Abstract

In sports medicine and exercise science, emphasis has traditionally been placed on physiological and biomechanical variables, while the pedagogical processes underlying movement instruction have received comparatively little attention. This opinion paper critically examines the persistence of traditional instructional models, characterized by a predominant reliance on explicit instructions and an internal focus of attention. These approaches are contrasted with contemporary, evidence-based frameworks from motor learning, including implicit learning, the constraints-led approach, differential learning, nonlinear pedagogy, and motivational models such as the OPTIMAL theory and the TARGET framework. Collectively, these perspectives emphasize self-organization, external focus, variability, and learner autonomy as key drivers of effective motor learning. We argue that the limited integration of these paradigms into clinical and sports practice constrains motor learning, reduces transfer to realworld contexts, and may negatively impact both performance and patient outcomes. This gap appears to reflect shortcomings in professional education rather than a lack of scientific evidence. To address this issue, we propose strategic directions for the evolution of professional training, including the systematic integration of motor learning principles into curricula and continuing education, as well as a greater emphasis on pedagogical competencies. Aligning movement instruction with contemporary evidence may enhance learning, performance, and the overall quality of care.

Summary

In sports medicine and exercise science, attention has historically focused on physiological and biomechanical variables, often relegating the pedagogical processes underpinning movement instruction to a secondary role. This opinion paper critically examines the persistence of traditional instructional models, characterized by a predominant reliance on explicit learning instructions and an internal focus of attention. These practices are contrasted with contemporary approaches, including implicit learning, the constraints-led approach, differential learning, nonlinear pedagogy, and motivational frameworks such as the OPTIMAL theory and the TARGET framework. I argue that the limited integration of these paradigms constrains motor learning, impairs transfer, and may negatively affect both performance and the health of patients and athletes. Finally, strategic recommendations are proposed to guide the evolution of professional education in this field.

Keywords:Sports medicine; Exercise science; Motor learning; Biomechanics