School of Human Movement Studies, Queensland University of Technology, Brisbane, Australia.
J Sport Exerc Psychol. 2011 Feb;33(1):146-55. doi: 10.1123/jsep.33.1.146.
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.
埃贡·布伦斯维克（Egon Brunswik）提出了心理学实验的“代表性设计”概念，这一概念在历史上一直被忽视或与布伦斯维克的另一个术语“生态有效性”混淆。在本文中，我们重申了这两个重要概念之间的区别，并强调了代表性设计这一术语在运动心理学、实践和实验设计中的相关性。我们将这些想法与运动学习的约束主导方法和非线性教学法中的学习设计联系起来。我们建议采用一个新术语，即代表性学习设计，以帮助运动科学家、实验心理学家和教育家认识到布伦斯维克最初概念的潜在应用，并确保训练和学习环境中的功能和行动保真度。
