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Evaluating Task Design for Skill Development in an Amateur Female Cricket Team

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Title: Evaluating Task Design for Skill Development in an Amateur Female Cricket Team
Language: English
Authors: Lascu, Alexandra (ORCID 0000-0003-0336-4654), Spratford, W. (ORCID 0000-0002-6207-8829), Pyne, D. B. (ORCID 0000-0003-1555-5079), Etxebarria, N. (ORCID 0000-0002-0642-8230)
Source: Physical Education and Sport Pedagogy. 2021 26(4):330-344.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Descriptors: Athletics, Team Sports, Psychomotor Skills, Skill Development, Training, Performance, Athletes, Females, Womens Athletics, Foreign Countries, Learning Activities, Design
Geographic Terms: Australia
DOI: 10.1080/17408989.2020.1752648
ISSN: 1740-8989
Abstract: Background: Motor control and skill acquisition research have contributed greatly to understanding the learning process in sport, but very little of this knowledge has been applied in practice over the past fifty years. The characteristics of expertise in the two major cricket skills, batting and bowling, are well established but the training environments used to develop them are yet to be characterised. Recommendations on the how the ball is delivered (feed), decision making, task variability and information sources for skill development in cricket have been made previously in research. To promote skills which transfer between the training and performance environments, tasks should maintain the connection between the person, their task and the environment. Coaches have found it difficult to apply complex learning designs to their practice because the underpinning concepts remain unclear. Demystifying evidence-based practice for skill development in cricket is needed to make research knowledge more accessible for coaches. Purpose: Given club level cricket (amateur) is the stepping-stone of the talent development pathway for junior representative players pursuing elite status, it is important to evaluate the effectiveness of skill development practices at this level and identify means of improvement. Methods: A categorical assessment tool was developed to assess 21 training sessions performed during an amateur women's cricket team throughout the 2018/19 season. We assessed how the ball was delivered (feed), decision making elements, variability and sources of information available to ascertain the representativeness of each training session according to published research on skill development and expertise. The tool featured a scoring range (0--3) with maximum scores per discipline of 12 for bowling and 15 for batting. Key performance indicators (KPI), outlined by the head coach, were also collected during the season to assess game performance and explore any connections with training design. Results: A lack of variability in training design between the 21 sessions performed (<0.5 units on 0-3 scale) did not allow for a correlational analysis with game performance. In contrast, game KPIs were achieved sporadically throughout the season. The most representative training elements were provided for bowling feed (target), decision making and variability, while batting feed (type) and variability also scored well on the assessment tool. The maximum score for representativeness for bowling or batting was not reached, and training design remained largely unchanged throughout the season despite changes in match type, competition phase and consistent low scores in some elements. Conclusions: Some elements of representative learning design were apparent in this amateur cricket setting but only in discrete areas of training. Despite changes in the competition phase and match type, there was a lack of adaptation in training design. Future research is needed to evaluate the principles of representative training design and their effect on cricket skill development and match performance. A more sensitive categorical assessment tool may also be necessary to detect subtle changes in training design.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1302424
Database: ERIC
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  Value: &lt;anid&gt;AN0151174255;z3x01jul.21;2021Jul02.02:43;v2.2.500&lt;/anid&gt; &lt;title id=&quot;AN0151174255-1&quot;&gt;Evaluating task design for skill development in an amateur female cricket team&#160;&lt;/title&gt; &lt;p&gt;Background: Motor control and skill acquisition research have contributed greatly to understanding the learning process in sport, but very little of this knowledge has been applied in practice over the past fifty years. The characteristics of expertise in the two major cricket skills, batting and bowling, are well established but the training environments used to develop them are yet to be characterised. Recommendations on the how the ball is delivered (feed), decision making, task variability and information sources for skill development in cricket have been made previously in research. To promote skills which transfer between the training and performance environments, tasks should maintain the connection between the person, their task and the environment. Coaches have found it difficult to apply complex learning designs to their practice because the underpinning concepts remain unclear. Demystifying evidence-based practice for skill development in cricket is needed to make research knowledge more accessible for coaches. Purpose: Given club level cricket (amateur) is the stepping-stone of the talent development pathway for junior representative players pursuing elite status, it is important to evaluate the effectiveness of skill development practices at this level and identify means of improvement. Methods: A categorical assessment tool was developed to assess 21 training sessions performed during an amateur women&#39;s cricket team throughout the 2018/19 season. We assessed how the ball was delivered (feed), decision making elements, variability and sources of information available to ascertain the representativeness of each training session according to published research on skill development and expertise. The tool featured a scoring range (0–3) with maximum scores per discipline of 12 for bowling and 15 for batting. Key performance indicators (KPI), outlined by the head coach, were also collected during the season to assess game performance and explore any connections with training design. Results: A lack of variability in training design between the 21 sessions performed (&amp;lt;0.5 units on 0–3 scale) did not allow for a correlational analysis with game performance. In contrast, game KPIs were achieved sporadically throughout the season. The most representative training elements were provided for bowling feed (target), decision making and variability, while batting feed (type) and variability also scored well on the assessment tool. The maximum score for representativeness for bowling or batting was not reached, and training design remained largely unchanged throughout the season despite changes in match type, competition phase and consistent low scores in some elements. Conclusions: Some elements of representative learning design were apparent in this amateur cricket setting but only in discrete areas of training. Despite changes in the competition phase and match type, there was a lack of adaptation in training design. Future research is needed to evaluate the principles of representative training design and their effect on cricket skill development and match performance. A more sensitive categorical assessment tool may also be necessary to detect subtle changes in training design.&lt;/p&gt; &lt;p&gt;Keywords: Nonlinear pedagogy; representative task design; ecological dynamics; skill acquisition; women&#39;s cricket&lt;/p&gt; &lt;hd id=&quot;AN0151174255-2&quot;&gt;Introduction&lt;/hd&gt; &lt;p&gt;Nonlinear approaches to skill acquisition are a rapidly growing area of research but its application to practice in specific sports has only recently begun to appear (Chow [&lt;reflink idref=&quot;bib4&quot; id=&quot;ref1&quot;&gt;4&lt;/reflink&gt;]). The underlying tenets of nonlinear pedagogy challenge the traditional notions that information must be processed before it can be acted upon and that an optimal movement pattern exists to solve game-specific problems (Davids et al. [&lt;reflink idref=&quot;bib8&quot; id=&quot;ref2&quot;&gt;8&lt;/reflink&gt;]). The understanding of how perception occurs while humans interact with their environment suggests that visual information is readily available and informs our actions through couplings, where what we see and how we move are inextricably linked (Le Runigo, Benguigui, and Bardy [&lt;reflink idref=&quot;bib20&quot; id=&quot;ref3&quot;&gt;20&lt;/reflink&gt;]; Warren [&lt;reflink idref=&quot;bib53&quot; id=&quot;ref4&quot;&gt;53&lt;/reflink&gt;]). This has major implications for the way learning occurs in training environments, with design principles that highlight the importance of providing the same sources of information when playing the game and training for it (Portus and Farrow [&lt;reflink idref=&quot;bib40&quot; id=&quot;ref5&quot;&gt;40&lt;/reflink&gt;]; Yiannaki, Carling, and Collins [&lt;reflink idref=&quot;bib56&quot; id=&quot;ref6&quot;&gt;56&lt;/reflink&gt;]). Prescriptive technical movements are also being reshaped to feature a more exploratory approach to skill acquisition, which recognises that the action capabilities of each individual are unique on a cognitive, affective, and behavioural levels (Glazier et al. [&lt;reflink idref=&quot;bib14&quot; id=&quot;ref7&quot;&gt;14&lt;/reflink&gt;]; Renshaw et al. [&lt;reflink idref=&quot;bib45&quot; id=&quot;ref8&quot;&gt;45&lt;/reflink&gt;]). These differences also account for how expert performance in the sporting world is characterised by the ability to apply variability in a functional way (Phillips et al. [&lt;reflink idref=&quot;bib34&quot; id=&quot;ref9&quot;&gt;34&lt;/reflink&gt;]) rather than recreating the exact same movement pattern over again. The training environment should endeavour to achieve action fidelity, where the actions that emerge in the performance environment also arise at training (Pinder et al. [&lt;reflink idref=&quot;bib36&quot; id=&quot;ref10&quot;&gt;36&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;Learning design principles are based on the connection between the performer and the environment, which was originally proposed by Egon Brunswik ([&lt;reflink idref=&quot;bib2&quot; id=&quot;ref11&quot;&gt;2&lt;/reflink&gt;]) in an experimental context that has since been linked to sports performance. To understand a behaviour, the environment must provide the same affordances or opportunities to move that they would normally experience during performance (Renshaw et al. [&lt;reflink idref=&quot;bib43&quot; id=&quot;ref12&quot;&gt;43&lt;/reflink&gt;]). For example, cricket features a contest between a live bowler, two live batters (one facing the bowler), an open field guarded by the bowler&#39;s teammates and a range of contextual information about the state of the game. The training environment does not need to perfectly recreate the performance environment; instead, it should represent similar situations and challenges that a performer would face in a game environment (Brunswik [&lt;reflink idref=&quot;bib3&quot; id=&quot;ref13&quot;&gt;3&lt;/reflink&gt;], 39). Based on the concept of probabilistic functionalism, this would be best achieved by providing the same sources of information, or cues, so the performer has the opportunity to interact with them in the environment (Brunswik [&lt;reflink idref=&quot;bib2&quot; id=&quot;ref14&quot;&gt;2&lt;/reflink&gt;]). Representative learning design (RLD), therefore, requires coaches to factor in all of the factors (named constraints) that influence behaviour and the outcomes of manipulating them. Even small changes such as facing a bowling machine instead of a live bowler (Pinder et al. [&lt;reflink idref=&quot;bib39&quot; id=&quot;ref15&quot;&gt;39&lt;/reflink&gt;]), or verbalising a movement instead of performing it (Dicks, Button, and Davids [&lt;reflink idref=&quot;bib9&quot; id=&quot;ref16&quot;&gt;9&lt;/reflink&gt;]) can produce vast differences in perception and action (Pinder et al. [&lt;reflink idref=&quot;bib36&quot; id=&quot;ref17&quot;&gt;36&lt;/reflink&gt;]). When coaches have applied nonlinear approaches in the past, they have found it difficult to understand the concept well enough to create the learning environment (Roberts [&lt;reflink idref=&quot;bib47&quot; id=&quot;ref18&quot;&gt;47&lt;/reflink&gt;]), or have misconceptualised what the approach looks like in practice (Partington and Cushion [&lt;reflink idref=&quot;bib31&quot; id=&quot;ref19&quot;&gt;31&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;Resources that aid the application of RLD are beginning to emerge, with textbooks based on the constraints-led approach for sports coaching (Renshaw et al. [&lt;reflink idref=&quot;bib44&quot; id=&quot;ref20&quot;&gt;44&lt;/reflink&gt;]) and practical studies in tennis, AFL, and cricket. Identifying the existing constraints within a sport can be difficult, so Renshaw et al. ([&lt;reflink idref=&quot;bib44&quot; id=&quot;ref21&quot;&gt;44&lt;/reflink&gt;], 24) provide a template with a colour-scale representativeness dial to help coaches understand the behavioural benefits and affective costs associated with how much variability is designed into a session. A thorough understanding of constraints-based theory is still required to move from session design to specific task design though, which is where the gap in understanding has been identified in the past (Ford, Yates, and Mark Williams [&lt;reflink idref=&quot;bib12&quot; id=&quot;ref22&quot;&gt;12&lt;/reflink&gt;]). Woods et al. ([&lt;reflink idref=&quot;bib55&quot; id=&quot;ref23&quot;&gt;55&lt;/reflink&gt;]) proposed three ways to visualise, analyse and measure representativeness in AFL tasks but this also requires a thorough understanding of performance data and modelling techniques. The constraint comparison matrix featured as Table 3 (&lt;reflink idref=&quot;bib324&quot; id=&quot;ref24&quot;&gt;324&lt;/reflink&gt;) appears more intuitive by classifying tasks and assigning a representative value but this still requires extensive data from the training and playing environment that coaches may not engage with. In tennis, Krause et al. ([&lt;reflink idref=&quot;bib19&quot; id=&quot;ref25&quot;&gt;19&lt;/reflink&gt;]) operationalised RLD for coaches by creating a validated practice assessment tool with questions that embody the key concepts of goals, constraints, variability, perception-action coupling and decision making. The generalisability of some questions allows for the tool to be utilised in other sports and as another interception-based sport, cricket was suggested as a future direction by the authors. Using the same underlying principles, a categorical approach to training design was made in this study to provide coaches with a tool that helps shape their task.&lt;/p&gt; &lt;hd id=&quot;AN0151174255-3&quot;&gt;A categorical assessment tool – task design&lt;/hd&gt; &lt;p&gt;Renshaw et al. ([&lt;reflink idref=&quot;bib44&quot; id=&quot;ref26&quot;&gt;44&lt;/reflink&gt;]) propelled the application of constraints-based approaches to sports coaching by providing a guided handbook which outlines the key principles of practice design and philosophy. Within the handbook, a simplistic approach to improving the representativeness of a task in skill-based sports training can be found in Table 2.1, highlighting traditional practices and how they can be modified for three sports (Renshaw et al. [&lt;reflink idref=&quot;bib44&quot; id=&quot;ref27&quot;&gt;44&lt;/reflink&gt;], 24). In the cricket example, the recommendation to replace the bowling machine with a live bowler and game scenario is based on the important cues that expert batters use to anticipate how the ball will come towards them (Morris-Binelli [&lt;reflink idref=&quot;bib25&quot; id=&quot;ref28&quot;&gt;25&lt;/reflink&gt;]). Visual anticipation by experts is often sourced from the movements of the bowler (M&#252;ller et al. [&lt;reflink idref=&quot;bib27&quot; id=&quot;ref29&quot;&gt;27&lt;/reflink&gt;]), and when facing a machine, crucial functional behaviours (front foot movement and backswing initiation) are delayed (Pinder, Renshaw, and Davids [&lt;reflink idref=&quot;bib38&quot; id=&quot;ref30&quot;&gt;38&lt;/reflink&gt;]). How the batter moves also informs the bowler&#39;s next action alongside the line and length of their previous deliveries (Phillips et al. [&lt;reflink idref=&quot;bib34&quot; id=&quot;ref31&quot;&gt;34&lt;/reflink&gt;]). The coupling between what the batters were seeing and how they were moving did not represent the game-specific problem they were facing in performance, so the desired behaviour failed to emerge. The &#39;feed&#39; component in this tool refers to the way the ball is delivered to the batter, with an emphasis on maintaining match-like interactions between live bowlers and batters.&lt;/p&gt; &lt;p&gt;Decision making skills in sport are crucial to performance, with investigations into the development of tactical skills highlighting that training requires more than repetitive practice (Low et al. [&lt;reflink idref=&quot;bib22&quot; id=&quot;ref32&quot;&gt;22&lt;/reflink&gt;]; Ara&#250;jo et al. [&lt;reflink idref=&quot;bib1&quot; id=&quot;ref33&quot;&gt;1&lt;/reflink&gt;]). The exploration of multiple strategies as they emerge in the game is believed to be more conducive for tactical skills (O&#39;Connor, Larkin, and Mark Williams [&lt;reflink idref=&quot;bib28&quot; id=&quot;ref34&quot;&gt;28&lt;/reflink&gt;]), calling for the inclusion of games-based sessions for skills training while struggling to provide coaches with the knowledge to apply them (Price et al. [&lt;reflink idref=&quot;bib41&quot; id=&quot;ref35&quot;&gt;41&lt;/reflink&gt;]). The constraints-led approach to coaching is underpinned by the connection between the performer and the environment. The manipulation of constraints, such as the size of the field, number of opposition players, or size of the ball/bat, can influence the behaviours that emerge during the performer&#39;s interaction with the training environment (Gibson [&lt;reflink idref=&quot;bib13&quot; id=&quot;ref36&quot;&gt;13&lt;/reflink&gt;]; Renshaw et al. [&lt;reflink idref=&quot;bib44&quot; id=&quot;ref37&quot;&gt;44&lt;/reflink&gt;]). Small-sided games, when designed with appropriate constraints, can provide the opportunity to develop strategic thinking and skill acquisition in an environment which may look and feel like the game (Pill [&lt;reflink idref=&quot;bib35&quot; id=&quot;ref38&quot;&gt;35&lt;/reflink&gt;]). This leaves little room for explicit instructions, isolated drills, non-pressured environments and coach interruption (Orth et al. [&lt;reflink idref=&quot;bib30&quot; id=&quot;ref39&quot;&gt;30&lt;/reflink&gt;]), and allows performers to establish the likelihood of success from their actions, namely probabilistic expectation (Williams et al. [&lt;reflink idref=&quot;bib54&quot; id=&quot;ref40&quot;&gt;54&lt;/reflink&gt;]). While bat-ball contact is important, judging the opportunity to run emerges from the gaps between fielders, similar to passing channels in football (Uehara et al. [&lt;reflink idref=&quot;bib51&quot; id=&quot;ref41&quot;&gt;51&lt;/reflink&gt;]). The presence of fielders can elicit changes in behaviour, encouraging batters to avoid the fielders and score runs while bowlers target those fielders for a dot ball or wicket. (Gorman &amp;amp; Maloney, [&lt;reflink idref=&quot;bib15&quot; id=&quot;ref42&quot;&gt;15&lt;/reflink&gt;]). Through the connection between perception and action, bowlers also yield decision making information from bat-ball contact, consequence and their own execution of line and length (Phillips et al. [&lt;reflink idref=&quot;bib34&quot; id=&quot;ref43&quot;&gt;34&lt;/reflink&gt;]), shaping the affordances of the batters in return. The physical demand of training has been explored in a male population before (Vickery et al. [&lt;reflink idref=&quot;bib52&quot; id=&quot;ref44&quot;&gt;52&lt;/reflink&gt;]) and constraints based approaches now also feature as interventions (Connor et al. [&lt;reflink idref=&quot;bib6&quot; id=&quot;ref45&quot;&gt;6&lt;/reflink&gt;]) but little is known about training design for senior competitions in the amateur female context. Understanding the training design for development in amateur cricket (including junior, emerging and senior players) is crucial to providing ongoing access to talent development beyond the pathway (Martindale, Collins, and Abraham [&lt;reflink idref=&quot;bib24&quot; id=&quot;ref46&quot;&gt;24&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;The role of variability in the training environment has also changed as learning conceptions continue to develop (Chua et al. [&lt;reflink idref=&quot;bib5&quot; id=&quot;ref47&quot;&gt;5&lt;/reflink&gt;]). Another underlying concept from the constraints-led approach is the notion of &#39;repetition without repetition&#39;, where a task can be practiced repeatedly but not identically (Stambaugh [&lt;reflink idref=&quot;bib49&quot; id=&quot;ref48&quot;&gt;49&lt;/reflink&gt;]). Traditionally, a linear pedagogy was applied to skill acquisition where the components of a task were learnt in isolation and re-integrated, based on the assumption that each sub-task must be independently mastered before putting the movement back together again (Dicks, Davids, and Araujo [&lt;reflink idref=&quot;bib10&quot; id=&quot;ref49&quot;&gt;10&lt;/reflink&gt;]). In a dynamic sport such as cricket, movements are instead highly interdependent (Turvey [&lt;reflink idref=&quot;bib50&quot; id=&quot;ref50&quot;&gt;50&lt;/reflink&gt;]), not just in one individual but also between the two competing roles of batting and bowling. Including a combination of different tasks (between-task variability) and different activities within the same task (within-task variability) allows for the interruption of identical repetitions but maintains the need to solve ongoing task-related problems (Coughlan et al. [&lt;reflink idref=&quot;bib7&quot; id=&quot;ref51&quot;&gt;7&lt;/reflink&gt;]). This variability should be tailored to the learning stages and provide multiple tasks that feature a limited to high variability, as higher levels of variability may create low levels of perceived competence and may appear uncontrolled and overwhelming (Renshaw et al. [&lt;reflink idref=&quot;bib44&quot; id=&quot;ref52&quot;&gt;44&lt;/reflink&gt;], 140).&lt;/p&gt; &lt;p&gt;The sources of information that athletes use to inform their opportunities to act (affordances) appear in a visual field which performers become more attuned to with exposure and experience (Jacobs and Michaels [&lt;reflink idref=&quot;bib18&quot; id=&quot;ref53&quot;&gt;18&lt;/reflink&gt;]; Fajen, Riley, and Turvey [&lt;reflink idref=&quot;bib11&quot; id=&quot;ref54&quot;&gt;11&lt;/reflink&gt;]). While the importance of maintaining the presence of this information has been emphasised for batters and bowlers already, there are other sources of information that influence action in cricket aside the bowler&#39;s kinematics such as the 9 fielders. Along with the gaps they provide to score runs (Orth et al. [&lt;reflink idref=&quot;bib29&quot; id=&quot;ref55&quot;&gt;29&lt;/reflink&gt;]), teammates play a crucial role as a batting partner with a unique skill set, or as a bowling partner to build pressure with and create wicket-taking opportunities. The perception of shared affordances between teammates allows for team coordination, such as knowing when to run between wickets or which fielders the ball might be coming to based on the bowler&#39;s game plan. This &#39;knowledge of&#39; the environment happens in real-time and is developed as players become attuned to where the key sources of information can be obtained, including the movements and execution of the batter or the bowler (Silva et al. [&lt;reflink idref=&quot;bib48&quot; id=&quot;ref56&quot;&gt;48&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;Contextual information about the performance environment also shapes behaviour, with the absence of score status (i.e. required run rate), match importance (i.e. round game or final), momentum (repeated attacking play) and personal performance all playing a role in other sporting contexts as well (Levi and Jackson [&lt;reflink idref=&quot;bib21&quot; id=&quot;ref57&quot;&gt;21&lt;/reflink&gt;]; Maloney et al. [&lt;reflink idref=&quot;bib23&quot; id=&quot;ref58&quot;&gt;23&lt;/reflink&gt;]). While limited resources may mean that an open field and additional fielders are restricted, the sampling of this information should aim to recreate match situations as closely as possible, allowing the same cognitions, emotions and actions to emerge (Headrick et al. [&lt;reflink idref=&quot;bib17&quot; id=&quot;ref59&quot;&gt;17&lt;/reflink&gt;]; Maloney et al. [&lt;reflink idref=&quot;bib23&quot; id=&quot;ref60&quot;&gt;23&lt;/reflink&gt;]). The use of scenarios and games could maintain action fidelity by promoting the actions and decisions that would emerge in the performance environment (Pinder et al. [&lt;reflink idref=&quot;bib36&quot; id=&quot;ref61&quot;&gt;36&lt;/reflink&gt;]).&lt;/p&gt; &lt;hd id=&quot;AN0151174255-4&quot;&gt;The present study&lt;/hd&gt; &lt;p&gt;Coaching practice assessment tools have been available for some time, but the need to support coaches in applying the concepts of constraints-led coaching and RLD to their task design remains. The categorical assessment tool designed in this study aims to provide a framework for coaches to build their session designs on while also reviewing the representativeness of the session. This may allow coaches to inform their practice and promote development. The purpose of this study, therefore, was to assess the application of the training design tool on amateur female cricketers over an entire competitive season (25 weeks). The primary research questions were to evaluate whether task design throughout the season aligned with RLD in this cohort, and if training influences game performance.&lt;/p&gt; &lt;hd id=&quot;AN0151174255-5&quot;&gt;Methodology&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0151174255-6&quot;&gt;Experimental approach&lt;/hd&gt; &lt;p&gt;A single group prospective observational design was employed to capture the application of task design characteristics in a cohort of amateur female cricketers. All available training sessions were systematically observed and coded by the principal researcher throughout the 2018/19 season of Premier Grade Cricket (Brisbane, Queensland, Australia). Observational data on the training task design prescribed by the Head Coach for skill development were collected. Task design elements for feed, decision-making, variability and information were sourced from skill acquisition literature in cricket and the conceptual framework behind constraints-led approaches to learning (Table 1). Game performances was determined by achievement of key performance indicators (KPIs), which were skill-based goals for increasing individual and team performances identified by the Head Coach. The evidence presented in this paper highlights the alignment of a representative set of training practices with RLD at the amateur level for female cricketers. In accordance with the skill acquisition literature and constraints-led approaches to coaching, four domains were included in the categorical assessment tool (feed, decision making, variability and information) to establish where skill development practices can be improved.&lt;/p&gt; &lt;p&gt;Table 1. Categorical assessment tool of training task design elements for batting and bowling. Separated into specific feed, decision-making, variability and information elements which are necessary for representative task design in cricket training. A 4-point Likert scale (ratings 0-3) was used to characterise the degree of representative task design in both batting and bowling.&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead valign=&quot;bottom&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Degree of Task Representativeness&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Score Description&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;bold&amp;gt;0 &#39;Limited&#39;&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;bold&amp;gt;1 &#39;Partial&#39;&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;bold&amp;gt;2 &#39;Moderate&#39;&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;bold&amp;gt;3 &#39;Extensive&#39;&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Batting&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Feed&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Drop ball&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Underarm&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Throwdowns&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Bowlers&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Decision-making&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;None&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;(1/3) Contact, Direction, Consequence&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;(2/3) Contact, Direction, Consequence&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;(3/3) Contact, Direction, Consequence&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Variability&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Blocked&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Between task&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Within task&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Within &amp;amp; between task&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Information&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Feeder only&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;(1/3) Opponent, Teammate, Context&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;(2/3) Opponent, Teammate, Context&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;(3/3) Opponent, Teammate, Context&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;&amp;lt;bold&amp;gt;Highest Score&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;bold&amp;gt;12&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Bowling&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Feed &amp;amp;#8211; Target&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Empty net&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Stumps&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Targets&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Batters&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Feed &amp;amp;#8211; Pattern&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Shortened&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Interrupted&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Partnership&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;6 balls, overs&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Decision-making&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;None&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;(1/3) Contact, Line/length, Consequence&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;(2/3) Contact, Line/length, Consequence&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;(3/3) Contact, Line/length, Consequence&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Variability&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Blocked&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Between task&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Within task&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Within &amp;amp; between task&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Information&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Line/length only&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;(1/3) Opponent, Context, Teammate&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;(2/3) , Opponent, Context, Teammate&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;(3/3) Opponent, Context, Teammate&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;&amp;lt;bold&amp;gt;Highest Score&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;bold&amp;gt;15&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;hd id=&quot;AN0151174255-7&quot;&gt;Participants&lt;/hd&gt; &lt;p&gt;Twelve amateur female cricketers (age 22.3 &#177; 8.7 years; 54 &#177; 42 matches played: 5 &#177; 3 years with the club; mean &#177; SD) competing in the Queensland Premier Grade Cricket competitions were observed for the duration of the six-month season (21 training sessions; 17 games). The coaching staff remained blinded to the content of the observational measures to avoid influencing session design. Participants were invited to participate in the study through a letter of invitation detailing the context and expected involvement and regular attendance at training. The study was approved by the Human Ethics Committee of the University of Canberra and participants provided written informed consent prior to the commencement of training for the season after being presented with the purpose, benefits and risks of the study in writing (approval number 20180352).&lt;/p&gt; &lt;hd id=&quot;AN0151174255-8&quot;&gt;Data collection&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0151174255-9&quot;&gt;Training task design&lt;/hd&gt; &lt;p&gt;Task design elements were measured for all unique tasks completed during each training session to determine the representativeness of every task. Training sessions consisted of fielding practice on an open field (∼30 min duration), followed by batting and bowling in a netted environment (∼60 min duration). Over the 25 weeks of the season, a total of 21 training sessions were performed, observed and analysed.&lt;/p&gt; &lt;p&gt;Task design elements for feed, decision making, variability and information were observed for batting and bowling skills using a 4-point categorical assessment tool. The tool was developed to code the relevant empirical evidence on representative learning design for cricket skill development. Decision making elements and sources of information where grouped into three specific components so tasks most representative of the performance environment could score a maximum of three (&lt;reflink idref=&quot;bib3&quot; id=&quot;ref62&quot;&gt;3&lt;/reflink&gt;) on the scale, with a total possible score of 12 for batting and 15 for bowling in one training session.&lt;/p&gt; &lt;hd id=&quot;AN0151174255-10&quot;&gt;Batting&lt;/hd&gt; &lt;p&gt;The feed related to how the ball was delivered to the batter, ranging from a stationary ball being dropped from shoulder height in front of the batter (0), to underarm throws (&lt;reflink idref=&quot;bib1&quot; id=&quot;ref63&quot;&gt;1&lt;/reflink&gt;), overarm throwdowns (&lt;reflink idref=&quot;bib2&quot; id=&quot;ref64&quot;&gt;2&lt;/reflink&gt;) and a live bowler (&lt;reflink idref=&quot;bib3&quot; id=&quot;ref65&quot;&gt;3&lt;/reflink&gt;) as delivered in a game. Decision making elements included bat-ball contact, the direction of the shot and any consequences afforded (runs, wicket), which were scored depending on how many were present in the training environment (out of 3). Variability was based on the learning task design, where the most conducive application for skill development features a combination of within- and between-task variability (&lt;reflink idref=&quot;bib3&quot; id=&quot;ref66&quot;&gt;3&lt;/reflink&gt;). Within-task variability (&lt;reflink idref=&quot;bib2&quot; id=&quot;ref67&quot;&gt;2&lt;/reflink&gt;) provides a greater opportunity to explore movement solutions and adapt to changing circumstances, therefore scoring higher than between-task variability (&lt;reflink idref=&quot;bib1&quot; id=&quot;ref68&quot;&gt;1&lt;/reflink&gt;) or none (0). Various sources of information present in the performance environment ranging from the action capabilities (skill, speed) of teammates to inform run scoring opportunities, the opponents including the bowler and any surrounding fielders, and the context of the task such as match importance, required run rate, score status or momentum were rated (out of 3).&lt;/p&gt; &lt;hd id=&quot;AN0151174255-11&quot;&gt;Bowling&lt;/hd&gt; &lt;p&gt;The feed for a bowler related to how the ball was delivered, using target and pattern to differentiate what the bowlers were aiming for and how they approached. In the performance environment, bowlers delivered six balls (one over) at a time (score of 3) towards a live batter (also 3). The feed pattern was altered if bowling with a partner (&lt;reflink idref=&quot;bib2&quot; id=&quot;ref69&quot;&gt;2&lt;/reflink&gt;), interrupted by a group (&lt;reflink idref=&quot;bib1&quot; id=&quot;ref70&quot;&gt;1&lt;/reflink&gt;) or from a shortened approach (0), while the feed target was less representative when a live batter was replaced with targets (&lt;reflink idref=&quot;bib2&quot; id=&quot;ref71&quot;&gt;2&lt;/reflink&gt;), the stumps alone (&lt;reflink idref=&quot;bib1&quot; id=&quot;ref72&quot;&gt;1&lt;/reflink&gt;) or nothing (0). Decision making elements for bowling included bat-ball contact and consequence, including line and length information of the ball bowled which inform where a bowler chooses to bowl next (Phillips et al. [&lt;reflink idref=&quot;bib34&quot; id=&quot;ref73&quot;&gt;34&lt;/reflink&gt;]). These elements were also rated by a score out of three (&lt;reflink idref=&quot;bib3&quot; id=&quot;ref74&quot;&gt;3&lt;/reflink&gt;) depending on the number of elements available in the task, with multiple possible combinations. Variability remained the same for bowling where the combination of between- and within-task variability (&lt;reflink idref=&quot;bib3&quot; id=&quot;ref75&quot;&gt;3&lt;/reflink&gt;) encouraged bowlers to bowl at a variety of batters and practice a variety of lines and lengths. Information sources were also identical for bowling, where bowlers performed in partnerships and relied on the fielding efforts of their teammates, adapted their bowling plans in relation to the opponent&#39;s (batter) capabilities, and required contextual information such as required run rate, score status, momentum and match importance. Information was also scored out of three (&lt;reflink idref=&quot;bib3&quot; id=&quot;ref76&quot;&gt;3&lt;/reflink&gt;) based on the number of sources present, with multiple possible combinations.&lt;/p&gt; &lt;hd id=&quot;AN0151174255-12&quot;&gt;Game performance&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0151174255-13&quot;&gt;Key performance indicators&lt;/hd&gt; &lt;p&gt;At the elite level, the margin between winning and losing has been quantified in 50 and also 20 over matches to understand which behaviours contribute to successful match performance. This notion has been adopted by the head coach at the amateur level, identifying skill-based behaviours that are likely to contribute to success during the season. A higher run rate and wicket taking ability are the characteristics of elite KPIs in both formats (Petersen et al. [&lt;reflink idref=&quot;bib32&quot; id=&quot;ref77&quot;&gt;32&lt;/reflink&gt;]; Petersen et al. [&lt;reflink idref=&quot;bib33&quot; id=&quot;ref78&quot;&gt;33&lt;/reflink&gt;]), so this was replicated in a series of process goals for the team throughout the season. With the bat, KPIs featured rotating the strike (singles), building momentum and scoring in partnerships, limiting decision making errors when running (run outs) and scoring off each deliver (SS%). With the ball, constraining the opposition&#39;s ability to score (dot balls) and limiting unforced errors (sundries) were the focus. Game data was available for ten 50 over matches and seven 20 over matches.&lt;/p&gt; &lt;hd id=&quot;AN0151174255-14&quot;&gt;Statistical analyses&lt;/hd&gt; &lt;p&gt;A single group prospective longitudinal analysis of the training domain to quantify the application representative learning design through feed, decision making, variability and information elements. Mean and SD of a categorial assessment tool (integer ratings of 0–3) were used to analyse the design characteristics of the 21 training sessions. Maximum scores for bowling (&lt;reflink idref=&quot;bib15&quot; id=&quot;ref79&quot;&gt;15&lt;/reflink&gt;) and batting (&lt;reflink idref=&quot;bib12&quot; id=&quot;ref80&quot;&gt;12&lt;/reflink&gt;) are presented in Figure 1. For the analysis of 20-over and 50-over key performance indicators, a score out of 4 or 5 per game was determined depending on the skill under examination. Thus, each game had four bowling indicators and five batting indicators, and each score in Figure 1 displays this per game. These data were also converted to a percentage to more clearly indicate the overall pattern of KPI achievement throughout the season. Ordinal regression models were considered for a correlational analysis between training and game measures. Chi-squared tests of association could also be applied to determine the significance of changes in training measures across the season. However, the marked lack of variance in training design characteristics precluded application of these statistical approaches.&lt;/p&gt; &lt;p&gt;Graph: Figure 1. A comparison of training representative task design scores with game key performance indicators in one competitive season for an amateur women&#39;s cricket team. Maximum scores for training design features were 12 points for batting and 15 points for bowling per session. Four (&lt;reflink idref=&quot;bib4&quot; id=&quot;ref81&quot;&gt;4&lt;/reflink&gt;) bowling and five (&lt;reflink idref=&quot;bib5&quot; id=&quot;ref82&quot;&gt;5&lt;/reflink&gt;) batting key performance indicators were recorded per game. Little change in training scores were observed despite the consistent low scores and marked differences in the achievement of key performance indicators throughout the season.&lt;/p&gt; &lt;hd id=&quot;AN0151174255-15&quot;&gt;Results&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0151174255-16&quot;&gt;Training&lt;/hd&gt; &lt;p&gt;Training task design elements were recorded over 21 training sessions with only two elements achieving the most representative score for skill development. A variable pattern of responses was observed across the disciplines of bowling and batting, with means and SDs illustrated in Table 2.&lt;/p&gt; &lt;p&gt;Table 2. Descriptive statistics for task design characteristics over 21 sessions throughout the season. Scoring system involved a 4-point Likert scale ranging from 0–3 (see Table 1 for details).&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead valign=&quot;bottom&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Bowling&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Mean &amp;amp;#177; SD&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Batting&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Mean &amp;amp;#177; SD&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;bold&amp;gt;Feed Target&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;&amp;amp;#177;&quot;&amp;gt;3.0 &amp;amp;#177; 0.0&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;bold&amp;gt;Feed Type&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;&amp;amp;#177;&quot;&amp;gt;3.0 &amp;amp;#177; 0.0&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;bold&amp;gt;Feed Pattern&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;&amp;amp;#177;&quot;&amp;gt;1.0 &amp;amp;#177; 0.4&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td char=&quot;&amp;amp;#177;&quot; /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;bold&amp;gt;Decision Making&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;&amp;amp;#177;&quot;&amp;gt;2.0 &amp;amp;#177; 0.0&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;bold&amp;gt;Decision Making&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;&amp;amp;#177;&quot;&amp;gt;1.0 &amp;amp;#177; 0.4&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;bold&amp;gt;Variability&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;&amp;amp;#177;&quot;&amp;gt;2.0 &amp;amp;#177; 0.0&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;bold&amp;gt;Variability&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;&amp;amp;#177;&quot;&amp;gt;2.0 &amp;amp;#177; 0.0&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;bold&amp;gt;Information&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;&amp;amp;#177;&quot;&amp;gt;1.0 &amp;amp;#177; 0.2&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;bold&amp;gt;Information&amp;lt;/bold&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;&amp;amp;#177;&quot;&amp;gt;0.0 &amp;amp;#177; 0.4&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;Feed – how the ball is delivered to the batter, what they are aiming for (target) and how the bowler approaches (pattern). Decision making – bat-ball contact, direction of the shot (batting) or line/length of ball bowled (bowling) and consequence, (runs, wicket). Variability – between-task, within-task or combination of both. Information – sources available in environment: opponents, teammates, context (run rate, match importance, momentum)&lt;/p&gt; &lt;hd id=&quot;AN0151174255-17&quot;&gt;Bowling&lt;/hd&gt; &lt;p&gt;The most representative element of training design included feed target (3/3), with consistent scores in decision making (2/3) and variability (2/3). While feed target received the highest score because bowlers bowled towards live batters, the task designs only provided two sources for decision making (contact, line and length) and utilised only within-task variability (2/3). Feed pattern was interrupted (1/3) and sources of information were limited to opponent only (1/3), registering the lowest scores for training design. Minimal variance was recorded throughout the season, reflected in the small SD of feed pattern and information sources given that only one open field training session was conducted.&lt;/p&gt; &lt;hd id=&quot;AN0151174255-18&quot;&gt;Batting&lt;/hd&gt; &lt;p&gt;The most representative element of training included feed type (3/ 3) which featured live bowlers, complemented by consistent within-task variability (2/3) from a variety of bowlers. Other task design elements rarely featured for batting tasks with one decision making source (contact) and the absence of opponent, teammate and contextual sources of information. Minimal variance was evident in decision making and information sources, with the single open access field session providing contact and direction alongside information from opponents and a teammate during the batting task.&lt;/p&gt; &lt;hd id=&quot;AN0151174255-19&quot;&gt;Game&lt;/hd&gt; &lt;p&gt;Key performance indicators established by the Head Coach prior to the commencement of the season were extracted from match statistics at the completion of the season. The overall pattern of achievement is presented as percentages for 50 over matches (Table 3) and 20 over matches (Table 4). Throughout the season, bowling KPIs were achieved more regularly in the 50 over matches, with a maximum achievement level of 75% (3/4) and minimum of 50% (2/4) in individual matches. Batting KPIs were attained less frequently with a maximum of only 40% (2/5) for this game format, which was improved to include more consistent achievement of scoring shot percentages (86%) and an absence of run outs (71%) in the 20 over games. Bowling KPIs in the shorter game format only featured a more regular reduction in extras (86%) and dot balls to begin an over (58%). Figure 1 maps the individual game data, using the number of bowling (out of 4) and batting (out of 5) KPIs achieved per game.&lt;/p&gt; &lt;p&gt;Table 3. The level of achievement (%) for key performance indicators in batting and bowling during the 50-over game format (10 games).&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead valign=&quot;bottom&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Batting&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Key Performance Indicators&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;SS %&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Singles&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;P&amp;lt;/italic&amp;gt;&#39;ship 80&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2 &amp;amp;#215; 40+&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;No r/o&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;30%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;20%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;30%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;40%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;20%&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Bowling&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Dot 1st ball&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Dot 6th&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;15 extras&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Dot ball 75%&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;75%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;72%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;50%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;50%&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;SS% = scoring shot percentage; Singles = single runs scored throughout the innings; &lt;emph&gt;P&lt;/emph&gt;&#39;ship 80 = a partnership between two batters of 80 runs without a loss of wicket; 2 &#215; 40+ = two partnerships of 40 runs within the innings; No r/o = no run out dismissals for the innings. Dot 1st ball = no run scored on the first ball of the over; Dot 6&lt;sups&gt;th&lt;/sups&gt; ball = no run on the final ball of the over; &amp;lt;15 extras = less than 15 runs worth of wides, no balls, leg byes and byes (unforced errors); Dot ball 75% = no runs scored on 75% of all balls bowled.&lt;/p&gt; &lt;p&gt;Table 4. The level of achievement (%) for key performance indicators in batting and bowling during the 20-over game format (7 games).&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead valign=&quot;bottom&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Batting&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Key Performance Indicators&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;SS %&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Singles&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;P&amp;lt;/italic&amp;gt;&#39;ship 50&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2 &amp;amp;#215; 20+&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;No r/o&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;86%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;14%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;43%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;28%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;71%&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Bowling&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Dot 1st ball&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Dot 6&amp;lt;sup&amp;gt;th&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Extras &amp;amp;#60;15&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Dot ball 75%&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;58%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;50%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;86%&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;0%&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;SS% = scoring shot percentage; Singles = single runs scored throughout the innings; &lt;emph&gt;P&lt;/emph&gt;&#39;ship 50 = a partnership between two batters of 50 runs without a loss of wicket; 2 &#215; 20+ = two partnerships of 20 runs within the innings; No r/o = no run out dismissals for the innings. Dot 1st ball = no run scored on the first ball of the over; Dot 6th ball = no run on the final ball of the over; &amp;lt;15 extras = less than 15 runs worth of wides, no balls, leg byes and byes (unforced errors); Dot ball 75% = no runs scored on 75% of all balls bowled.&lt;/p&gt; &lt;hd id=&quot;AN0151174255-20&quot;&gt;Discussion&lt;/hd&gt; &lt;p&gt;In one of the few season-long reviews of task design for skill development in amateur cricket, training design did not appear to align with RLD in this cohort. Understanding of how training influences game performance was also limited with sporadic achievement of the predetermined KPIs throughout the season, and limited variability between training sessions. Elements of task design such as feed were consistently present during training, but little decision making and variability was included. Only limited emphasis was placed on the inclusion of information sources for both batting and bowling. The small variance apparent in the task design scores (Figure 1) indicates that the same elements were used to design each task despite changes in match format (50 and 20 overs) and competition phase. Only one session approached the maximum representative score over 21 weeks, where access to an open field provided decision making and information elements that are difficult to replicate in the regular enclosed netted environment. There was a lack of adaptation to the varying contexts, conditions and opponents throughout the season, with coaches harnessing the same approach to skill development each week. This may limit the transfer of skill between training and the game and create a monotonous learning environment for the players. It is unclear whether this approach to skill development stems from a lack of understanding around training design and constraints-led approaches to coaching, or a lack of investment, time and resources to continue developing this cohort. These outcomes underscore the priority for detailed analysis of the prescription, implementation and evaluation of training programmes and coaching behaviours at the amateur level of cricket. More work is needed to identify where improvement in skill development and transfer can be made in practical and research settings.&lt;/p&gt; &lt;p&gt;In the task design employed at training, consistently high scores were observed in selected elements of batting (feed type and variability) and bowling (feed target, decision making and variability) which were complementary. This pattern indicates that activities in these domains adequately sampled or represented the game environment. Bowlers were provided with the opportunity to couple their movements with live batters and make informed decisions based on bat-ball contact and their line and length. This pattern of training may have contributed to the greater consistency in key performance indicators during the season. Batters could locate cues in the approaching live bowlers, but key sources of information and decision making elements were rarely incorporated in training activities. At the amateur level, it can be difficult to access an open field to provide the direction and consequence of bat-ball contact, but low scores (0–1) indicate that sampling in the nets could have been optimised. A strategy to enhance training design includes harnessing visual constraints like markers, pegs or an illustrated whiteboard to represent the presence of surrounding fielders, providing information to sample for deciding if there is a run available after bat-ball contact. The ongoing absence of sampled visual information may have made it difficult for players to understand the affordances created from certain batting strokes which can be seen in the low achievement of some key performance indicators in the 50-over matches. On the contrary, some batting elements (SS% and No r/o) were much stronger in the 20-over format, which has also been observed in elite male cricketers (Petersen et al. [&lt;reflink idref=&quot;bib33&quot; id=&quot;ref83&quot;&gt;33&lt;/reflink&gt;]). This result appears counterintuitive, given the reduced ability to practice running under pressure in the nets with limited decision making and information elements, and added pressure to score runs during the match. The variable pattern of achievement in games indicates that a shift in performance occurred despite a lack of change in the training design to accommodate the difference in match type.&lt;/p&gt; &lt;hd id=&quot;AN0151174255-21&quot;&gt;Bowling&lt;/hd&gt; &lt;p&gt;The presence of live batters (score of 3) while practicing bowling allowed the bowlers to couple their actions with the batter&#39;s movements, a connection that is central to the contest in cricket between bat and ball. While including this element in training can help bowlers determine the effectiveness of the current delivery and inform future behaviours (Phillips et al. [&lt;reflink idref=&quot;bib34&quot; id=&quot;ref84&quot;&gt;34&lt;/reflink&gt;]), access to other decision making elements such as bat-ball contact and the line and length of the ball were also available during training (2/3). The maintenance of this coupling between perception and action is integral to the game of cricket (M&#252;ller and Abernethy [&lt;reflink idref=&quot;bib26&quot; id=&quot;ref85&quot;&gt;26&lt;/reflink&gt;]), but other key sources of information were absent from the skill development activities. While the batter&#39;s movements are informative to a bowler as their opponent (1/3), the absence of any context may have limited the transfer of bowling skills to the highly contextual performance environment (e.g. scores, required run rate, wickets). Bowling effectiveness is often dictated by the capabilities of teammates, in bowling partnerships to create pressure and the fielders&#39; abilities to stop, throw and catch the ball, but these elements are difficult to simulate in an enclosed environment. These sources of information were only harnessed once, during a single training session on an open field and turf pitch which is believed to be the most conducive environment for cricket skill development (Renshaw and Holder [&lt;reflink idref=&quot;bib46&quot; id=&quot;ref86&quot;&gt;46&lt;/reflink&gt;]). Access to these resources at the amateur level is limited so emphasis must be placed on the sampling of information for training design in enclosed environments.&lt;/p&gt; &lt;p&gt;Sampling can be incorporated by using markers to simulate fielders in the nets or applying contextual information to an activity through scenarios (e.g. 10 runs off 6 balls). Within-task variability (2/3) was created by changing the live batters that bowlers were exposed to, providing a variety of opponents to compete with. Simultaneously, the bowling feed pattern was interrupted (1/3), opting for one delivery bowled per person to increase time on task for multiple participants rather than bowling in overs (6 ball block per person) as performed in a game. The connection between each ball in an over provides tactical information for both the bowler and batter, based on current skill execution and previous experiences, while also building pressure or changing the momentum of the game depending on runs scored, dot balls or wickets taken. Feed patterns can be improved by bowling in tandem with a partner or providing alternative activities while bowlers complete their over. Overall bowling scores indicate that representative design was evident in a number of elements which can be easily controlled in enclosed environments. However, the inclusion of scenarios for context (e.g. 24 runs off 24 balls), active teammates (other bowlers and batters or fielders), and consequences (runs, wickets) may have provided added value to the training session.&lt;/p&gt; &lt;hd id=&quot;AN0151174255-22&quot;&gt;Batting&lt;/hd&gt; &lt;p&gt;The presence of live bowlers while practicing batting is also the greatest source of feed type information, which was maintained throughout the season of cricket training. This scenario provides batters with the opportunity to use the bowler&#39;s kinematics to inform their batting behaviour despite the absence of information from a batting partner (teammate), and game context, for the majority of the training sessions. Contact between the bat and ball was the major source of decision making throughout the training session (Connor et al. [&lt;reflink idref=&quot;bib6&quot; id=&quot;ref87&quot;&gt;6&lt;/reflink&gt;]), with little opportunity to gauge the direction or consequence of particular shots. When a single training session was performed on an open field, this option allowed for the brief understanding of shot direction in relation to the fielders, but without an underlying game context, the availability of shot consequence (runs/wicket) was still limited. The effectiveness of batting performance occurs through the combination of bat-ball contact, direction and consequence – deprivation of these sources of information for decision making makes it difficult for a skill to transfer from a training to a game context, when those factors are crucial to performance.&lt;/p&gt; &lt;p&gt;Within-task variability was maintained throughout the season by exposing the batters to a variety of live bowlers, often adapting to unique bowling styles consecutively as a variety of bowlers performed one ball at a time. When training in a closed netted environment, it can be difficult to simulate the direction and consequence (decision making) as well as opponent context and teammate information. If access to an open field can be arranged, a batter can practice redirecting the ball into space on the field against live bowlers (3/3), or overarm throwing (2/3 sources) to increase time on task. This activity can be maximised to include opponent fielders, contextual information (run rate required), a batting partner (teammate), and the opportunity to run between wickets or be dismissed (consequence). Without open field access, the application of observational judgements for runs scored, scenarios, batting with a teammate and visual targets in the nets are examples of sampling which may promote skill development through RLD (Renshaw and Holder [&lt;reflink idref=&quot;bib46&quot; id=&quot;ref88&quot;&gt;46&lt;/reflink&gt;]). Contemporary training practices with amateur female cricketers which do not align with RLD may limit skill development and transfer to game performance.&lt;/p&gt; &lt;hd id=&quot;AN0151174255-23&quot;&gt;Conclusions&lt;/hd&gt; &lt;p&gt;The lack of representativeness in the training sessions observed in this study may have limited skill development and transfer through the absence of key information sources, and lack of adaptability to changes in competition formats and demands throughout the season. By providing coaches with a tool which guides training design in four domains (feed, decision making, variability and information), there is potential to improve the application of RLD for skill development at the amateur level of cricket. To establish and validate task design elements, the transfer of behaviours between training and the game should be captured for direct comparison in a controlled performance environment such as a scenario-based test featuring all game variables. It is possible that the coaching tool lacks the sensitivity to detect changes in task design, but this is difficult to ascertain when the same tasks were employed during this study. Given the tool was designed to determine the alignment of training practices with RLD, different tasks may achieve the same score depending on the learning environment they provide, ultimately informing coaches on their approach to skill development. The use of alternative coaching assessment tools such as the scaled approach in tennis (Krause et al. [&lt;reflink idref=&quot;bib19&quot; id=&quot;ref89&quot;&gt;19&lt;/reflink&gt;]) or colour scales (Renshaw et al. [&lt;reflink idref=&quot;bib44&quot; id=&quot;ref90&quot;&gt;44&lt;/reflink&gt;], 155) may be beneficial for future tool development.&lt;/p&gt; &lt;p&gt;A major barrier in skill acquisition research is the inability to capture expertise because it is difficult to create the same match environment during testing (Pinder, Headrick, and Oudejans [&lt;reflink idref=&quot;bib37&quot; id=&quot;ref91&quot;&gt;37&lt;/reflink&gt;]). This shortcoming provides researchers with the opportunity to utilise three different environments (training, testing and game) to assess the impact of information poor training environments on skill development and transfer. While an observational study identifies current practice, further evidence of the training characteristics which allow skills to transfer between the training and game environments, such as the value of sampling or access to an open field setting, is needed. This study detailed a longitudinal description of the training environment in female cricket, which lays the foundations to further our knowledge on current practices and explore future interventions that maximise the development of amateur cricketers. A controlled study using two groups of participants with multiple training programmes would be ideal but difficult to replicate in an amateur sporting team setting (Connor et al. [&lt;reflink idref=&quot;bib6&quot; id=&quot;ref92&quot;&gt;6&lt;/reflink&gt;]). It is also important to acknowledge the connection between cognitions, emotions and actions in the performance environment, where the perception of affordances, focus of attention and action capabilities may be compromised by high anxiety (Graydon et al. [&lt;reflink idref=&quot;bib16&quot; id=&quot;ref93&quot;&gt;16&lt;/reflink&gt;]; Headrick et al. [&lt;reflink idref=&quot;bib17&quot; id=&quot;ref94&quot;&gt;17&lt;/reflink&gt;]).&lt;/p&gt; &lt;hd id=&quot;AN0151174255-24&quot;&gt;Practical considerations&lt;/hd&gt; &lt;p&gt;Sporting clubs at the amateur level of cricket rarely have access to an open field and turf pitches, which is believed to be the optimal training environment for skill development (Low et al. [&lt;reflink idref=&quot;bib22&quot; id=&quot;ref95&quot;&gt;22&lt;/reflink&gt;]). Through the application of representative learning design, available resources can be adapted to simulate the performance environment and provide match-like situations and problems during training, rather than attempt to replicate a condensed version of the game (Davids et al. [&lt;reflink idref=&quot;bib8&quot; id=&quot;ref96&quot;&gt;8&lt;/reflink&gt;]). The presence of fielders and goal-directed behaviour may be maintained through the creative use of equipment (markers or detailed whiteboard) to represent where players may appear in the field and scenarios (24 runs off 24 balls) to overcome the absence of consequences, direction and affordances from bat-ball contact. The interactions between the batter and the bowler should be maintained, allowing for the exploration of visual cues often found in the bowler&#39;s approach or the batter&#39;s footwork, and different tactical approaches (ball type, shot selection) for a successful outcome (runs, wicket). This exploration of information does not happen intuitively (Jacobs and Michaels [&lt;reflink idref=&quot;bib18&quot; id=&quot;ref97&quot;&gt;18&lt;/reflink&gt;]), so training environments should allow learners to identify or draw attention to how an opponent moves or what their game plan might be from the current field setting, as they would in the game environment.&lt;/p&gt; &lt;p&gt;There are resources available for coaches that inform of contemporary skill development practices and strategies (Renshaw and Chow [&lt;reflink idref=&quot;bib42&quot; id=&quot;ref98&quot;&gt;42&lt;/reflink&gt;]). The scoring system featured in this study may need to be reviewed to promote individualised approaches for learning stages. To capture the nuances of session design, the integration of a larger scale with guided questions and task goals (Krause et al. [&lt;reflink idref=&quot;bib19&quot; id=&quot;ref99&quot;&gt;19&lt;/reflink&gt;]) or a colour scheme to tailor the difficulty and structure of the session (Renshaw et al. [&lt;reflink idref=&quot;bib44&quot; id=&quot;ref100&quot;&gt;44&lt;/reflink&gt;]) should be considered. By providing key elements of the training environment within the tool (i.e. where sources of information arise), amateur coaches may be more likely to apply an evidence-based approach to their training environments. Applying certain instructions (&#39;try to hit the ball past the bowler&#39;), scenarios (&#39;10 runs off 6 balls&#39;) and tasks (bowling to take a wicket/restrict runs) allows a variety of movements to be explored and emerge as the person interacts with their environment. This approach encourages the development of skills by utilising the available sources of information within both the training and performance environment, with the potential to improve the transfer of skill.&lt;/p&gt; &lt;hd id=&quot;AN0151174255-25&quot;&gt;Acknowledgements&lt;/hd&gt; &lt;p&gt;We acknowledge the cooperation and support of the coaching staff and players from the Western Suburbs District Cricket Club (Brisbane, Australia) for their involvement in this project.&lt;/p&gt; &lt;hd id=&quot;AN0151174255-26&quot;&gt;Disclosure statement&lt;/hd&gt; &lt;p&gt;No potential conflict of interest was reported by the author(s).&lt;/p&gt; &lt;ref id=&quot;AN0151174255-27&quot;&gt; &lt;title&gt; References &lt;/title&gt; &lt;blist&gt; &lt;bibl id=&quot;bib1&quot; idref=&quot;ref33&quot; type=&quot;bt&quot;&gt;1&lt;/bibl&gt; &lt;bibtext&gt; Ara&#250;jo, Duarte, Robert Hristovski, Ludovic Seifert, Jo&#227;o Carvalho, and Keith Davids. 2019. &quot; Ecological Cognition: Expert Decision-Making Behaviour in Sport.&quot; International Review of Sport and Exercise Psychology 12 (1): 1 – 25. doi: 10.1080/1750984x.2017.1349826.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibl id=&quot;bib2&quot; idref=&quot;ref11&quot; type=&quot;bt&quot;&gt;2&lt;/bibl&gt; &lt;bibtext&gt; Brunswik, E. 1955. &quot; In Defense of Probabilistic Functionalism: A Reply.&quot; Psychological Review 62 (3): 236 – 242. doi: 10.1037/h0040198.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibl id=&quot;bib3&quot; idref=&quot;ref13&quot; type=&quot;bt&quot;&gt;3&lt;/bibl&gt; &lt;bibtext&gt; Brunswik, Egon. 1956. 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  Data: Evaluating Task Design for Skill Development in an Amateur Female Cricket Team
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  Label: Geographic Terms
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Australia%22&quot;&gt;Australia&lt;/searchLink&gt;
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/17408989.2020.1752648
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1740-8989
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Motor control and skill acquisition research have contributed greatly to understanding the learning process in sport, but very little of this knowledge has been applied in practice over the past fifty years. The characteristics of expertise in the two major cricket skills, batting and bowling, are well established but the training environments used to develop them are yet to be characterised. Recommendations on the how the ball is delivered (feed), decision making, task variability and information sources for skill development in cricket have been made previously in research. To promote skills which transfer between the training and performance environments, tasks should maintain the connection between the person, their task and the environment. Coaches have found it difficult to apply complex learning designs to their practice because the underpinning concepts remain unclear. Demystifying evidence-based practice for skill development in cricket is needed to make research knowledge more accessible for coaches. Purpose: Given club level cricket (amateur) is the stepping-stone of the talent development pathway for junior representative players pursuing elite status, it is important to evaluate the effectiveness of skill development practices at this level and identify means of improvement. Methods: A categorical assessment tool was developed to assess 21 training sessions performed during an amateur women&#39;s cricket team throughout the 2018/19 season. We assessed how the ball was delivered (feed), decision making elements, variability and sources of information available to ascertain the representativeness of each training session according to published research on skill development and expertise. The tool featured a scoring range (0--3) with maximum scores per discipline of 12 for bowling and 15 for batting. Key performance indicators (KPI), outlined by the head coach, were also collected during the season to assess game performance and explore any connections with training design. Results: A lack of variability in training design between the 21 sessions performed (&lt;0.5 units on 0-3 scale) did not allow for a correlational analysis with game performance. In contrast, game KPIs were achieved sporadically throughout the season. The most representative training elements were provided for bowling feed (target), decision making and variability, while batting feed (type) and variability also scored well on the assessment tool. The maximum score for representativeness for bowling or batting was not reached, and training design remained largely unchanged throughout the season despite changes in match type, competition phase and consistent low scores in some elements. Conclusions: Some elements of representative learning design were apparent in this amateur cricket setting but only in discrete areas of training. Despite changes in the competition phase and match type, there was a lack of adaptation in training design. Future research is needed to evaluate the principles of representative training design and their effect on cricket skill development and match performance. A more sensitive categorical assessment tool may also be necessary to detect subtle changes in training design.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2021
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1302424
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1302424
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/17408989.2020.1752648
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 330
    Subjects:
      – SubjectFull: Athletics
        Type: general
      – SubjectFull: Team Sports
        Type: general
      – SubjectFull: Psychomotor Skills
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Training
        Type: general
      – SubjectFull: Performance
        Type: general
      – SubjectFull: Athletes
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: Womens Athletics
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Learning Activities
        Type: general
      – SubjectFull: Design
        Type: general
      – SubjectFull: Australia
        Type: general
    Titles:
      – TitleFull: Evaluating Task Design for Skill Development in an Amateur Female Cricket Team
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Lascu, Alexandra
      – PersonEntity:
          Name:
            NameFull: Spratford, W.
      – PersonEntity:
          Name:
            NameFull: Pyne, D. B.
      – PersonEntity:
          Name:
            NameFull: Etxebarria, N.
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            – D: 01
              M: 01
              Type: published
              Y: 2021
          Identifiers:
            – Type: issn-print
              Value: 1740-8989
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            – Type: volume
              Value: 26
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Physical Education and Sport Pedagogy
              Type: main
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