The Research Library
36 peer-reviewed studies, curated by the Research Office and graded by level of evidence. External work, attributed to its authors, summarised for practitioners.
Origin
Discipline
Research type
Level of evidence
Study status
Publication year
Topic
Collection
5 entries
- 2022
An Examination of the Contextual Interference Effect and the Errorless Learning Model during Motor Learning
Ramezanzade H., Saemi E., Broadbent D.P. et al. · Journal of Motor Behavior
Error is information. How much error a student should encounter is a design decision, and it should be made deliberately by the instructor rather than left to drill tradition.
External researchExperimental study
Motor Learning
- 2019
The role of deliberate practice in expert performance: revisiting Ericsson, Krampe & Tesch-Römer (1993)
Macnamara B.N., Maitra M. · Royal Society Open Science
Practice is necessary and insufficient. Quality of instruction, task design and individual difference matter, which raises rather than lowers the responsibility of the instructor.
External researchSystematic review / meta-analysis · Meta-analysis / reanalysis
Expert Performance
- 2019
Deliberate Practice and Proposed Limits on the Effects of Practice on the Acquisition of Expert Performance: Why the Original Definition Matters and Recommendations for Future Research
Ericsson K.A., Harwell K.W. · Frontiers in Psychology
The disagreement in this literature is itself instructive. PROMACHOS publishes both sides rather than the side that flatters coaching.
External researchNarrative review · Theoretical review
Expert Performance
- 2010
A constraints-led perspective to understanding skill acquisition and game play: a basis for integration of motor learning theory and physical education praxis?
Renshaw I., Chow J.Y., Davids K. et al. · Physical Education and Sport Pedagogy
Technique is not one shape. Designing the environment so that the correct solution emerges is a more durable instructional method than correcting posture repetition by repetition.
External researchNarrative review · Conceptual review
Coaching
- 2010
Cognitive underpinnings of contextual interference during motor learning
Boutin A., Blandin Y. · Acta Psychologica
Practice that feels worse can teach better. This is one of the most misread findings in coaching, and it justifies varied, interleaved practice over comfortable block repetition.
External researchExperimental study
Motor Learning