ABSTRACT
This chapter examines how best to structure multiple trials during anticipation and decision making training programmes to facilitate improvements in retention and transfer. It focuses on structure of practice for variations of the same skill, specifically addressing the variability of practice hypothesis and constant vs. variable practice. The chapter discusses the notion of specificity in practice structure with reference to research highlighting the importance of contextual information during practice. The typical perceptual-cognitive training programme involves multiple trials in which participants respond to sport-specific actions. The chapter reviews research demonstrating the effect of practice structure on the acquisition of perceptual-cognitive skills when multiple skills are presented during the intervention. In the perceptual-cognitive training literature the retention test and, if included, the transfer test are typically structured in a similar manner to the practice conditions. The review of the literature demonstrates the potential benefit of perceptual-cognitive skills training through the use of laboratory- and field-based protocols.
