ABSTRACT
In the Southern Hemisphere, the number of skill acquisition researchers who are working in the field is few in comparison with other sport science disciplines (such as physiology, strength and conditioning, and sport psychology). Arguably this situation has developed from the lack of a dedicated accreditation pathway for skill acquisition within professional bodies such as Sport and Exercise Science New Zealand (SESNZ) and Exercise and Sports Science Australia (ESSA). It is also likely that many academics perceive research, theory and practice to be an awkward menage-à-trois to combine effectively, dissuading them from leaving the relative comfort of the classroom or laboratory. However, although fundamental motor learning research dates back to the late 1800s, it is still a relatively young and evolving sports science discipline. Skill acquisition has made considerable strides in recent times with notable developments in research techniques, theory, practical implications and technology. In fact, the arrival of the new millennium seems to have heralded a new dawn for skill acquisition as a discipline. In Australia and New Zealand in particular, there appears to be increasing recognition of its role and potential value for high-performance sports. For example, new support positions for skill acquisition specialists have been created within the Australian Institute of Sport (AIS), and New Zealand’s equivalent body (NZ Academy of Sport) appears keen to follow this lead. Specific skills development-focused coaching jobs have appeared in many of our most popular sports such as rugby, soccer, cricket and Australian rules football. The formation of the Australasian Skill Acquisition Research Group (ASARG) in 2007, which has since met on a yearly basis to discuss practice and promote the discipline, is further evidence of the critical mass of skill acquisition specialists who are currently working in the Southern Hemisphere. Between 20 and 50 researchers and practitioners have regularly attended ASARG since its formation.
