The Performance-Learning Paradox

Increased difficulty during practice might be detrimental for performance in the short term, but is ultimately beneficial for learning in the long term.

A training session with a low challenge (highly structured and blocked) will lead to high levels of  performance in practice and low levels of  learning (retention and transfer), whereas a session that is high in task difficulty and highly representative (e.g., match practice and high challenge) will have lower levels of performance in practice and higher levels of skill learning. These relationships are dependent on the skill level of the player, and the optimal challenge is when the potential for skill retention and transfer is high and decrements in practice performance are kept to the minimum. For a progressive contact skill training plan, it is recommended to start the plan with a low challenge (high levels of performance in practice) and build toward a high challenge point.

Read more:

Guadagnoli, M. A., & Lee, T. D. (2004). Challenge point: a framework for conceptualizing the effects of various practice conditions in motor learning. Journal of motor behavior, 36(2), 212-224.

Hodges, N. J., & Lohse, K. R. (2022). An extended challenge-based framework for practice design in sports coaching. Journal of Sports Sciences, 40(7), 754-768.

Hendricks, S., Till, K., Oliver, J. L., Johnston, R. D., Attwood, M., Brown, J., … & Jones, B. (2018). Technical skill training framework and skill load measurements for the rugby union tackle. Strength & Conditioning Journal, 40(5), 44-59.