In many player development environments, repetition is often viewed as the foundation of improvement. Players repeat passes, patterns, and movements with the intention of building consistency. Sessions are structured around drills that allow actions to be practised multiple times in controlled conditions.
However, repetition alone does not guarantee development. The issue is not that players repeat actions, but what they are actually repeating. In many cases, players are repeating movements without the context of the game. They learn the pattern of the drill, recognise what is expected, and execute within that structure. While this can create the appearance of improvement, it does not fully prepare players for performance.
In a match, situations are not repeated in the same way. Players are required to interpret different cues, respond to pressure, and adapt their actions based on the environment around them. The challenge is not executing a rehearsed movement, but solving a problem in real time. This requires perception, decision-making, and adaptability.
When training is dominated by fixed drills, these elements are reduced. Players are not required to interpret changing situations, because the structure remains predictable. They are not solving problems, but reproducing solutions that have already been defined for them. As a result, learning becomes specific to the drill rather than transferable to the game.
This is where the focus of development needs to shift. Instead of repeating drills, players should be repeatedly exposed to problems. Training environments should present situations that require players to perceive information, make decisions, and adapt their actions. This creates a different type of repetition, one that is aligned with the demands of the game.
Within this approach, variability becomes essential. Each situation changes slightly, requiring adjustments in positioning, timing, and execution. Over time, this supports the development of adaptable performance rather than fixed responses (Schmidt, 1975).
From a coaching perspective, this requires a shift in how sessions are designed. The objective is not to create perfect execution within a drill, but to create environments where players can explore and respond to different situations. This may reduce immediate consistency, but it increases long-term adaptability.
Research in skill acquisition highlights that learning is strengthened when players are required to adapt their actions across varied contexts, rather than repeat identical movements (Davids et al., 2013). This approach develops not only technical ability, but also the decision-making required for performance.
Ultimately, players are not struggling because they do not repeat enough. They struggle because they repeat the wrong things. When training shifts from repeating drills to solving problems, development becomes more aligned with the reality of the game.