Conversation 22/43 Just adding an opponent and playing points does not automatically make a practice representative. Coaches often assume that once an activity “looks like tennis,” skill will transfer into competition. But Representative Learning Design is not simply about how much a practice visually resembles the game. It is about whether the practice preserves the functional information, intentions and decisions that regulate performance. Consider these common constraints: “Rally four shots before the point becomes live.” “Hit two crosscourt, then one down the line.” “Only hit inside this area.” These rules may create organisation, but they can also remove the decisions we supposedly want players to develop. If a player is only permitted to hit crosscourt, they no longer need to detect whether the down-the-line opportunity is available. The coach has already made the decision for them. The practice might contain an opponent, a court and a score—but the player is respondi...