Contemporary pedagogy? The use of theory in practice: An evidence-informed perspective

Robin D. Taylor*, Jamie Taylor, Michael Ashford, Rosie Collins

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract / Description of output

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.
Original languageEnglish
Article number1113564
Pages (from-to)1-7
Number of pages7
JournalFrontiers in Sports and Active Living
Publication statusPublished - 21 Mar 2023

Keywords / Materials (for Non-textual outputs)

  • coaching
  • cognitive load
  • desirable difficulty
  • expertise
  • fidelity
  • pedagogy
  • professional judgement and decision-making


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