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). Traditional approaches towards skill development typically advocate for the use of repetitive activities in relatively predictable environments, often accompanied by reduced variability and the aim of minimising or eliminating skill errors (for discussions of traditional approaches, see Chow, Davids, Hristovski, Araujo, & Passos, 2011; Davids, Button, & Bennett, 2008; Handford, Davids, Bennett, & Button, 1997; Williams & Hodges, 2005). While such notions may appear quite logical, alternative approaches, supported by evidence-based research and underpinning theoretical frameworks, are becoming more accepted as a means of augmenting the perceptual-motor skills of emerging athletes (Handford et al., 1997; Renshaw, Davids, Shuttleworth, & Chow, 2009; Williams & Hodges, 2005). This chapter is aimed at providing practitioners with an overview of contemporary motor learning principles that can be used in an applied development program to optimise skill acquisition for emerging performers in the sporting domain. The information is complemented by a discussion of pertinent research findings to provide examples of the ways in which many of the key principles can be applied in a practical setting.
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