In hun leuke artikel ‘begrijpen hoe sporters leren’ komen de auteurs op basis van de ecologische benadering tot vijf aanbevelingen.
- The training design is the main ‘stimulus’ for athlete learning – Consider co-designing training together with the athlete(s). They understand their needs well and co-designing practice tasks could deeply engage them in performance preparation and their continued development.
- Train the way you play – The context to practice and training should be representative of performance; avoid skills practice in isolation and keep information and movements coupled. Training designs should, ultimately, seek to challenge athletes as they may be challenged in different phases of competition environments.
- ‘Repetition without repetition’ in training – Requires athletes to repeatedly solve problems that they may face in competition, as opposed to rehearsing a single technical movement solution in isolated drills.
- Encourage exploration and movement variability in training – Related to point 3, help athletes learn that the same performance outcome or goal can be achieved in various ways, depending on the constraints faced.
- Athletes are the problem-solvers – Remember: the coach is not the ‘solver of problems’ for athletes and instead guides, facilitates and moderates the individual to enjoy facing challenges, resolve problems, and take responsibility by making choices and decisions.
Otte, F. W., Davids, K., Millar, S-K., & Klatt, S. (2021). Understanding how athletes learn: Integrating skill training concepts, theory and practice from an ecological perspective. Applied Coaching Research Journal, 7, 22-32: