Egon Brunswik proposed the concept of “representative design” for psychological experimentation, which has historically been overlooked or confused with another of Brunswik’s terms, ecological validity. In this article, we reiterate the distinction between these two important concepts and highlight the relevance of the term representative design for sports psychology, practice, and experimental design. We draw links with ideas on learning design in the constraints-led approach to motor learning and nonlinear pedagogy. We propose the adoption of a new term, representative learning design, to help sport scientists, experimental psychologists, and pedagogues recognize the potential application of Brunswik’s original concepts, and to ensure functionality and action fidelity in training and learning environments.

This research examined the relationship between visual search strategy, selective attention, and expertise in soccer. Experienced (h = 12) and less experienced (n = 12) soccer players moved in response to filmed offensive sequences. Experiment 1 examined differences in search strategy between the two groups, using an eye movement registration system. Experienced players demonstrated superior anticipation in 3-on-3 and 1-on-l soccer simulations. There were no differences in search strategy in 3-on-3 situations. In 1-on-1 simulations, the experienced players had a higher search rate, involving more fixations of shorter duration, and fixated for longer on the hip region, indicating that this area was important in anticipating an opponent's movements. Experiment 2 examined the relationship between visual fixation and selective attention, using a spatial occlusion approach. In 3-on-3 situations, masking information “pick up” from areas other than the ball or ball passer had a more detrimental effect on the experienced players' performances, suggesting differences in selective attention. In 1-on-l situations, occluding an oncoming dribbler's head and shoulders, hips, or lower leg and ball region did not affect the experienced players' performances more than the less experienced group. The disparities in search strategy observed in Experiment 1 did not directly relate to differences in information extraction. Experiment 3 used concurrent verbal reports to indicate where participants extracted information from while viewing 3-on-3 sequences. Experienced players spent less time attending to the ball or ball passer and more time on other areas of the display. Findings highlight the advantages of integrating eye movements with more direct measures of selective attention.

This article summarizes research from an ecological dynamics program of work on team sports exemplifying how small-sided and conditioned games (SSCG) can enhance skill acquisition and decision-making processes during training. The data highlighted show how constraints of different SSCG can facilitate emergence of continuous interpersonal coordination tendencies during practice to benefit team game players.

Background: In order to design appropriate environments for performance and learning of movement skills, physical educators need a sound theoretical model of the learner and of processes of learning. In physical education, this type of modelling informs the organisation of learning environments and effective and efficient use of practice time. An emerging theoretical framework in motor learning, relevant to physical education, advocates a constraints-led perspective for acquisition of movement skills and game play knowledge. This framework shows how physical educators could use task, performer and environmental constraints to channel acquisition of movement skills and decision-making behaviours in learners. From this viewpoint, learners generate specific movement solutions to satisfy the unique combination of constraints imposed on them, a process which can be harnessed during physical education lessons. Aims: In this paper the aim is to provide an overview of the motor learning approach emanating from the constraints-led perspective, and examine how it can substantiate a platform for a new pedagogical framework in physical education: nonlinear pedagogy. We aim to demonstrate that it is only through theoretically valid and objective empirical work of an applied nature that a conceptually sound nonlinear pedagogy model can continue to evolve and support research in physical education. We present some important implications for designing practices in games lessons, showing how a constraints-led perspective on motor learning could assist physical educators in understanding how to structure learning experiences for learners at different stages, with specific focus on understanding the design of games teaching programmes in physical education, using exemplars from Rugby Union and Cricket. Findings: Research evidence from recent studies examining movement models demonstrates that physical education teachers need a strong understanding of sport performance so that task constraints can be manipulated so that information–movement couplings are maintained in a learning environment that is representative of real performance situations. Physical educators should also understand that movement variability may not necessarily be detrimental to learning and could be an important phenomenon prior to the acquisition of a stable and functional movement pattern. We highlight how the nonlinear pedagogical approach is student-centred and empowers individuals to become active learners via a more hands-off approach to learning. Conclusions: A constraints-based perspective has the potential to provide physical educators with a framework for understanding how performer, task and environmental constraints shape each individual's physical education. Understanding the underlying neurobiological processes present in a constraints-led perspective to skill acquisition and game play can raise awareness of physical educators that teaching is a dynamic ‘art’ interwoven with the ‘science’ of motor learning theories.