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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...

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Detalles Bibliográficos
Autores principales: Taylor, Robin D., Taylor, Jamie, Ashford, Michael, Collins, Rosie
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10070965/
https://www.ncbi.nlm.nih.gov/pubmed/37025460
http://dx.doi.org/10.3389/fspor.2023.1113564
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author Taylor, Robin D.
Taylor, Jamie
Ashford, Michael
Collins, Rosie
author_facet Taylor, Robin D.
Taylor, Jamie
Ashford, Michael
Collins, Rosie
author_sort Taylor, Robin D.
collection PubMed
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.
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spelling pubmed-100709652023-04-05 Contemporary pedagogy? The use of theory in practice: An evidence-informed perspective Taylor, Robin D. Taylor, Jamie Ashford, Michael Collins, Rosie Front Sports Act Living Sports and Active Living 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. Frontiers Media S.A. 2023-03-21 /pmc/articles/PMC10070965/ /pubmed/37025460 http://dx.doi.org/10.3389/fspor.2023.1113564 Text en © 2023 Taylor, Taylor, Ashford and Collins. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) (https://creativecommons.org/licenses/by/4.0/) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Sports and Active Living
Taylor, Robin D.
Taylor, Jamie
Ashford, Michael
Collins, Rosie
Contemporary pedagogy? The use of theory in practice: An evidence-informed perspective
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 Sports and Active Living
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10070965/
https://www.ncbi.nlm.nih.gov/pubmed/37025460
http://dx.doi.org/10.3389/fspor.2023.1113564
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