A constraints-led perspective to understanding skill acquisition and game play: a basis for integration of motor learning theory and physical education praxis?
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In this article, the authors provide an overview of the motor learning approach emanating from the constraints-led perspective, and examine how it can substantiate a new pedagogical framework in physical education: nonlinear pedagogy.Abstract:
Background: In order to design appropriate environments for performance and learning of movement skills, physical educators need a sound theoretical model of the learner and of processes of learning. In physical education, this type of modelling informs the organization of learning environments and effective and efficient use of practice time. An emerging theoretical framework in motor learning, relevant to physical education, advocates a constraints-led perspective for acquisition of movement skills and game play knowledge. This framework shows how physical educators could use task, performer and environmental constraints to channel acquisition of movement skills and decision making behaviours in learners. From this viewpoint, learners generate specific movement solutions to satisfy the unique combination of constraints imposed on them, a process which can be harnessed during physical education lessons. Purpose: In this paper the aim is to provide an overview of the motor learning approach emanating from the constraints-led perspective, and examine how it can substantiate a platform for a new pedagogical framework in physical education: nonlinear pedagogy. We aim to demonstrate that it is only through theoretically valid and objective empirical work of an applied nature that a conceptually sound nonlinear pedagogy model can continue to evolve and support research in physical education. We present some important implications for designing practices in games lessons, showing how a constraints-led perspective on motor learning could assist physical educators in understanding how to structure learning experiences for learners at different stages, with specific focus on understanding the design of games teaching programmes in physical education, using exemplars from Rugby Union and Cricket. Findings: Research evidence from recent studies examining movement models demonstrates that physical education teachers need a strong understanding of sport performance so that task constraints can be manipulated so that information-movement couplings are maintained in a learning environment that is representative of real performance situations. Physical educators should also understand that movement variability may not necessarily be detrimental to learning and could be an important phenomenon prior to the acquisition of a stable and functional movement pattern. We highlight how the nonlinear pedagogical approach is student-centred and empowers individuals to become active learners via a more hands-off approach to learning. Summary: A constraints-based perspective has the potential to provide physical educators with a framework for understanding how performer, task and environmental constraints shape each individual‟s physical education. Understanding the underlying neurobiological processes present in a constraints-led perspective to skill acquisition and game play can raise awareness of physical educators that teaching is a dynamic 'art' interwoven with the 'science' of motor learning theories.read more
Citations
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Representative learning design and functionality of research and practice in sport
TL;DR: In this paper, the authors highlight the relevance of representative design for sports psychology, practice, and experimental design, and draw links with ideas on learning design in the constraints-led approach to motor learning and nonlinear pedagogy.
Journal ArticleDOI
Nonlinear pedagogy: Learning design for self-organizing neurobiological systems
TL;DR: A nonlinear pedagogy is proposed in which the role of coaches or trainers alters from a more traditional, prescriptive stance to the mode of manipulating key interacting task constraints including information, space and equipment to facilitate learning.
Nonlinear pedagogy: Learning design for self-organizing neurobiological systems
TL;DR: In this paper, a nonlinear pedagogy is proposed in which the role of coaches or trainers alters from a more traditional, prescriptive stance to the mode of manipulating key interacting task constraints including information, space and equipment to facilitate learning.
Journal ArticleDOI
Teaching games and sport for understanding: Exploring and reconsidering its relevance in physical education
Steven A. Stolz,Shane Pill +1 more
TL;DR: In this article, the authors reviewed and revisited the TGfU premise and considered its relevance to games and sport teaching in physical education (PE), and outlined the basis for the conceptualisation of the TGFU; and argued that the TG-U premise needs to be revisited in order to explore and rethink its relevance so that pedagogy in PE again becomes a central and practical issue.
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Learning Is Moving in New Ways: The Ecological Dynamics of Mathematics Education
TL;DR: Students engaged in embodied-interaction learning activities are first attracted to symbolic artifacts as prehensible environmental features optimizing their grip on the world, yet in the course of enacting the improved control routines, the artifacts become frames of reference for establishing and articulating quantitative systems known as mathematical reasoning.
References
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Journal Article
Insights from Ecological Psychology and Dynamical Systems. Theory can underpin a philosophy of coaching.
TL;DR: In this paper, the authors show how principles of ecological psychology and dynamical systems theory can underpin a philosophy of coaching practice in a nonlinear pedagogy, which is based on a view of the human movement system as a non-linear dynamical system.
Journal Article
Nonlinear pedagogy: a constraints-led framework for understanding emergence of game play and movement skills.
TL;DR: The data and theoretical modeling presented in this paper provide a rationale in nonlinear dynamics for the efficacy of a prominent model of game play teaching, Teaching Games for Understanding approach.
Book
Becoming a physical education teacher: Contemporary and enduring issues
TL;DR: The only current Australia/New Zealand text designed for students studying in this secondary Key Learning Area by combining a strong focus on issues of practice with an accessible theoretical perspective.
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Cricket bowling deliveries and the discrimination ability of professional and amateur batters.
TL;DR: It is found that more expert batters in general showed greater perceptual discrimination skills when faced with different ball types, but this discrimination ability was linked specifically to delivery type and to previous experience, and additional ball flight information provided no more advantage.
Journal ArticleDOI
Changing ecological constraints of practice alters coordination of dynamic interceptive actions
TL;DR: In this article, the authors examined the adaptation of coordination and timing of the forward defensive stroke in cricket batting under two typical practice task constraints: batting against a representative'real' bowler (B) and a representative bowling machine (BM) (mean delivery velocity 26.76 m s-1 under both conditions).