho, D., de Carvalho, M. V., Brito, H., Carvalho, A., & Araújo, D. (2025) · Acta Psychologica · doi:10.1016/j.actpsy.2025.105826 · Cited by 11
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Renden, P. G., & Dikken, J. (2022) · Nurse Education Today · doi:10.1016/j.nedt.2022.105672 · Cited by 10
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“However, assessing and training anticipatory skills in this manner received some criticism, since it lacks the means required in actual sports actions (e.g., bat swings) (9, 10).”
BackgroundSlade, D. G. (2015) · International Journal of Sports Science & Coaching · doi:10.1260/1747-9541.10.4.655 · Cited by 10
“REPRESENTATIVE LEARNING DESIGN (RLD) Pinder [1] coined the phrase RLD as a means to define a sport practice structure where the relationship between perception and action in the performance context is captured and replicated.”
BackgroundInfluentialEldridge, D., Pocock, C., Pulling, C., Kearney, P. E., & Dicks, M. (2022) · International Journal of Sports Science & Coaching · doi:10.1177/17479541221122412 · Cited by 10
“To maintain perception-action coupling, players should be able to search for representative information in practice environments to inform actions with the ball.(18) In order to develop representative training interventions for VEA, there needs to be an understanding of how football coaches currently attempt to train…”
BackgroundStaller, M. S., Bertram, O., & Körner, S. (2017) · Salus journal · Cited by 10
DALLAS, G. C., & Theodorou, A. (2018) · Sports Biomechanics · doi:10.1080/14763141.2018.1497196 · Cited by 10
German police recruits’ perception of skill transfer from training to the field
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“As such, training tasks should allow the trainees to act upon the information variables that will be encountered in the field (Pinder et al., 2011).”
BackgroundMaloney, M. A., Renshaw, I., Greenwood, D., & Farrow, D. (2022) · Psychology of sport and exercise · doi:10.1016/j.psychsport.2022.102175 · Cited by 10
Self-citationBecerra-Patiño, B. A., Sarria Lozano, J. C., & Palomino, F. J. (2023) · Journal of Physical Education and Sport · doi:10.7752/jpes.2023.01009 · Cited by 10
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“47,48 52 In the absence of representative tasks, practice risks becoming a stand-alone, arti fi cial environment, resulting in poor translation to competition environments.”
Self-citationNoury, P. L., Polman, R. C. J., Maloney, M. A., & Gorman, A. D. (2023) · Sports Medicine - Open · doi:10.1186/s40798-023-00593-5 · Cited by 12
“Therefore, it is essential that XR training tools sample information found in specific performance settings and that those tools also ensure the functional coupling of perception and action [5, 10].”
BackgroundResultInfluentialStone, J. A., Panchuk, D., Davids, K., North, J. S., & Maynard, I. W. (2014) · Procedia Engineering · doi:10.1016/j.proeng.2014.06.027 · Cited by 9
“For new technology to meet the requirements of representative design, Pinder et al. (2011a) highlighted two critical features, functionality of the research and action fidelity .”
BackgroundInfluentialSelf-citationKhoo, S., Ansari, P., & Morris, T. (2021) · Asian Journal of Sport and Exercise Psychology · doi:10.1016/j.ajsep.2021.03.003 · Cited by 9
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“Subsequently, lessons aimed to replicate similar practice structures and environmental constraints present when coaching weightlifting (Pinder et al., 2011).”
BackgroundThe application of 360°VR for training sports officials: a constraints-led approach
Kittel, A. B., Lindsay, R. S., Larkin, P., & Spittle, M. (2022) · Managing Sport and Leisure · doi:10.1080/23750472.2022.2126995 · Cited by 9
Williams, S. P., Alder, D. B., & Bush, A. (2015) · Sports Coaching Review · doi:10.1080/21640629.2016.1158544 · Cited by 9
“Through promoting exploration continually in well-structured practices this constellation increases opportunities for developing expertise through a representative learning design (Pinder, Davids, Renshaw & Araujo, 2011).”
Newcombe, D. J., Roberts, W., Renshaw, I., & Davids, K. (2019) · International Journal of Sports Science & Coaching · doi:10.1177/1747954119829918 · Cited by 9
Self-citationDeveloping a skill acquisition framework for youth sport in Singapore
Malhotra, N., Ng, J. L., Chow, J. Y., & Masters, R. S. W. (2022) · Asian Journal of Sport and Exercise Psychology · doi:10.1016/j.ajsep.2022.04.002 · Cited by 11
Selmi, W., Hammami, R., Kasmi, S., Sehli, S., Rebai, H., Duncan, M. J., Chtara, M., & Granacher, U. (2023) · Sports Medicine - Open · doi:10.1186/s40798-023-00619-y · Cited by 8
“The examination of this issue in a training study design allows a more ecologically valid design as advocated by Pinder, Davids [20].”
MethodRigoli, L. M., Patil, G., Nalepka, P., Kallen, R. W., Hosking, S. G., Best, C. J., & Richardson, M. J. (2022) · Journal of Cognitive Engineering and Decision Making · doi:10.1177/15553434221092930 · Cited by 10
“, 2016) is likely to be imperative for representative training (Pinder et al., 2011) in scenario-based training exercises that are hypothesized to translate to future social interactions.”
BackgroundLearning clinical skills: an ecological perspective
Brymer, E., & Schweitzer, R. (2022) · Advances in Health Sciences Education · doi:10.1007/s10459-022-10115-9 · Cited by 9
Magnaguagno, L., Hossner, E.-J., Schmid, J., & Zahno, S. (2023) · German Journal of Exercise and Sport Research · doi:10.1007/s12662-022-00868-1 · Cited by 8
Theories of Skill Acquisition: Implications for Tennis Coaching
Parry, T. E., & O'Rourke, L. (2023) · ITF Coaching & Sport Science Review · doi:10.52383/itfcoaching.v31i89.391 · Cited by 8
Woods, C. T., Jarvis, J., & McKeown, I. (2019) · Sports · doi:10.3390/sports7070159 · Cited by 8
“When conceptualized through ecological dyanmics, sampling constraints that shape human behaviour would likely provide evidence to improve representative learning design, guide the incorporation of functional variability in training, and assist with an athlete’s attunement to relevant affordances (opportunities for act…”
Background“Learning by Design”: What Sports Coaches can Learn from Video Game Designs
Robertson, S. J., & Woods, C. T. (2021) · Sports Medicine - Open · doi:10.1186/s40798-021-00329-3 · Cited by 11
“performer placed in a representatively designed environment [41, 42], encouraging them to practice skills as”
BackgroundAdé, D., Seifert, L., McGann, M., & Davids, K. (2021) · Physical Education and Sport Pedagogy · doi:10.1080/17408989.2021.1999919 · Cited by 8
“…an actual behavioural context (such as in the orienteering study), or (ii), in a representative learning design overseen by the researcher (see Brunswik 1956; Pinder et al. 2011), but encouraging the participant to behave naturally as they would in the learning protocol (as in the climbing study).”
BackgroundSelf-citationSchade, S. (2022) · Springer eBooks · doi:10.1007/978-3-658-34158-9_5 · Cited by 8
Analysis of Cricket Ball Type and Innings on State Level Cricket Batter’s Performance
Connor, J. D., Sinclair, W. H., Leicht, A. S., & Doma, K. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02347 · Cited by 8
Changes in Lifeguards’ Hazard Detection and Eye Movements with Experience: Is One Season Enough?
Smith, J. R., Long, G., Dawes, P., Runswick, O. R., & Tipton, M. (2020) · International Journal of Aquatic Research and Education · doi:10.25035/ijare.13.01.06 · Cited by 8
“Representative task designs are essential to understanding perceptual expertise (Pinder et al., 2011; 2015).”
BackgroundIt’s All About Timing: An Imagery Intervention Examining Multiple Image Speed Combinations
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Self-citationUsing Mobile 360° Video as a Tool for Enhancing Sport Referee Performance: A Case Study
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Vater, C., Schnyder, U., & Müller, D. (2024) · German Journal of Exercise and Sport Research · doi:10.1007/s12662-024-00947-5 · Cited by 7
“Previous research underlines the importance of a high similarity be-tween test or training scenarios and the game situations to successfully transfer trained skills to the field (Broadbent, Causer, Williams, & Ford, 2015; Pinder, Davids, Renshaw, & Araújo, 2011; Vater, Gray, & Holcombe, 2021).”
Developing skill within the context of a Game-Based Approach
Barrett, L., Kinnerk, P., & Kearney, P. E. (2025) · International Journal of Sports Science & Coaching · doi:10.1177/17479541241311673 · Cited by 7
“55 Coach educators looking to promote effective use of GBAs should help coaches to understand how different conditions can be applied to place a primary emphasis on skill development (as opposed to tactical considerations such as offensive or defensive structure) so that they can deliver an…”
“Train how you play”: Using representative learning design to train amateur cricketers
Lascu, A., Spratford, W., Pyne, D. B., & Etxebarria, N. (2021) · Journal of Sports Sciences · doi:10.1080/02640414.2021.2001160 · Cited by 7
“There are two defining criteria of representative learning design (RLD): ensuring that the actions are based on realistic learning contexts (functionality), and that actions effectively simulate the demands of the performance environment (action fidelity) (Pinder et al., 2011).”
Backgroundvan Andel, S., Mohr, M., Schmidt, A. R., Werner, I., & Federolf, P. (2022) · Frontiers in Bioengineering and Biotechnology · doi:10.3389/fbioe.2022.1006670 · Cited by 7
“Recently, it has been reasoned that movement can only be fully understood as a whole-body system interacting within a surrounding environment (Pinder et al., 2011; Seifert et al., 2013; Andel et al., 2021; Bolt et al., 2021).”
BackgroundHow Officers Perform and Grow under Stress: Police Training in Virtual Reality
Voigt, L., & Frenkel, M. O. (2023) · Springer eBooks · doi:10.1007/978-3-031-41100-7_9 · Cited by 7
Moran, D., Taylor, J. A., & MacNamara, Á. (2024) · Sports Coaching Review · doi:10.1080/21640629.2024.2335450 · Cited by 7
“This theory suggests that practice environments should adequately replicate the performance environment to ensure the same degree of functionality and fidelity exists between both domains (Gorman & Maloney, 2016; Pinder, Davids, Renshaw, & Araújo, 2011).”
Raposo, F. Z., Caldeira, P., Batalau, R., Araújo, D., & Silva, M. N. (2020) · Retos · doi:10.47197/retos.v37i37.74355 · Cited by 10
Self-citationYeoman, B., Birch, P. D. J., & Runswick, O. R. (2019) · Psychology of sport and exercise · doi:10.1016/j.psychsport.2019.101644 · Cited by 7
Coutinho, D., Gonçalves, B. V., Folgado, H., Travassos, B. F. R., dos Santos, S. D. L., & Sampaio, J. E. (2022) · PLoS ONE · doi:10.1371/journal.pone.0262245 · Cited by 8
“These implications have a major impact on the design of training tasks, which should challenge the players to continuously couple their actions to the information available on the surrounding environment [10].”
BackgroundImpact Position Variability in Golfers of Differing Skill Level
Langdown, B. L., Bridge, M., & Li, F. (2013) · International Journal of Golf Science · doi:10.1123/ijgs.2013-0013 · Cited by 7
Considerations for Conducting Imagery Interventions in Physical Education Settings
Stewart, N. W., Divine, A., Jenny, O., & Law, B. (2015) · Journal of Imagery Research in Sport and Physical Activity · doi:10.1515/jirspa-2015-0001 · Cited by 7
Nonlinear Pedagogy and the implications for teaching and training in table tennis
Galatti, L. R., Machado, J. C., Motta, M. D. C., Misuta, M. S., & Belli, T. (2019) · Motriz Revista de Educação Física · doi:10.1590/s1980-6574201900010015 · Cited by 7
Loureiro, M., Nakamura, F. Y., Ramos, A., Coutinho, P., Ribeiro, J., Clemente, F. M., Mesquita, I., & Afonso, J. R. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph191912068 · Cited by 7
“In the case of weekly competition, the assessment is inherent in that moment; in sporadic competition, coaches need to create representative learning scenarios to assess the group more often [84,111].”
BackgroundMadruga‐Parera, M., Esteves, P., Fernandes, J. F. T., Beltrán-Garrido, J. V., Bird, S. P., Leite, N. M. C., Romero‐Rodríguez, D., & Arede, J. (2024) · Research Quarterly for Exercise and Sport · doi:10.1080/02701367.2024.2359603 · Cited by 6
“…that the design of specific training tasks (e.g., more representative of game conditions) can enhance the use of perceptual information to regulate action (Pinder et al., 2011) and ,in this case, to better stabilize the lower limb, maintain balance and posture, and improve movement performance.”
No transfer of 3D-Multiple Object Tracking training on game performance in soccer: A follow-up study
Romeas, T., Maëlle, G., Faubert, J., & Labbé, D. R. (2024) · Psychology of sport and exercise · doi:10.1016/j.psychsport.2024.102770 · Cited by 8
Beyond the trained eye: An objective method to predict game sense in team sports
Fortin‐Guichard, D., Johnston, K., Romeas, T., Wojtowicz, M. A., Lemoyne, J., Mann, D. L., Grondin, S., & Baker, J. R. (2025) · Journal of Sports Sciences · doi:10.1080/02640414.2025.2491976 · Cited by 6
“…skills in sports should be measured with tasks as representative of the in-match/in-competition performance as possible, which makes it difficult to create a perfectly objective measurement tool outside of compe-tition-like situations (Pinder et al., 2011; van der Kamp et al., 2008).”
Cassidy, J., Kadlec, D., & Fransen, J. (2025) · Sports Medicine - Open · doi:10.1186/s40798-025-00904-y · Cited by 7
“Under an ecological dynamics perspective, it is the coupling of movements to information that needs to transfer from practice to competition [26, 27].”
Enriching organisational design for games: the case of badminton in physical education
Dieu, O., Llena, C., Davids, K., & Potdevin, F. (2022) · Physical Education and Sport Pedagogy · doi:10.1080/17408989.2022.2153821 · Cited by 6
“They are dynamic, challenging and enjoyable because they are focused on specific learners’ interests and needs (Headrick et al. 2015; Pinder et al. 2011; Renshaw et al. 2016).”
Self-citationVoigt, L., & Zinner, C. (2023) · Journal of Police and Criminal Psychology · doi:10.1007/s11896-023-09607-0 · Cited by 6
Individual differences in children's movement variability in a virtual reality playground task
Storli, L., Sandseter, E. B. H., & Lorås, H. W. (2024) · Human Movement Science · doi:10.1016/j.humov.2023.103171 · Cited by 9
Ertel, M. W., Monsma, E. V., & Brian, A. (2024) · Journal of Physical Education Recreation & Dance · doi:10.1080/07303084.2023.2269211 · Cited by 6
“…is a graduate teaching assistant, Eva Monsma is a professor, and Ali Brian is a professor in the Department of Physical Education at the University of South Carolina, Columbia, SC. i S t o c k p h o t o / a m r i p h o t o performance environments that the sport encompasses (Pinder et al., 2011).”
BackgroundThe effect of equipment modification on the performance of novice junior cricket batters
Dancy, P., & Murphy, C. P. (2020) · Journal of Sports Sciences · doi:10.1080/02640414.2020.1786992 · Cited by 9
The application of deep learning in college students’ sports cognition and health concept
Wang, P., Chi, X., & Yu, Y. (2021) · Journal of Intelligent & Fuzzy Systems · doi:10.3233/jifs-219014 · Cited by 6
Criteria for the High Quality Training of Police Officers
Hutter, V., Renden, P. G., Kok, M., Oudejans, R. R. D., Koedijk, M., & Kleygrewe, L. (2023) · Springer eBooks · doi:10.1007/978-3-031-41100-7_2 · Cited by 11
Evaluating task design for skill development in an amateur female cricket team
Lascu, A., Spratford, W., Pyne, D. B., & Etxebarria, N. (2020) · Physical Education and Sport Pedagogy · doi:10.1080/17408989.2020.1752648 · Cited by 6
“Even small changes such as facing a bowling machine instead of a live bowler (Pinder et al. 2011), or verbalising a movement instead of performing it (Dicks, Button, and Davids 2010) can produce vast differences in perception and action (Pinder et al. 2011).”
BackgroundInfluentialDavies, R. S., Trench, A., Groves, D. I., Dentith, M., Davies, M., & Sykes, J. P. (2020) · Ore and Energy Resource Geology · doi:10.1016/j.oreoa.2020.100006 · Cited by 6
Ramos, A., Coutinho, P., Davids, K., & Mesquita, I. (2021) · Psychology of sport and exercise · doi:10.1016/j.psychsport.2021.102019 · Cited by 6
Self-citationSerra-Olivares, J., & García-Rubio, J. (2017) · Retos · doi:10.47197/retos.v0i32.51870 · Cited by 12
Ramos, A., Coutinho, P., Ribeiro, J., Fernandes, O., Davids, K., & Mesquita, I. (2020) · European Journal of Sport Science · doi:10.1080/17461391.2020.1867649 · Cited by 6
Self-citationExtraordinary tools require extraordinary evidence
Beavan, A. (2019) · Science and Medicine in Football · doi:10.1080/24733938.2019.1678948 · Cited by 6
“Yet if the decision-making component is not strongly coupled with a sports specific action, true representative design is missing (Dicks et al. 2009; Pinder et al. 2011).”
BackgroundCaso, S. (2025) · Ecological Psychology · doi:10.1080/10407413.2025.2582871 · Cited by 5
“Training systems must emphasize representative design, that is, simulations must retain the richness of the real operational settings (see Araujo et al., 2007; Araújo & Davids 2016; Brunswik, 1956; Pinder et al., 2011).”
Giardullo, G., Ceruso, R., Lascio, G. D., Taleb, M., Esposito, G., & D’Elia, F. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1794709 · Cited by 5
“The training intervention was designed according to the principles of ecological dynamics, conceptualizing motor learning as the result of continuous interaction between the athlete, the task, and the environment (Pinder et al., 2011).”
Psychologie der Eigensicherung – revisited
Körner, S., Staller, M. S., & Zaiser, B. (2023) · Springer eBooks · doi:10.1007/978-3-658-40118-4_18 · Cited by 5
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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