In this episode of the Adaptive Coach podcast, I speak with Dr. Job Fransen, a leading authority on skill acquisition and motor learning. We discuss the current state of research in skill acquisition, the challenges faced by coaches in interpreting academic literature, and the importance of rigorous research methodologies. Dr. Fransen emphasises the need for dynamic coaching practices and critiques the effectiveness of cognitive training interventions in sports. The conversation also touches on the publish or perish culture in academia and the prevalence of confirmation bias in research. Buckle up, this one is an eye opener!
Takeaways
Skill acquisition literature has significant gaps.
Most studies focus on golf, limiting applicability.
Publication bias skews perceived effectiveness of interventions.
Dynamic coaching involves adjusting practice conditions in real-time.
The current discourse in SA is a waste of time
The evidence supporting Ecological Dynamics is dynamical systems at play and nothing to do with Ecological Psychology highlighting a significant question around the validity of ED as a theoretical framework
Cognitive training lacks evidence for transfer to sports performance.
Coaches should understand the difference between performance and learning.
Research should be more rigorous and transparent.
Confirmation bias affects interpretation of research findings.
The publish or perish culture impacts research quality.
Coaches should be critical consumers of research.
Chapters
00:00 Introduction and Background
02:34 Understanding Scoping Reviews and Randomized Control Trials
11:40 Identifying Gaps in Skill Acquisition Research
20:37 The Publish or Perish Culture in Academia
21:19 Confirmation Bias in Research and Ecological Dynamics
25:13 The Role of Theory in Skill Acquisition
39:13 Advice for New Coaches in Skill Acquisition
43:50 Dynamic Coaching: The Art of Adaptation
49:10 Navigating Research: Understanding Evidence in Coaching
54:29 Meta-Scientific Work: Enhancing Research Credibility
01:08:31 The Debate on Cognitive Training: Evidence and Implications
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