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Open accessJournal ArticleDOI: 10.1080/17408989.2021.1886271

An ecological dynamics conceptualisation of physical ‘education’: Where we have been and where we could go next

02 Mar 2021-Physical Education & Sport Pedagogy (Informa UK Limited)-Vol. 26, Iss: 3, pp 293-306
Abstract: Background: In this paper, we explore physical education from a relational worldview. Theoretically guided by an ecological dynamics framework, this perspective calls us to conceptualise ‘education...

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Topics: Ecological psychology (56%), Perspective (graphical) (52%), Motor skill (52%) ... show more

6 results found

Journal ArticleDOI: 10.1080/10407413.2021.1965481
Carl T. Woods1, Keith Davids2Institutions (2)
Abstract: This inquiry explores a theoretical question, of applied practical relevance in fields like sport science, relating to how people come to know the performance landscapes they inhabit, and the dynamic opportunities for action they present. Here, we propose that how people come to know their performance landscapes, and how they learn to correspond with available affordances in them, is through dwelling. More specifically, through dwelling, people learn to resonate with the rhythms of information and affordances of a performance landscape, entangling with them to successfully find their way through the tasks, problems and challenges taken up with. To theoretically support our analysis, we draw on James Gibson’s different conceptualisations of knowledge, and Tim Ingold’s perspectives of enskilment–bringing practical applicability to our discussion by weaving in various ethnographic accounts of the growth of enskiled inhabitant knowledge. Through these transdisciplinary insights, we show that it is by asking questions, sharing stories, and following up lines of inquiry that people grow into their enskiled knowledge of places they inhabit.

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3 Citations

Open accessJournal ArticleDOI: 10.3390/IJERPH18189871
Abstract: Physical education (PE) is acknowledged as a relevant context for holistic child and youth development promotion. However, interventional research mostly builds on individual theories focused on specific outcome domains. This study presents a multisport enriched PE intervention that capitalizes on the intersection of different theory-based approaches to motor, cognitive and socio-emotional skills development promotion. With a cross-over design, 181 fifth graders, coming from a past class-randomized trial of enriched or traditional PE in their 1st–3rd grade, were stratified (based on their previous PE experience) and class-randomized to multisport enriched PE or control group. They completed pre-post assessments in motor and sport skills, cool (inhibition, working memory) and hot (decision making) executive functions, prosocial (empathy, cooperation) and antisocial (quick-temperedness, disruptiveness) behaviors. Children in the enriched PE group showed advantages in motor and prosocial skills after the intervention, which were linked by a mediation path, and an interactive effect of past and actual PE experience on decision making but no differential effects on other variables. The results suggest that a PE intervention designed with an integrative theory base, although not allowing disentangling the contribution of individual components to its efficacy, may help pursue benefits in motor and non-motor domains relevant to whole-child development.

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Topics: Life skills (52%), Prosocial behavior (52%)

1 Citations

Journal ArticleDOI: 10.1080/13573322.2021.1994939
Carl T. Woods1Institutions (1)
Abstract: Anthropologist, Tim Ingold, recounts that humans inhabit a familiar, yet evolving world – stretched between ‘the happened’ and ‘the not yet’. Despite efforts to the contrary, we can never fully be ...

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Open accessJournal ArticleDOI: 10.3389/FPSYG.2021.733489
Abstract: Learning aquatic skills is an important component of developing physical literacy in children. Aquatic skills such as floating, swimming and safe entry/exit promote engagement in different water environments and may help preserve lives in an emergency. This scoping review was conducted to evaluate the influence of task constraints (i.e., equipment) and environmental constraints (i.e., physical and social) on how children learn foundational aquatic skills. In developed countries, children are typically taught in swimming pools under direct supervision. It is also not uncommon to see children and infants learning to swim with assistive equipment (e.g., buoyancy aids). However, perhaps surprisingly, the evidence on how and where children learn aquatic skills does not uniformly promote such practices. For example, the use of flotation devices has not been proven to aid skill learning. Some researchers have advocated that children should learn aquatic skills whilst wearing outdoor clothing. One benefit of children wearing clothing is an increased capacity to practice in colder water (such as the ocean, rivers, or lakes). Overall, whilst practitioners often use equipment for various reasons it seems that not all equipment is equally useful in promoting the acquisition of aquatic skills. In less developed countries, with limited access to swimming pools and fewer resources for private instruction, a range of different open water aquatic environments and practices, such as swimming in temporarily flooded areas, have been reported. Such strategies are in urgent demand of further research given that drowning rates in less developed countries around the world exceed those in developed nations. It can be argued that learning in pools does not afford the opportunities to develop the whole range of adaptive skills that may be required in different open water environments such as navigating currents and waves, floating whilst clothed, or making life-saving decisions. Consequently, a shift toward teaching in open water environments has occurred in several countries. This review provides an evidence-base upon which practitioners can design more effective aquatic education programs for children.

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52 results found

Open accessBook
01 Jan 1966-

6,268 Citations

Open accessBook
30 Nov 2021-
Abstract: In this work Tim Ingold offers a persuasive new approach to understanding how human beings perceive their surroundings. He argues that what we are used to calling cultural variation consists, in the first place, of variations in skill. Neither innate nor acquired, skills are grown, incorporated into the human organism through practice and training in an environment. They are thus as much biological as cultural. To account for the generation of skills we have therefore to understand the dynamics of development. And this in turn calls for an ecological approach that situates practitioners in the context of an active engagement with the constituents of their surroundings. The twenty-three essays comprising this book focus in turn on the procurement of livelihood, on what it means to ‘dwell’, and on the nature of skill, weaving together approaches from social anthropology, ecological psychology, developmental biology and phenomenology in a way that has never been attempted before. The book is set to revolutionise the way we think about what is ‘biological’ and ‘cultural’ in humans, about evolution and history, and indeed about what it means for human beings – at once organisms and persons – to inhabit an environment. The Perception of the Environment will be essential reading not only for anthropologists but also for biologists, psychologists, archaeologists, geographers and philosophers.

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5,210 Citations

Open accessBook
01 Mar 1982-
Abstract: Chapter 1. Evolution of a Field of Study Chapter 2. Methodology for Studying Chapter 3. Human Information Processing Chapter 4. Attention and Performance Chapter 5. Sensory Contributions to Motor Control Chapter 6. Central Contributions to Motor Control Chapter 7. Principles of Speed and Accuracy Chapter 8. Coordination Chapter 9. Individual Differences and Capabilities Chapter 10. Motor Learning Concepts and Research Methods.

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4,182 Citations

Open accessBook
01 Jan 1995-
Abstract: Part 1 How nature handles complexity: what is a pattern? kinds of patterns principles of dynamic pattern formation the messages of self-organized patterns new laws to be expected in the organism matters of mind and matter the mind revealed? or, what this book's about. Part 2 Self-organization of behaviour - the basic picture: some historical remarks about the science of psychology are actions self-organized? if so, how? from synergies to synergetics requirements of a theory of self-organized behaviour. Part 3 Self-organization of behaviour - first steps of generalization: Hubris tempered? on Harvard horses and Russian cats coordination between components of an organism coordination between organisms on coupling. Part 4 Extending the basic picture - breaking away: relative coordination relative coordination explained absolute and relative coordination unified related models - fireflies, lampreys, and lasers instability and the nature of life - the intermittency mechanism exposed postscript. Part 5 Intentional dynamics: goal-directness in biology the second cornerstone of biological self-organization - informational specificity intentional behaviourial change related views - termites, predator-prey cycles, and quantum mechanics summing up. Part 6 Learning dynamics: issues in learning the main concepts the 'seagull effect' - competition and cooperation questions of learning transfer and generalization - symmetry again behaviourial development evolution and morphogenesis summary and conclusions. Part 7 perceptual dynamics: the barrier of meaning - perceptual dynamics I the barrier of meaning - perceptual dynamics II metastability of mind principles of perceiving - calculating, settling, resonating, and twinkling. Part 8 Self-organizing dynamics of the nervous system: microscale events mesoscale events macroscale events extending the basic picture...again postscript on etymology. Part 9 Self-organization of the human brain: prolegomenon obstacles to understanding the brain is not a static machine the 'brain dynamics' approach - fractural dimension spatiotemporal patterns of the brain models of brain behaviour - coupled modes and Sil'nikov chaos summary and conclusions - brain behaviour.

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2,923 Citations

Open accessJournal ArticleDOI: 10.1037/H0076770
Abstract: A number of closed-loop postulations to explain motor skills learning and performance phenomena have appeared recently, but each of these views suffers from either (a) logical problems in explaining the phenomena or (b) predictions that are not supported by the empirical evidence. After these difficulties are discussed, a new theory for discrete motor learning is proposed that seems capable of explaining the existing findings. The theory is based on the notion of the schema and uses a recall memory to produce movement and a recognition memory to evaluate response correctness. Some of the predictions are mentioned, research techniques and paradigms that can be used to test the predictions are listed, and data in support of the theory are presented.

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Topics: Motor skill (65%), Challenge point framework (59%), Learning theory (52%)

2,828 Citations