CONTRAST LEARNING 4/5

1. Players will respond differently to the conditions of play based on the complexity/difficulty and player competency. This higher degree of required cognitive activity can delay execution/impulses to play so a balanced proposition of new content will help players perform without suffering delays for extended period of time whilst learning. The reinvestment theory suggests that relatively automated motor processes can be disrupted if they are ran using consciously accessed, task-relevant declarative knowledge to control the mechanics of the movements online, and it also argues that the propensity for consciousness to control movements online is a function of individual personality differences, specific contexts and a broad range of contingent events that can be psychological, physical, environmental or even mechanical. Player decision making is based on the player competency so different players will make better/faster decisions in the same environment than others - so is breaking up large groups more than we currently do be a good move or not? You don't wanrt to make a situation so hard for players that they overthink everyhting, including basic/automatic functions, as performance on even those most basic skills can decrease dramatically (the yips!)
2. Approaches to teaching must be consistent with the capabilities of the individual to receive new content of the game, learn it, integrate it into their own play and than perform it under pressure. Pressure can be introduced by far more than physical means via modifying parameters of the activity/games to decrease/increase the number of possibilities in the play as well as the pressure of time and/or space in the play which would influence the complexity/difficulty of the game. This also puts players in the position to judge the best oppurtunities in the moment of the game and increase the speed of execution of their actions obce they identify them. How can you intorduce pressure to your activities tactically, technically and/or psychologically?
3. The number of players/targets reflect the quantity of possible opportuinities of actions that can be explored, even though they will depend on the perceived and than processed information that is used to make decisions in situations of play and the more information there is, the more complex the situations of play (problems to solve) can become and on top of this, different types of targets and other rules can be applied to also influence decision making and the response to situations. Your bottom end reserves players don't see what you're top end senior players see and studies have shown that decision making can be influenced by means other than physical game play so how can you help bridge that gap?  
4. As learning players are facing new content in both technical and tactical aspects at the same time, they will 1^st need exercises that balance both contents (technical/tactical) since they will likely not be able to perform all demands when required so there is an advantage to planning back and forth between less complex and difficult situations along the learning phase, especially for exercises dedicated to content of the game. Try levelling up your activities so have a level 1 for your lower tier players which is the activity at it's most basic and maybe 1 - 2 layers on top of that then a level 2 activity of the same game content for your upper tier players which might be more situational/scensario based activities and allow the mid tier players to swing from 1 to the other as they build/lose confidence, have/don't have success.