Connecting sport coaching, physical education, and motor learning to enhance pedagogical practices

Abstract

Research in sport coaching, physical education, and motor learning has advanced tremendously in recent decades. Sports coaching has played an essential role in improving sports skills and competitive performance, whereas physical education has typically been an important aspect of promoting physically active lifestyles in school settings. A plethora of studies in the field of motor learning have been undertaken, with strong theoretical grounding in motor development, in order to augment critical pedagogical approaches that enhance student learning. Scholars are increasingly recognizing the significance of motor learning, as developing this skill is a crucial aspect of effective sport coaching and physical education. Currently, however, very little conceptual knowledge circulates among the three disciplines. In other words, a disconnect often exists between the views of coaches and physical educators that has not been explored in the literature. It is necessary for researchers and practitioners in these areas to understand and expand pedagogical approaches on how learners acquire performance skills. Therefore, by addressing four common instructional strategies (CISs)—slow-motion demonstrations, feedback, sequential command style cues, and differentiated instruction, this paper explores how pedagogical practices can be reconsidered and adapted to better engage learners. Lastly, this article provides recommendations and applied examples of pedagogical approaches in motor learning and how they align with sport coaching and physical education. This article will help to bridge the gap among these fields and provide direction for practitioners and teacher educators. Future research in these areas, and the ways they might intersect, could help to build pedagogical practices that offer optimal environments for learners at all stages with various learning styles.