People, Participation, Progression, Performance in Hockey
| Action | Definition | Why It Matters |
| Retrieval Practice | Recalling information from memory | Strengthens long-term retention |
| Spacing | Distributing learning over time | Improves retention “reminds” |
| Interleaving | Mixing different topics or problems | Helps players discriminate between concepts and promotes creativity |
| Checking for Understanding | Eliciting evidence of learning in real time | Prevents ‘illusion of understanding’ coaches can adapt instruction |
| Scaffolding | Providing temporary support to learners | Enables players to complete tasks they couldn’t do alone |
| Explicit Instruction | Clearly showing and telling players what and how to “do it” | Reduces ambiguity and cognitive load, especially for novices |
| Deliberate Practice | Focused practice targeting specific sub-skills | Helps players refine and master complex procedures |
| Formative Feedback | Ongoing feedback during the learning process | Identify areas for improvement – needs to be specific and actionable |
