This study used participants from the martial arts (karate) to examine the influence of context in the acquisition of novel motor sequences and the applicability of Ericsson, Krampe, and Tesch-Romer's (1993) theory of deliberate practice in this athletic domain. The presence of context did not benefit recall performance for the experts. The performance of the novice group was hindered by the presence of context. Evaluation of the role of deliberate practice in expert performance was assessed through retrospective questionnaires. The findings related to the relationship between relevance and effort, and relevance and enjoyment diverged from Ericsson et al.'s (1993) definition of deliberate practice, suggesting that adaptations should be made if it is to be considered general theory of expertise.
Thana Hodge and Janice M. Deakin
Erich J. Petushek, Edward T. Cokely, Paul Ward and Gregory D. Myer
Instrument-based biomechanical movement analysis is an effective injury screening method but relies on expensive equipment and time-consuming analysis. Screening methods that rely on visual inspection and perceptual skill for prognosticating injury risk provide an alternative approach that can significantly reduce cost and time. However, substantial individual differences exist in skill when estimating injury risk performance via observation. The underlying perceptual-cognitive mechanisms of injury risk identification were explored to better understand the nature of this skill and provide a foundation for improving performance. Quantitative structural and process modeling of risk estimation indicated that superior performance was largely mediated by specific strategies and skills (e.g., irrelevant information reduction), and independent of domain-general cognitive abilities (e.g., mental rotation, general decision skill). These cognitive models suggest that injury prediction expertise (i.e., ACL-IQ) is a trainable skill, and provide a foundation for future research and applications in training, decision support, and ultimately clinical screening investigations.
Vanda Correia, Duarte Araújo, Alan Cummins and Cathy M. Craig
This study used a virtual, simulated 3 vs. 3 rugby task to investigate whether gaps opening in particular running channels promote different actions by the ball carrier player and whether an effect of rugby expertise is verified. We manipulated emergent gaps in three different locations: Gap 1 in the participant’s own running channel, Gap 2 in the first receiver’s running channel, and Gap 3 in the second receiver’s running channel. Recreational, intermediate, professional, and nonrugby players performed the task. They could (i) run with the ball, (ii) make a short pass, or (iii) make a long pass. All actions were digitally recorded. Results revealed that the emergence of gaps in the defensive line with respect to the participant’s own position significantly influenced action selection. Namely, “run” was most often the action performed in Gap 1, “short pass” in Gap 2, and “long pass” in Gap 3 trials. Furthermore, a strong positive relationship between expertise and task achievement was found.
Samira Moeinirad, Behrouz Abdoli, Alireza Farsi and Nasour Ahmadi
science to gain insight into the visual search strategies of expert athletes and, consequently, to improve the performance of less-skilled athletes ( Van Maarseveen, Savelsbergh, & Oudejans, 2018 ). The findings indicated that expertise is related to differences in gaze control, and experts tend to apply
Paul G. Schempp, Dean Manross, Steven K.S. Tan and Matthew D. Fincher
The purpose of the study was to ascertain the influence of subject matter expertise on teachers’ pedagogical content knowledge. Data were collected through multiple, extended interviews with 10 teachers with expertise in at least 1 subject area in physical education. Each teacher was interviewed 4 times for approximately 1 hour, focusing on the teacher’s familiarity with 2 content areas (1 expert and 1 nonexpert) and their experiences teaching the subjects. Data were analyzed using the constant comparative technique. The findings were presented with reference to Grossman’s (1990) definition of pedagogical content knowledge. Subject experts identified their largest pedagogical problem as student motivation, while nonexperts believed finding appropriate activities was their greatest challenge. Subject experts were more comfortable and enthusiastic about pedagogical duties and could accommodate a greater range of abilities. The experts and nonexperts revealed no differences in curricular selection, perceptions of students’ understanding of the subject, or evaluation criteria.
Michelle Smith, Hayley E. McEwan, David Tod and Amanda Martindale
understanding of how decision-making expertise is acquired, researchers in other helping-profession domains (e.g., nursing) have drawn comparisons between expert and novice practitioners. For example, in a review of the perceptual-cognitive skills required to make effective decisions, Klein and Hoffman ( 1993
Jason Flindall, Scott Sinnett and Alan Kingstone
been observed to differ across levels of expertise ( Abernethy & Russell, 1984 , 1987 ; Ripoll, Kerlirzin, Stein, & Reine, 1995 ; Vine, Moore, & Wilson, 2011 ; Williams & Davids, 1998 ; Williams, Singer, & Frehlich, 2002 ). For example, when aiming at optimal target locations, expert soccer
Rafael A. B. Tedesqui and Bradley W. Young
because most of an athlete’s pathway to expertise is spent in training and preparatory activities. Over the long term, athletes must remain committed to their sport and to quality practice or deliberate practice ( Baker & Young, 2014 ; Ericsson, Krampe, & Tesch-Römer, 1993 ). To get the most out of
Pete Van Mullem and Sean Dahlin
The pursuit of mastery in coaching is an ongoing journey, requiring a commitment to life-long learning (Gallimore, Gilbert, & Nater, 2014). The purpose of this paper is to share the insight of five professionals (i.e., educator, sport ethicist, administrator, sport researcher, and a coach), participating in a panel session at the 2016 U.S. National Coaching Conference, on pursuing mastery as a coach. The term mastery is often associated with expertise. To be considered an expert, a coach must also be effective (Côté & Gilbert, 2009). Coaches that have achieved this level of effectiveness are often referred to as master teachers. Across the session the views of the panel members emphasized the pursuit of mastery as an ongoing journey of continuous learning. Insight from the panelists is compared with literature in coaching science and recommendations are provided for coaches and coaching educators on how to deliberately pursue mastery as a coach.
Werner F. Helsen, Janet L. Starkes and Nicola J. Hodges
Two studies tested the theory of deliberate practice (Ericsson, Krampe, & Tesch-Romer, 1993) and contrasted results with the sport commitment model (Scanlan, Carpenter, Schmidt, Simons, & Keeler, 1993a, 1993b). In Part I, international, national, and provincial soccer and field hockey players recalled the amount of time they spent in individual and team practice, sport-related activities, and everyday activities at the start of their career and every 3 years since. In Part II, these activities were rated in terms of their relevance for improving performance, effort and concentration required, and enjoyment. A monotonic relationship between accumulated individual plus team practice and skill level was found. In contrast with Ericsson et al.’s (1993) findings for musicians, relevant activities were also enjoyable, while concentration became a separate dimension from effort. The viability of a generalized theory of expertise is discussed.