Hodges Nicola J, Lohse Keith R
University of British Columbia, School of Kinesiology, Vancouver, Canada.
School of Medicine, Washington University, St. Louis, United States.
J Sports Sci. 2022 Apr;40(7):754-768. doi: 10.1080/02640414.2021.2015917. Epub 2022 Jan 12.
The challenge-point framework as a model for thinking about motor learning was first proposed in 2004. Although it has been well-cited, surprisingly this framework has not made its way into much of the applied sport science literature. One of the reasons for this omission is that the original framework had not been encapsulated into a paper accessible for sports practitioners. The framework had mostly a theoretical focus, providing a mechanistic summary of motor learning research. Our aims in this paper were to explain and elaborate on the challenge point framework to present an applied framework guiding practice design. We connect the framework to other theories that involve predictive coding, where information is attended when it disconfirms current predictions, providing a strong signal for learning. We also consider how two new dimensions (learners' motivation and practice specificity) need to be considered when designing practice settings. By moving around the different dimensions of functional difficulty, motivation, and specificity, coaches can optimize practice to achieve different learning goals. Specifically, we present three general "types" of practice: practice to learn, to transfer to competition, and to maintain current skills. Practical examples are given to illustrate how this framework can inform coach practice.
挑战点框架作为一种思考运动学习的模型，于2004年首次提出。尽管它被大量引用，但令人惊讶的是，这个框架并未在许多应用运动科学文献中得到应用。这种遗漏的原因之一是，原始框架尚未被整理成一篇体育从业者可获取的论文。该框架主要侧重于理论，提供了运动学习研究的机制性总结。我们在本文中的目的是解释和阐述挑战点框架，以呈现一个指导实践设计的应用框架。我们将该框架与其他涉及预测编码的理论联系起来，即在信息与当前预测不符时会被关注，从而为学习提供强烈信号。我们还考虑了在设计实践环境时需要如何考虑两个新的维度（学习者的动机和实践特异性）。通过在功能难度、动机和特异性的不同维度之间移动，教练可以优化实践以实现不同的学习目标。具体来说，我们提出了三种一般的“实践类型”：用于学习的实践、用于向比赛转移的实践以及用于保持当前技能的实践。文中给出了实际例子来说明这个框架如何为教练实践提供指导。
