Global

Background and Introduction

 

The Cognitive Apprenticeship framework models a learning process in which an expert of a complex skill gradually transfers the skill to an apprentice through the administration of well structured and coordinated coaching and education strategies.

 

The proposed application of this concept in technical skill development and automatisation was inspired by the motivation to accomplish technical skill perfection in the training and education of young players. The framework is underpinned by lessons learned from modern cognitive science theories, applied cognitive psychology and human learning constructs.

 

The Cognitive Apprenticeship theory follows from evidence that experts of a complex skill does not often take into consideration the intrinsic cognitive processes involved in the transfer of complex skills to apprentices . The result of training and knowledge that is delivered or acquired without employing necessary cognitive framework is the transfer of football knowledge that is not only marked by incomplete, ineffective and inefficient actions of the psychomotor and motor skills but one that will only amount to developing largely semi professional players and only a handful of good ones. Such players with underdeveloped psychomotor and gross motor skills will due to no fault of most continue to be deficient in important movements that would otherwise have contributed towards making them better players. The actions and reactions of such players towards required on-field football activities when called upon are characterised by deliberate or controlled movements.

 

This excerpt must not of course be construed as meaning that every trainee will develop into top class footballers (since a host of other factors are involved), or that the cognitive apprenticeship framework is expected to act as a substitute for hard work; that is the exact opposite of what the concept aims to represent in principle. In order to be successful, the apprentice must be motivated to learn, be attentive and must have access to the learning instructions/materials as well as be able to retain them.