ABSTRACT
There are numerous examples to demonstrate the ways in which the principles from motor learning can be successfully applied in the sporting domain (e.g., see Button & Farrow, 2012; Williams, Ford, Causer, Logan, & Murray, 2012; see also Hodges & Williams, 2012; Renshaw, Davids, & Savelsbergh, 2010b). However, there is also evidence to suggest that practitioners are not necessarily taking up this literature, leading to a continued disconnect between academic motor learning scientists and applied practitioners (Ford, Yates, & Williams, 2010; Partington & Cushion, 2013; see also Williams & Ford, 2009; Williams et al., 2012). The lack of take-up of empirical research is exemplified in reported instances of practice sessions containing up to 65% of activities that have been deemed as less relevant for improving the skills required for successful performance in competition (Ford et al., 2010; see also Partington & Cushion, 2013).
