Contemporary pedagogy? The use of theory in practice: An evidence-informed perspective
Utilizing cognitive psychology as a foundation, this paper offers a deeper consideration of contemporary theoretical influences on coaching pedagogy. Countering recent dichotomies suggested between pedagogic approaches, we reintroduce key findings from the cognitive tradition and their implications...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-03-01
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| Series: | Frontiers in Sports and Active Living |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fspor.2023.1113564/full |
| _version_ | 1797866769926324224 |
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| author | Robin D. Taylor Jamie Taylor Jamie Taylor Jamie Taylor Michael Ashford Michael Ashford Rosie Collins Rosie Collins |
| author_facet | Robin D. Taylor Jamie Taylor Jamie Taylor Jamie Taylor Michael Ashford Michael Ashford Rosie Collins Rosie Collins |
| author_sort | Robin D. Taylor |
| collection | DOAJ |
| description | Utilizing cognitive psychology as a foundation, this paper offers a deeper consideration of contemporary theoretical influences on coaching pedagogy. Countering recent dichotomies suggested between pedagogic approaches, we reintroduce key findings from the cognitive tradition and their implications for practice which coaches may find useful. Using cognitive load, novice and expert differences, desirable difficulty, and fidelity, we suggest that the lines drawn between different “pedagogies” may not be as sharp as suggested. Instead, we suggest that coaches avoid defining themselves as being aligned to a specific pedagogical or paradigmatic stance. We conclude by advocating for research informed practice, absent of strict theoretical boundaries and instead, considering contemporary pedagogy as drawing on the needs of the context, the experience of the coach and the best available evidence. |
| first_indexed | 2024-04-09T23:29:35Z |
| format | Article |
| id | doaj.art-4e0334952bad45e888c01779dc00b558 |
| institution | Directory Open Access Journal |
| issn | 2624-9367 |
| language | English |
| last_indexed | 2024-04-09T23:29:35Z |
| publishDate | 2023-03-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Sports and Active Living |
| spelling | doaj.art-4e0334952bad45e888c01779dc00b5582023-03-21T05:57:46ZengFrontiers Media S.A.Frontiers in Sports and Active Living2624-93672023-03-01510.3389/fspor.2023.11135641113564Contemporary pedagogy? The use of theory in practice: An evidence-informed perspectiveRobin D. Taylor0Jamie Taylor1Jamie Taylor2Jamie Taylor3Michael Ashford4Michael Ashford5Rosie Collins6Rosie Collins7School of Health and Human Performance, Faculty of Science and Health, Dublin City University, DublinIrelandSchool of Health and Human Performance, Faculty of Science and Health, Dublin City University, DublinIrelandGrey Matters Performance Ltd., Stratford upon Avon, EnglandInsight SFI Centre for Data Analytics, Dublin City University, DublinIrelandGrey Matters Performance Ltd., Stratford upon Avon, EnglandMoray House School of Education and Sport, The University of Edinburgh, Edinburgh, ScotlandSchool of Health and Human Performance, Faculty of Science and Health, Dublin City University, DublinIrelandGrey Matters Performance Ltd., Stratford upon Avon, EnglandUtilizing cognitive psychology as a foundation, this paper offers a deeper consideration of contemporary theoretical influences on coaching pedagogy. Countering recent dichotomies suggested between pedagogic approaches, we reintroduce key findings from the cognitive tradition and their implications for practice which coaches may find useful. Using cognitive load, novice and expert differences, desirable difficulty, and fidelity, we suggest that the lines drawn between different “pedagogies” may not be as sharp as suggested. Instead, we suggest that coaches avoid defining themselves as being aligned to a specific pedagogical or paradigmatic stance. We conclude by advocating for research informed practice, absent of strict theoretical boundaries and instead, considering contemporary pedagogy as drawing on the needs of the context, the experience of the coach and the best available evidence.https://www.frontiersin.org/articles/10.3389/fspor.2023.1113564/fullcoachingcognitive loaddesirable difficultyexpertisefidelitypedagogy |
| spellingShingle | Robin D. Taylor Jamie Taylor Jamie Taylor Jamie Taylor Michael Ashford Michael Ashford Rosie Collins Rosie Collins Contemporary pedagogy? The use of theory in practice: An evidence-informed perspective Frontiers in Sports and Active Living coaching cognitive load desirable difficulty expertise fidelity pedagogy |
| title | Contemporary pedagogy? The use of theory in practice: An evidence-informed perspective |
| title_full | Contemporary pedagogy? The use of theory in practice: An evidence-informed perspective |
| title_fullStr | Contemporary pedagogy? The use of theory in practice: An evidence-informed perspective |
| title_full_unstemmed | Contemporary pedagogy? The use of theory in practice: An evidence-informed perspective |
| title_short | Contemporary pedagogy? The use of theory in practice: An evidence-informed perspective |
| title_sort | contemporary pedagogy the use of theory in practice an evidence informed perspective |
| topic | coaching cognitive load desirable difficulty expertise fidelity pedagogy |
| url | https://www.frontiersin.org/articles/10.3389/fspor.2023.1113564/full |
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