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Performing is not the same as learning

Performance is a temporary boost in capabilities, learning is more permanent and robust. To practice to learn, we may have to sacrifice temporary performance for long-term gains. 

A diagram showing the distinction between practicing for performance and practicing for learning

Practice should be a 'productive struggle'

There is an optimal practice difficulty in which both learning and performance are optimised. This desirable practice difficulty occurs when practice is not too comfortable, but also not frustratingly difficult.

A diagram showing the zone of genius: the optimal practice challenge where both performance and learning are maximised

Feedback is a powerful learning tool, if used correctly

Coach feedback can be used to accelerate performance and learning. However, the best way to achieve enduring performance benefits may be to strengthen athletes' own abilities to detect and correct movement errors, meaning sometimes it may be best if a coach gives no feedback at all.

A decision-making matrix reflecting when to deliver coach feedback

Training should be optimised for transfer

In order for practice on a tuesday to transfer to competition on the weekend, training should replicate competition demands as much as possible by:

1) Surrounding athletes with similar information to guide their decisions

2) Allowing athletes to perform similar skills

3) Coupling real-world information to real-world action.

Four different strategies to optimise group-based training

Groups learn differently from individuals

Practice that works to upskill individuals is likely very different than practice used to develop cooperative performance. A coach can be focused on developing cooperation or individual behaviours, changing how training 'looks' to outside observers

The continuum of group training going from individual to group training sessions

Dynamical coaches keep players in the optimal learning zone for longer

Coaches who can make modifications to their practice sessions 'on the fly' when their designed practice does not have the intended effect, can achieve more athlete learning within the span of a single training session.

An image showing a diagram related to SkillACQ

Performing is not the same as learning

Performance is a temporary boost in capabilities, learning is more permanent and robust. To practice to learn, we may have to sacrifice temporary performance for long-term gains. 

A diagram showing the distinction between practicing for performance and practicing for learning

Practice should be a "productive struggle"

There is an optimal practice difficulty in which both learning and performance are optimised. This desirable practice difficulty occurs when practice is not too comfortable, but also not frustratingly difficult.

A diagram showing the zone of genius: the optimal practice challenge where both performance and learning are maximised

Feedback is a powerful learning tool, if used correctly.

Coach feedback can be used to accelerate performance and learning. However, the best way to achieve enduring performance benefits may be to strengthen athletes' own abilities to detect and correct movement errors, meaning sometimes it may be best if a coach gives no feedback at all.

A decision-making matrix reflecting when to deliver coach feedback

If this evidence page has sparked your interest, SkillACQ has courses on each one of these topics. Use the button below to find out how you can get involved.

Training should be optimised for transfer

In order for practice on a tuesday to transfer to competition on the weekend, training should replicate competition demands as much as possible by:

1) Surrounding athletes with similar information to guide their decisions

2) Allowing athletes to perform similar skills

3) Coupling real-world information to real-world action.

​

Four different strategies to optimise group-based training

Groups learn differently from individuals

Practice that works to upskill individuals is likely very different than practice used to develop cooperative performance. A coach can be focused on developing cooperation or individual behaviours, changing how training 'looks' to outside observers​

The continuum of group training going from individual to group training sessions

Dynamical coaches keep players in the learning zone for longer

Coaches who can make modifications to their practice sessions 'on the fly' when their designed practice does not have the intended effect, can achieve more athlete learning within the span of a single training session.

An image showing a diagram

  • Soderstrom, N. C., & Bjork, R. A. (2015). Learning versus performance: an integrative review. Perspectives on Psychological Science, 10(2), 176–199. https://doi.org/10.1177/1745691615569000

  • Hodges, N. J., & Lohse, K. R. (2022). An extended challenge-based framework for practice design in sports coaching. Journal of Sports Sciences, 40(7), 754-768. https://doi.org/10.1080/02640414.2021.2015917

  • Petancevski, E. L., Inns, J., Fransen, J., & Impellizzeri, F. M. (2022). The effect of augmented feedback on the performance and learning of gross motor and sport-specific skills: A systematic review. Psychology of Sport and Exercise, 63, 102277. https://doi.org/10.1016/j.psychsport.2022.102277

  • Champion, L., Middleton, K., & MacMahon, C. (2023). Many pieces to the puzzle: A new holistic workload approach to designing practice in sports. Sports Medicine - Open, 9(1), 38. https://doi.org/10.1186/s40798-023-00575-7

  • Bromilow, L., Milne, N., Woods, C. T., Dowsett, C. K., & Keogh, J. W. L. (2025). The effectiveness of linear and nonlinear pedagogical approaches in team-invasion ball sports: A systematic review. Sports Medicine - Open, 11(1), Article 90. https://doi.org/10.1186/s40798-025-00893-y

  • O’Brien-Smith, J., & Fransen, J. (2025). The Power of Two or More–Skill acquisition beyond individual learning. Brazilian Journal of Motor Behavior, 19(1), 1-3. https://doi.org/10.20338/bjmb.v19i1.48

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