Coaching Olympic Weightlifting in the Era of Cognitive Science: Rethinking Instructional Methods
DOI:
https://doi.org/10.53797/fphj.v4i2.1.2025Keywords:
Olympic weightlifting coaching, Cognitive-integrative instruction, Motor learning, Attentional focus, Skill acquisitionAbstract
This theoretical article considers how findings from cognitive science can enhance instructional methods for coaching the Olympic sport of Weightlifting. Coaching in the past typically consisted of a prescriptive, repetitive method of teaching the technical skills required for Olympic Weightlifting, but more recent research on motor learning and other cognitive psychology topics has led researchers to suspect that the traditional models of coaching may be less effective than expected when it comes to maintaining long-term skill retention and adaptability to new environments. Through a critical synthesis of research from many fields, this paper creates a cognitive-integrative training framework for coaches of Olympic Weightlifting. The cognitive-integrative training framework is based on several theoretical frameworks: Motor Learning Theory, Attention & Concentration Theory, Cognitive Overload Theory, and Ecological Dynamics. Combining elements of structured technical instruction, guided variability, and implicit learning strategies creates an efficient framework for skill acquisition, retention, and transfer to dissimilar contexts of performance. Coaches can utilize this cognitive-integrative training framework as the theoretical basis for designing learner-centered training environments that effectively integrate the technical disciplines of Olympic Weightlifting, while also ensuring cognitive efficiencies exist within those learning environments.
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Copyright (c) 2025 Ahmad Alhussin Alali, Azzam Alhossin Alali, Mohd Hafizuddin Baki, Ali Md Nadzalan
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