A constraints-led perspective to understanding skill acquisition and game play: a basis for integration of motor learning theory and physical education praxis?

Renshaw, Ian; Chow, Jia Yi; Davids, Keith; Hammond, John A.

doi:10.1080/17408980902791586

Cited by 276 publications

(362 citation statements)

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“…As athletes developed, the relationship with the coach became more tightly coupled and tended to increasingly emphasise the acquisition of sport specific knowledge for managing the physical, emotional, and cognitive needs at an individual level (Abernethy, et al, 2002;Côté, et al, 2003). Hence, by designing learning environments that cater for changing emotions, cognitions and actions, performers are more likely to engage with or 'buy into' the rigorous demands of long term development programmes (Renshaw, Chow, Davids, & Hammond, 2010;Renshaw, Oldham, & Bawden, 2012).…”

Section: Time-scales and Affectsmentioning

confidence: 99%

The dynamics of expertise acquisition in sport: The role of affective learning design

Headrick

Renshaw

Davids

et al. 2015

Psychology of Sport and Exercise

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Phone: +61 7 3138 9673 AFFECTIVE LEARNING DESIGN AND EXPERTISE IN SPORT 2 AbstractObjectives and method: Developing expertise in sport requires the design of learning environments and athlete development programmes that successfully sample and represent conditions of performance contexts during practice. This premise is captured by the concept of representative learning design, founded on an ecological dynamics approach to acquiring skill in sport, and predicated on the mutuality of the individual-environment relationship as the appropriate level of analysis. In this position paper we argue that to effectively develop expertise in sport, the role of affect (emotion) should be considered in the representative design of learning experiences.Results and Conclusions: We discuss how ongoing interactions between affect, cognitions, perceptions and actions, provide a principled basis for affective learning designs in sport.Considering the role of affect in learning environments has clear implications for how sport psychologists, athletes and coaches might collaborate to enhance the acquisition of expertise in sport.

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Section: Time-scales and Affectsmentioning

confidence: 99%

The dynamics of expertise acquisition in sport: The role of affective learning design

Headrick

Renshaw

Davids

et al. 2015

Psychology of Sport and Exercise

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“…The CHANGE IT formula (Schembri, 2005) (Figure 1) serves to assist sport teachers in understanding how task, performer and environment constraints structure the modification of games by "eliminating, refining, or adding to game rules and playing conditions (such as field size) to focus attention on specific tactical or technical game understanding" (Pill, 2013, p. 9). (Schembri, 2005) A constraints-led perspective and game modification A constraints-led perspective describes how constraints (physical, environmental and task) shape the acquisition of motor skills and knowledge of game-play when game modifications are employed pedagogically (Araujo et al, 2004;Davids, Button & Bennett, 2008;Renshaw, Chow, Davids & Hammond, 2010). The deliberate design of games (Charlesworth, 1994) constrains the player to seek a movement option to achieve a movement strategy to resolve the constraint(s) that are enforced (Davids, Araujo & Shuttleworth, 2005;Davids et al, 2008;Newell, 1991).…”

Section: Game Modificationmentioning

confidence: 99%

Informing Game Sense Pedagogy with a Constraints-Led Perspective for Teaching Tennis in Schools

2018

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Impregnando la pedagogía centrada en el juego con una perspectiva «Constraint-Led» 1 para la enseñanza del tenis en las escuelas Abstract. The Game Sense approach (GSA) helps sport teachers adopt a pedagogical toolkit for the complex interplay of collective decision making in tennis that evolves from the dynamics of momentary configurations of play meeting the personal coordination dynamics of the players. This pedagogical toolkit emphasises game-based play to teach players how to perceive the game as "thinking players" capable of functional behaviours that answer the requirements of momentary configurations of play. This paper, therefore, builds on recent theoretical debate in the areas of skill 1 La expresión Constraint-Led ha sido traducida en algunos lugares como teoría de los "limitadores"; sin embargo, en el campo de la EF y el deporte se mantiene a menudo la expresión inglesa (constraint-led approach o constraint-led perspective). En líneas generales, es una forma de intervención indirecta (a través de los condicionantes: entorno, tarea, jugadores) en la que se destaca la importancia del proceso de toma de decisiones del alumno o deportista. (Nota de los editores) acquisition, the complementarity of perception-decision making and personal coordination dynamics (techniques), complex learning theory and coaching pedagogy, to connect the constraints-perspective of skill acquisition and the pedagogy of the Game Sense approach to enable theoretically informed tennis teaching. Practical implications of game-based training will be explained using the example of the Tennis for Primary Schools program alignment with the developmental stages of the Australian Curriculum for Health and Physical Education (ACHPE), which are described as student achievement standards in this curriculum. Keywords: Tennis; games; game sense; sport; teaching; coaching.Resumen. El enfoque centrado en el sentido del juego (GSA) proporciona a los profesores deportivos un conjunto de herramientas pedagógicas para el abordaje de las complejas interacciones que tienen lugar en la toma colectiva de decisiones en el tenis, que evoluciona a partir de la confluencia dinámica entre las configuraciones momentáneas del juego y la coordinación entre los jugadores. Estas herramientas pedagógicas destacan la comprensión del juego a fin de enseñar a los deportistas a percibirlo como "jugadores pensantes", capaces de comportamientos funcionales que respondan a los requisitos de las configuraciones momentáneas del juego. Este artículo se basa en los recientes debates teóricos en las áreas que estudian la adquisición de habilidades; la complementariedad entre los procesos de percepción, la toma de decisiones y las dinámicas de coordinación personal; la compleja teoría del aprendizaje y la pedagogía del entrenamiento; todo ello para conectar la perspectiva de los "limitadores" (contraints, ver nota 1) y la pedagogía del enfoque centrado en el sentido del juego, para lograr una enseñanza del tenis fundamentada teóricamente. Las implicaciones prácticas del ent...

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“…This interaction of constraints can be of potential benefit to researchers and practitioners looking to improve motor skills. As shown in several studies (Langendorfer, 1990;Renshaw et al, 2010;Stergiou et al, 2001;Ulrich et al, 1998), a manipulation of just one constraint can cause a spontaneous reorganization of the other constraints to produce a new behavior. If done purposefully, the manipulation of constraints can provide a powerful intervention to influence motor movement for the better (Vernadakis et al, 2015).…”

Section: Implications For Asdmentioning

confidence: 99%

“…Although DST's efficacy has not been formally tested, there are a number of examples of how constraints can be used to shape behavior (Farrow & Reid, 2010;Renshaw et al, 2010;Ulrich, Ulrich, Collier, & Cole, 1995) and be designed around specific adjustments to tasks to improve performance (Vernadakis et al, 2015). By intentionally modifying the constraints of a task or environment, an intervention based in DST could move past what typically limits instruction for children with ASD.…”

Section: Implications For Individuals With Autism Spectrum Disordermentioning

confidence: 99%

“…These could include the directions for the task (e.g., keeping personal space), movement goals (e.g., doing something quickly or slowly), or the equipment being used . DST offers enhanced understanding of the complexities of human movement, since throughout the lifespan new behaviors emerge, evolve, and on occasion dissolve (Clark & Phillips, 1993), but most importantly are difficult to manifest the exact same way twice (Renshaw, Chow, Davids, & Hammond, 2010).…”

Section: Figure 1: Newell's Model Of a Dynamic Systemmentioning

confidence: 99%

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A Mixed-Methods Analysis of the Effects of a Fundamental Motor Skills Intervention for Children with Autism Spectrum Disorder

Colombo-Dougovito

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Autism spectrum disorder (ASD) is a complex neurodevelopmental disorder characterized by deficits in social communication and pervasive repetitive behaviors (American Psychiatric Association [APA], 2013). Further, ASD is one of the fastest rising childhood developmental disorders, affecting 1 in 68 children (Christensen et al., 2016). In addition to the hallmark charactizations of this condition is a growing body of research (Lloyd, MacDonald, & Lord, 2013;Liu, Hamilton, Davis, ElGarhy, 2014;Staples & Reid, 2010) that suggests that individuals with ASD also demonstrate delays in the development of gross motor skills. Despite mounting evidence of delay, few interventions have targeted gross motor skills as an outcome (Staples, MacDonald, Zimmer, 2012). Three recent studies (Bremer, Crozier, & Lloyd, 2016; Ketcheson, Hauck, & Ulrich, 2016), amoung others, demonstrate the increasing awareness to this issue; however, continued theory-based research is needed to builded an effective motor intervention for children with ASD.The purpose of this parallel, convergent mixed methods design study was to test the validity and effectiveness of a fundamental motor skill (FMS) intervention for children with ASD that uses dynamic systems theory (DST; Newell, 1986). The intervention was based on intentional manipulations of task constraints, hereafter referred to as task modifications, to build FMS. This study incorporated both quantitative and qualitative data to understand not only how the task modifications work to influence the motor performance of children with and without ASD, but how potential changes in motor performance, or the perception of, was understood by parents. Furthermore, this study sought to understand how the intervention effected the daily lives of the individual iv and their family.Results revealed that a motor intervention based on dynamic systems theory may: (a) significantly improve gross motor performance of children; (b) provide an effective means to build motor skills in children with ASD; and (c) allow for a high level of engagement and successful practice. Furthermore, parent interviews suggest that there are number of barriers to physical activity, as well as many benefits. Futher, results suggest that the home environment may play a role in the gain made during a school based intervention; acting as an environmental constraint. Lastly, when looking at changes in motor performance compared to themes discussed by parents, data suggest that motor skills may play a role as a mediating factor in a child's physical activity level.Additionally, the results suggest that direct changes from increases in motor performance may have delayed indirect changes in other developmental skill and in the child's life.While data suggest significant improvements, a small sample size and the heterogeneity of ASD limit the overall generalizability of the intervention. Further research is necessary to fully understand the potential of an intervention based on task modifications. Moreover, while significant finding...

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A constraints-led perspective to understanding skill acquisition and game play: a basis for integration of motor learning theory and physical education praxis?

Cited by 276 publications

References 20 publications

The dynamics of expertise acquisition in sport: The role of affective learning design

The dynamics of expertise acquisition in sport: The role of affective learning design

Informing Game Sense Pedagogy with a Constraints-Led Perspective for Teaching Tennis in Schools

A Mixed-Methods Analysis of the Effects of a Fundamental Motor Skills Intervention for Children with Autism Spectrum Disorder

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