More Exploratory
Challenge Point Heuristic:
|
Explore |
Actively experimenting with different movement or coordinated team solutions |
30 – 40 % |
|
Expand |
Reproducing motor patterns or team coordination based on pre-determined models |
30 – 40 % |
|
Refine |
Gradual remodelling of selected movement patterns or team coordination within parameters |
70 – 80 % |
|
Retrieve |
Check for stability of previously developed movement or team coordination without support |
80 – 90 % |
|
Maintain |
Performance of previously developed movement patterns for the purpose of building confidence and maintaining stability |
90 – 100 % |
More Exploitative |
Execute |
Pressurised activity used to stress movement or team solutions, maximising transfer to performance |
N / A |
need to be aware of how an athlete, or their environment, perceive errors( Ferguson et al. 2023). In some cases, this may involve reverting to more normative methods, then slowly moving coaching practice in alternative directions. This is not a cop out. If athlete development requires varying stability of movement solutions, coaches should plan to generate the social acceptance of methods that enhance athlete learning. Given the extent of folk pedagogy in sport, this will require the coach to communicate and co-construct multiple levels of planning, not only with athletes, but also other stakeholders( for example parents, other coaches and leaders).
References
Abraham, A. and Collins, D.( 2011a)‘ Effective skill development: how should athletes’ skills be developed?’, in Collins, D., Button, A. and Richards, H.( eds.) Performance psychology: a practitioner’ s guide. Oxford: Elsevier, pp. 207 – 230.
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