Background: Under the view of dynamical system theory, expertise in sports emerges from the interaction of multiple constraints. At an individual level, important interactions amongst constraints could include the relationships that evolve between one's family, playmates/coaches, and specific training activities. Or more broadly, other environmental constraints can be the strong socio-cultural-historical contexts that influence expertise development in sports around the world, such as rugby (e.g. New Zealand) and football (e.g. Brazil). An increasing number of studies have demonstrated the influence of environmental constraints on the development of sport expertise. Whilst making important contributions to knowledge, such studies have been limited in scope and fail to consider in depth how informal and even aversive learning environment constraints affect skills development.Objective: The objective of this paper is to outline a new contextualised approach to studying socio-cultural constraints on individuals, proposing an interpretive, multimethod approach to holistically investigate the interacting constraints on an athlete's development pathway. Aims: We explain a rationale for adopting an interpretive research paradigm (in contrast to traditional positivist approaches) for exploring socio-cultural constraints. The epistemological and methodological assumptions of Bronfenbrenner's Bioecological Model of Human Development are proposed as an underpinning framework for data collection and organisation of material. We advocate for ethnographic strategies of inquiry, followed by a discussion of potential methods for generating and analysing data: contextual analysis, participant-observation, and open-ended interviews. Finally, we discuss evaluation criteria for this contextualised approach viewed from a coherence theory of truth. Purpose: This position statement seeks to: (1) promote methodological possibilities to investigate the effect of socio cultural constraints on expertise acquisition in sport and (2) offer significant new theoretical and epistemological insights from the constraintsled approach to expertise and to integrate some of the interdisciplinary differences that exist in the body of sciences. Final thoughts: Our tentative contribution to the development of the proposed contextualised skill acquisition research framework is to build bridges across the methodological boundaries between sociology and motor learning in the first instance, rather than offering a unifying approach for the whole field. We hope that this position statement will provide a foundation for future related empirical papers and to stimulate other researchers to consider the framework for their own investigations of motor learning in the field.# 2014 Association for Physical Education

The purpose of the current article is to review findings from the visual anticipation literature with a particular focus on penalty kick goalkeeping in Association football. We give a brief introduction to the area of research before providing reviews of two recent studies. First, we focus on the applied implications of a study that examined the effect of deception and non-deception penalty kick strategies on goalkeeping performance. Second, we consider further limiting factors on the accuracy of goalkeeper visual anticipation through examination of the relationship between goalkeeper action capabilities and the timing and accuracy of goalkeeper responses. Finally, the implications of the results are considered with recommendations for coaching practices aimed at improving visual anticipation skills.

In an ecological dynamics rationale, the development of expertise in sports is shaped by interactions of personal, task and environmental constraints. A notable outcome of this process is the distinctive performance styles of athletes shaped by socio-cultural-historical constraints. To understand this process, we examined the role of socio-cultural constraints shaping the development of skill in Brazilian football players at the macrosystem level. A range of data sources were inductively generated and analysed through the qualitative interpretative paradigm, including historical contextual analysis, participant observation, and unstructured interviews. Malandragem (i.e., cunning) emerged as a major focus and our findings suggested that behavioural characteristics, such as mischief and deception, are common attributes valued by many elite Brazilian footballers. Our analysis suggests how the value system of Malandragem is a product of the socio-cultural constraints primarily influenced by the Mulattos’ cultural traditions, historically interacting with particular socio-economic conditions. In Brazil, Malandragem can manifest itself through the Ginga (i.e., body sway) playing style in which footballers move deceptively to gain competitive advantages over opponents. Whilst the theatrical antics of contemporary Malandros (i.e., tricksters and/or streetwise persons), such as Neymar Junior, are frowned upon by many football critics, we argue that some aspects of being Malandro may be contributing to the development of a high level of perceptual-motor and cognitive functioning that has underpinned the Ginga playing style in Brazilian football for many decades.

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.

Worldwide, 1.3 billion people live in Poverty, a socio-economic status that has been identified as a key determinant of a lack of sports participation. Still, numerous athletes around the world have grown up in underprivileged socio-economic conditions. This is the case in Brazil, a country with around 13.5 million impoverished citizens, yet, over decades, many of its best professional footballers have emerged from its favelas. In this article, we explore the role of the socio-cultural-economic constraints in shaping the development of skill and expertise of Brazilian professional football players. The methodological and epistemological assumptions of the “Contextualized Skill Acquisition Research” (CSAR) approach are used as an underpinning framework for organizing and analyzing data. Results suggested that, at the exosystemic level of Brazilian society, Poverty emerges as an influential constraint that can potentially enrich football development experiences of Brazilian players. Poverty, however, is not the direct causation of outstanding football skill development. Rather, from the perspective of ecological dynamics, Poverty creates specific contexts that can lead to the emergence of physical as well as socio-cultural environment constraints (e.g., Pelada, Malandragem) that can shape affordances (opportunities) for skill acquisition. These ideas suggest the need to ensure that environmental constraints can support people to amuse themselves cheaply, gain access to employment opportunities and maintain health and well-being through (unstructured and more structured) sport and physical activities in dense urban environments such as favelas, inner city areas, and banlieues. For this purpose, design of open play areas and even parkour installations can provide affordances landscapes for physical activity and sports participation in urban settings.