Learning a sports skill is a complex process in which practitioners are challenged to cater for individual differences. The main purpose of this study was to explore the effectiveness of a Nonlinear Pedagogy approach for learning a sports skill. Twenty-four 10-year-old females participated in a 4-week intervention involving either a Nonlinear Pedagogy (i.e.,manipulation of task constraints including equipment and rules) or a Linear Pedagogy (i.e., prescriptive, repetitive drills) approach to learn a tennis forehand stroke. Performance accuracy scores, movement criterion scores and kinematic data were measured during pre-intervention, post-intervention and retention tests. While both groups showed improvements in performance accuracy scores over time, the Nonlinear Pedagogy group displayed a greater number of movement clusters at post-test indicating the presence of degeneracy (i.e., many ways to achieve the same outcome). The results suggest that degeneracy is effective for learning a sports skill facilitated by a Nonlinear Pedagogy approach. These findings challenge the common misconception that there must be only one ideal movement solution for a task and thus have implications for coaches and educators when designing instructions for skill acquisition.

A quantitative in vitro assay based on isolated yeast microsomes reveals that SNARE-mediated membrane fusion is involved in atlastin-initiated homotypic ER fusion.

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Advances in technology have created new opportunities for enhanced delivery of teaching to improve the acquisition of game skills in physical education (PE). The availability of a motion-tracking system (i.e. the A-Eye), which determines positional information of students in a practice context, might offer a suitable technology to support pedagogical approaches in the teaching of movement skills in game situations. This paper explores the possibility and potential of using this technology to augment pedagogical practices in PE. Using examples from its implementation in sports science investigations and pilot work in a Singapore school, we discuss how such motion-tracking systems can be incorporated in schools, assisting practitioners in refining pedagogical practices. The implications of its wider use in a PE context will also be discussed.

There has been an increase interest in knowing and enacting pedagogical approaches such as the Constraints-led Approach (CLA) and Nonlinear Pedagogy (NLP) which are underpinned by Ecological Dynamics in recent years among practitioners. While there seems to be a perceived uptake of such pedagogical approaches that encourages exploratory learning and the development of individualised movement solutions, there are still concerns on how these pedagogical approaches are enacted on the ground. In this paper, we the authors, as “pracademics”, attempted to address some of the common concerns that we are aware of from our regular interactions with academics and practitioners. In brief, we highlighted some of the common challenges related to sense making concepts from Ecological Dynamics and building connections to practice. We stressed the need to invest time to think differently to create representative learning environment, rethink how assessment is to be done, finding a balance between theoretical jargon and practical application as well as intentionally situating coach development and support. We may not have all the answers, but we hope this paper could provide a useful starting point on how to apply Ecological Dynamics Theory to practice design.