Exploring Convergence and Divergence in Seemingly Contrasting Perspectives on Training Perceptual-Cognitive Abilities for Sports Performance Through Moderated Dialogue.

Abstract

Current Opinion article considers the diverging perspectives of two academics on the trainability and role of perceptual-cognitive abilities in sports performance, specifically applied to agility and sidestepping. This work uses a moderated dialogue approach between these two authors, each representing differing viewpoints: one advocating for the role of perceptual-motor skills through representative learning environments and another emphasising physical resilience. The article explores how fostering scientific discourse through moderated questions posed by a third party can be used to identify convergences and divergences in these perspectives. Both perspectives agree on the complexity of agility, the value of coupling perceptual skills with motor actions in representative environments, and the role of action capabilities in shaping affordances. However, they diverge on the best methods for assessing and training these skills, with contrasting views on the practicality of representative assessments and training transfer to in-game scenarios. The authors propose that the current article forms the first stage for future collaborative research to test hypotheses through adversarial collaboration in order to better understand how perceptual-cognitive skills are integrated with physical training and assessed for practical application in sports settings. By fostering mutual understanding, the article highlights the potential of adversarial debate in advancing scientific practices within the domain of sports performance, as well as how this method can form the basis for joint hypothesis testing between adversaries.