Representative learning design and functionality of research and practice in sport.

By R. Pinder, Keith Davids, Ian Renshaw, Duarte Araújo. Journal of Sport & Exercise Psychology (JSEP), 2011

628 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Physical Therapy, Sports Therapy and Rehabilitation, Social Psychology

View Paper: https://www.semanticscholar.org/paper/04714871c81fe4d9d1649885ab140c448d7d7a66

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Keith Davids
2. Jia Yi Chow
3. Ian Renshaw
4. Duarte Araújo
5. Brendan Moy
6. R. Pinder
7. Chris Button
8. Luís Vilar

In Physical Therapy, Sports Therapy and Rehabilitation

1. Keith Davids
2. Jia Yi Chow
3. Ian Renshaw
4. Brendan Moy
5. Duarte Araújo

In Social Psychology

1. Keith Davids
2. Ian Renshaw
3. Duarte Araújo
4. R. Pinder
5. Jia Yi Chow
6. Chris Button
7. Luís Vilar
8. Brendan Moy

Citations in the corpus

• An Ecological Dynamics Approach to Skill Acquisition: Implications for Development of Talent in Sport (2013, background): “…and (b) performers are able to achieve specific performance goals by regulating behaviours in learning contexts (movement responses, decision making) with comparable information sources to that which exist in the performance environment (Araújo, Davids, & Passos, 2007; Pinder et al., 2011).”
• Why the Constraints-Led Approach is not Teaching Games for Understanding: a clarification (2016, background): “Learning tasks will, therefore, be based on the common ideas of representation (TGfU), or in CLA terms, representative learning design (see Pinder et al. 2011).”
• The impact of nonlinear pedagogy on physical education teacher education students’ intrinsic motivation (2016, methodology): “…of representative practice design (practice environments contain the key information sources that are present in a performance environment; see Pinder et al. 2011), allied with task simplification (preserving the coupling of actions to key information sources but simplifying the task; see…”
• The dynamics of expertise acquisition in sport : the role of affective learning design (2015, positive): “This is so because the inclusion of situation-specific information simulates the demands of a competitive performance environment (Pinder, et al., 2011b; Pinder, et al., in press).”
• Expertise effects on decision-making in sport are constrained by requisite response behaviours - a meta-analysis. (2013, background): “The challenge for sport scientists is to design empirical task constraints which accurately sample the information and actions required for performance in specific performance contexts (for implications in sport psychology see Pinder et al., 2011).”