There’s nothing “all-inclusive” - but we have really robust research for each piece of this in a vacuum, because frankly it would be incredibly difficult to tes

There’s nothing “all-inclusive” - but we have really robust research for each piece of this in a vacuum, because frankly it would be incredibly difficult to test the generalizability of any single tutoring methodology when applied long-term. This is the seminal paper on one-on-one academic tutoring from 1984 that’s spawned hundreds of follow-up papers: http://web.mit.edu/5.95/readings/bloom-two-sigma.pdf http://web.mit.edu/5.95/readings/bloom-two-sigma.pdf. The biggest corpus of raw stats on age-related learning AND the generalizability of that knowledge come from the fad of brain-training games from the 2000s (e.g. https://scholar.google.com/scholar?hl=en&as_sdt=0%2C44&q=brain+training+age&btnG=#d=gs_qabs&u=%23p%3DyEpW0mqfrnEJ https://scholar.google.com/scholar?hl=en&as_sdt=0%2C44&q=bra...). But the crux of what you’re talking about, i.e. “physical skills are trainable while mental skills are not”, fall under the banners of “transfer of learning” for cross-domain academic performance, and “malleability of intelligence” for age-related differences in cognitive improvement: e.g. https://files.eric.ed.gov/fulltext/EJ903882.pdf https://files.eric.ed.gov/fulltext/EJ903882.pdf, https://psycnet.apa.org/doi/10.1037/0033-295X.109.1.116 https://psycnet.apa.org/doi/10.1037/0033-295X.109.1.116. Plenty of exercise physiology research on coaching format (personal trainer vs. group classes), and strength training adaptations by age that shouldn’t be hard to find at all to cover the physical side.