Abstract:

This presentation synthesizes performance improvement research to examine how evidence-based instructional strategies can enhance motor skill acquisition, psychological readiness, and learner self-efficacy in kinesiology education. Drawing from empirical studies across domains such as virtual simulation, motor learning, and sport-specific decision-making, the session explores how structured practice, feedback mechanisms, and adaptive learning environments contribute to measurable gains in performance.

Research-informed pedagogical models—including those emphasizing task-specific self-efficacy, augmented feedback, and representative learning design—will be examined in the context of both undergraduate and graduate-level kinesiology instruction. Special attention is given to the role of technology in replicating sport-relevant tasks, as well as how these tools support transfer of learning and retention in applied settings. The presentation also addresses how performance improvement frameworks can be embedded into curriculum design to better align educational experiences with real-world demands in sport, exercise science, and physical education.

The session will conclude by identifying best practices for implementing research-backed interventions that improve instructional effectiveness, foster student engagement, and elevate overall program outcomes in kinesiology and related fields. Attendees will gain actionable strategies for integrating performance-based evidence into their teaching, curriculum development, and assessment practices.

Keywords:

Virtual training, self-efficacy, skill acquisition, curriculum development, feedback, applied learning.