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Representative Learning Design and Functionality of Research and Practice in Sport
Open accessAbstract
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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“Several theoretical and research-derived suggestions have been made on how to optimise practice activities that align with this research (for example reviews, see Pinder et al. 2011; Hodges and Lohse 2022).”
Passos, P., Campos, T. F., & Diniz, A. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.00640 · Cited by 5
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Petri, K., Schmidt, T., & Witte, K. (2020) · European journal of human movement · doi:10.21134/eurjhm.2020.45.7 · Cited by 6
Pocock, C., Bezodis, N. E., Davids, K., & North, J. S. (2021) · Human Movement Science · doi:10.1016/j.humov.2021.102848 · Cited by 5
Self-citationLangdown, B. L., Bridge, M. W., & Li, F.-X. (2022) · The Journal of Strength and Conditioning Research · doi:10.1519/jsc.0000000000004254 · Cited by 5
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Dijkstra, F., de la Croix, A., van Schuppen, H., Meeter, M., & Renden, P. G. (2023) · Journal of Interprofessional Care · doi:10.1080/13561820.2023.2289507 · Cited by 5
“Following the concept of representative learning design, introduced by sport psychologists (Pinder et al., 2011) and based on the concept of Brunswik’s representative design (Brunswik, 1956), an important element in the design of a learning environment is the ability of participating professionals…”
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Conde-Ripoll, R., Caldeira, P., Martínez, B. J. S.-Á., Muñoz, D., Bustamante-Sánchez, Á., & Escudero-Tena, A. (2024) · Applied Sciences · doi:10.3390/app142210094 · Cited by 5
“To practically address the SPP, coaches should consider concepts of representative task design [66–68], functional variability [69–71], reducing conscious control of movement [72,73], and the synergetic behavior of sports teams [74–76].”
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Langdown, B. L., Bridge, M., & Li, F. (2023) · Open Research Online (The Open University) · Cited by 5
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“However, this expertise is task-specific and therefore, assessments to determine one’s ability to recalibrate should utilize a representative design that mimics and replicates the demands of competition (Broadbent et al., 2015; Pinder et al., 2011; Williams et al., 2011).”
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“…approach (Davids et al., 2008), specificity of practice hypothesis (Henry, 1968), and representative learning design framework (Brunswik, 1956; Pinder et al., 2011) emphasize that skill acquisition and transfer are most effective when training environments and task constraints closely mirror…”
More golf or more game? Examining the predictive influences on virtual reality golf performance
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Oppici, L., Hestetun-Mandrup, A. M., Pacheco, M. M., Simonsen, E. H., Opheim, A. I., Rafsten, L., Løvstad, M., Berzina, G., Sunnerhagen, K. S., & Rudd, J. R. (2026) · BMC Health Services Research · doi:10.1186/s12913-026-14139-4 · Cited by 5
“Motor learning research consistently shows that effective skill transfer occurs when the training environment closely mirrors the real-world context in which the skill is used [6, 7].”
Beck, C., Trapp, T., & Schade, S. (2022) · Springer eBooks · doi:10.1007/978-3-658-34158-9_43 · Cited by 4
Ng, J. L., & Button, C. (2023) · Frontiers in Bioengineering and Biotechnology · doi:10.3389/fbioe.2023.1094469 · Cited by 4
“, performing a static dribble as compared to dribbling in an actual physical activity and/or sport-orientated setting) (Pinder et al., 2011).”
BackgroundHow are elite tennis matches won at Wimbledon? A comparison of close and one‐sided contests
Fitzpatrick, A., Stone, J. A., Choppin, S. B., & Kelley, J. F. (2024) · European Journal of Sport Science · doi:10.1002/ejsc.12063 · Cited by 4
Love, D., Otte, F. W., & Davids, K. (2025) · International Journal of Sports Science & Coaching · doi:10.1177/17479541251341425 · Cited by 5
“30,31 For high quality skill adaptation, the concept of ‘ representative learning design ’ 32 is captured task constraints of practice which simulate those encountered in competitive performance environments.”
Self-citationFranks, B., Roberts, W., Jakeman, J., Swain, J. P., & Davids, K. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.908123 · Cited by 4
Self-citationCrowther, R. H., Renshaw, I., Spratford, W., Sayers, M. G. L., & Gorman, A. D. (2023) · Psychological Research · doi:10.1007/s00426-022-01769-6 · Cited by 4
“Skill adaptability may be encouraged when the coach creates a practice environment that contains the specifying information to which athletes can become attuned and ultimately exploit (Pinder et al., 2011).”
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BackgroundPerceptual-cognitive expertise and its acquisition in soccer
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“34,77,78”
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“…principles, it is likely important that the task is in some way representative of the movement characteristics related to the ACL injury mechanism (e.g. forceful accelerations with limited ground contact time, single-leg stance or multidi-rectional deceleration and change of direction) [97] (Fig.”
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Self-citationPerceiving and Acting on Other Worlds
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Paul, D. J., & Akenhead, R. (2017) · Strength and conditioning journal · doi:10.1519/ssc.0000000000000361 · Cited by 2
Pengaruh Latihan Small Sided Games Terhadap Ketepatan Passing Pada Pemain Sepak Bola
FKIP Penjaskesrek, U. L., Aprianto, W., Julian, N., & Indrawati, P. (2020) · Jurnal Sains Keolahragaan dan Kesehatan · doi:10.5614/jskk.2020.5.2.4 · Cited by 6
Factors Affecting Performance and Recovery in Team Sports: A Multidimensional Perspective
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Jewell, S., Murphy, C. P., Pocock, C., & North, J. S. (2022) · The Journal of Sport and Exercise Science · doi:10.36905/jses.2022.03.04 · Cited by 3
Does game-based training replicate match inside-50 entries in elite Australian Rules football?
Wallace, O., Vickery, W., & Bruce, L. M. (2023) · International Journal of Sports Science & Coaching · doi:10.1177/17479541231204114 · Cited by 2
“Despite the differences observed between the two studies, 8 both reported that many aspects of the training design did not replicate match characteristics.”
BackgroundResultNieto, S., Echeazarra, I., Errekagorri, I., & Castellano, J. (2023) · The Journal of Strength and Conditioning Research · doi:10.1519/jsc.0000000000004691 · Cited by 2
“A recent systematic review (19) has tried to collect existing knowledge on the evolution of CB in representative tasks of different groups of young soccer players (24).”
BackgroundEffect of visual stimuli on the jumping ability of amateur soccer players
Vivar, G. M., Sillero‐Quintana, M., & Balsalobre‐Fernández, C. (2024) · Journal of Human Sport and Exercise · doi:10.14198/jhse.2024.191.09 · Cited by 2
Murphy, C. P., Patel, K., Hope, E., & North, J. S. (2024) · Science and Medicine in Football · doi:10.1080/24733938.2024.2329466 · Cited by 2
“While more representative of competition (Pinder et al. 2011), the frequency with which attacking scenarios can be recreated and reduced levels of control in field-based interventions highlight the potential for virtual reality-based interventions as a feasible alternative (Stone et al. 2018; Faure…”
Positional Differences in Decision-Making Situations during Professional Rugby League Match-Play
Turek, L. E., Doma, K., Connor, J. D., & Sinclair, W. H. (2024) · Journal of Human Kinetics · doi:10.5114/jhk/186559 · Cited by 2
“Coaches and practitioners should utilise these findings to improve the representativeness of training to match the demands experienced during the game (Connor et al., 2018b; Pinder et al., 2011).”
BackgroundAn ecological and embodied approach for training the racecar driver
Ziv, G. (2024) · Frontiers in Sports and Active Living · doi:10.3389/fspor.2024.1415406 · Cited by 2
“Maintaining these simulator characteristics are in line with the concepts of representative learning design (16).”
BackgroundSkill Acquisition and representative design: recommendations for tennis practice
Parry, T. E., O'Callaghan, P., & Strawsma, A. (2025) · ITF Coaching & Sport Science Review · doi:10.52383/itfcoaching.v32i94.510 · Cited by 2
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“(Pinder et al. 2011) Consequently, representative learning design is predicated on practice incorporating relevant information for decision-making and action regulation that is similar to performance contexts.”
BackgroundInfluentialÜbung oder Ernst? Von Stressinduktion im Polizeitraining zu Stressbewältigung im Einsatz
Giessing, L., & Frenkel, M. O. (2022) · Springer eBooks · doi:10.1007/978-3-658-34158-9_35 · Cited by 2
Questioning the Role of Tomorrow's Teacher
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Nichtlineare Pädagogik im Sport- und Mathematikunterricht
Karsch, J. (2020) · Logos Verlag Berlin eBooks · doi:10.30819/5080 · Cited by 2
“Dies wird bei der NLP i. d. R. damit bezeichnet, die ‚Kernidee‘ des Sports beizubehalten (Pinder et al., 2011; Renshaw et al., 2009).”
BackgroundIntegrating Specificity and Generality of Practice to Enrich Children's Learning in Sport
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Self-citationSimmons, T., Snider, J., & Chukoskie, L. (2023) · IEEE Conference on Games (CoG) · doi:10.1109/cog57401.2023.10333173 · Cited by 2
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“…multidimensional nature of expert anticipation (Cañal-Bruland & Mann, 2015; Runswick et al., 2020), and the importance of employing test stimuli that more fully represent the information sources available in competition than has been employed to date (Ericsson et al., 1993; Pinder et al., 2011).”
BackgroundNovel Twenty20 batting simulations: a strategy for research and improved practice
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Movement variability and strength and conditioning in golf
Langdown, B. L. (2015) · University of Birmingham Institutional Research Archive (University of Birmingham) · Cited by 2
Coaching pedagogy in inter-county Gaelic football
Kinnerk, P. (2020) · University of Limerick Institutional Repository (University of Limerick) · doi:10.34961/6127 · Cited by 2
Tribolet, R., Sheehan, W. B., Novak, A. R., Watsford, M. L., & Fransen, J. (2023) · International Journal of Sports Science & Coaching · doi:10.1177/17479541231215896 · Cited by 1
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Laterality and performance in elite male golfers
Allen, P. M., Runswick, O. R., Hughes, R., Hughes, C., Barrett, B. T., Lawrie, P., & Murray, A. (2025) · Journal of Sports Sciences · doi:10.1080/02640414.2025.2459005 · Cited by 1
“Whilst simple research designs are likely to enhance experimental control, they are unlikely to reveal the complex mechanisms underpinning expert performance (Pinder et al., 2011).”
Bonney, N., Berry, J., O’Brien, B. J., & Larkin, P. (2025) · Research Quarterly for Exercise and Sport · doi:10.1080/02701367.2024.2444671 · Cited by 1
“For an assessment to replicate match-play performance, it must have functionality (i.e., how a player applies the informational sources) and action fidelity (i.e., how close a player’s movements replicate match-play) (Pinder et al., 2011; Stoffregen et al., 2003).”
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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