Ross A. Pinder

TL;DR: This article proposes 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.

TL;DR: In this paper, the authors highlight the relevance of representative design for sports psychology, practice, and experimental design, and draw links with ideas on learning design in the constraints-led approach to motor learning and nonlinear pedagogy.

TL;DR: In this paper, a theory focusing on the performer-environment relationship is proposed to understand skill acquisition in sport, where learners are conceptualized as complex, neurobiological systems in which inherent self-organisation tendencies support the emergence of adaptive behaviours under a range of interacting task and environmental constraints.

TL;DR: Results confirmed the need to ensure representative batting task constraints in practice, cautioning against an over-reliance on ball projection machines in cricket development programmes.

TL;DR: In this article, the authors discuss how the effective development of expertise in sport could be enhanced by the consideration of affective constraints in the representative design of learning experiences and delineate two key principles of Affective Learning Design: (i) the design of emotion-laden learning experiences that effectively simulate the constraints of performance environments in sport; (ii) recognizing individualised emotional and coordination tendencies that are associated with different periods of learning.