Nonlinear pedagogy: Learning design for self-organizing neurobiological systems

Chow, Jia Yi; Davids, Keith; Hristovski, Robert; Araújo, Duarte; Passos, Pedro

doi:10.1016/j.newideapsych.2010.10.001

Cited by 192 publications

(209 citation statements)

References 42 publications

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“…Conceiving constraints as boundaries shaping individuals' behaviour, implies that the individual uniquely interacts with constraints ). The perceptual-motor landscape of the learner is composed of an imaginary action space with origin in an individual's perception of properties of ambient energy arrays, which potentiates several movement solutions (Chow, Davids, Hristovski, Araújo, & Passos, 2011). This variability in movement solutions is correlated to learning and is represented as being specific to change (Jacobs & Michaels, 2007).…”

Section: The Constraints-led Approachmentioning

confidence: 99%

“…Constraints acting on individuals allow their perceptual attunement to critical information sources which they use to regulate their actions in specific environments. Constraints are perceived as relevant sources of information originating from the continuous interaction between the individual and the environment , thus, adaptive goal-directed behaviour emerges when the individual tries to overcome constraints in order to reach a satisfactory solution (Chow, et al, 2011). Constraints have normally been used to investigate expert athletic performance, here the constraints-led approach was utilised to investigate the acquisition of pedagogical expertise.…”

Section: Individual Constraintsmentioning

confidence: 99%

“…Within the constraints-led approach, an individual's behaviour is guided by the interaction of different constraints arrangements within her or his perceptual-motor system (Chow, et al, 2011); therefore, learning can be directly linked to the mechanisms of change associated to the relevant information used during an individual's action (Jacobs & Michaels, 2007). This implies that teachers' development depends on selecting precise information concerning the creation of practice conditions that provide them with opportunities for interaction and on becoming attuned to the specifying information in her or his specific environmentbecause it is through interaction that the individual experiences events and recognises which sources of information might be critical to her or his performance (Gibson, 2000).…”

Section: Teaching Technique As Subject Mattermentioning

confidence: 99%

“…Along the same line of thought, this study utilised the constraints-led approach previously exploited in the field of sport pedagogy (see Chow, et al, 2011;Davids, Chow, et al, 2005;Renshaw, et al, 2009) in order to examine how expert dance teachers acquired expertise in teaching.…”

Section: Theoretical Perspective and Research Questionsmentioning

confidence: 99%

“…This suggests that in Samuel's account, being exposed to performance, choreography and teaching task constraints through his mentorship, facilitated his perception of specifying pedagogical information that operated as system control parameters helping him to acquire and regulate his teaching behaviour. However, further the influence of constraints, behaviour regulation is dependent on the confluence of individuals' goals with their intrinsic dynamics because adaptive goal-directed behaviour emerges when individuals attempts to overcome constraints while reaching for a satisfactory solution (Chow, et al, 2011). This proposes that learning how to teach should have been aligned with both Samuel and Valentino's intrinsic dynamics and should have been a goal for them to achieve.…”

Section: Being Selected By the Mentormentioning

confidence: 99%

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The acquisition of pedagogical expertise in dance : a constraints-led approach

Rodrigues¹

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The aim of this PhD research program was to explore the acquisition of pedagogical expertise in dance teachers. A review of the literature on dance pedagogy and expertise revealed three limitations in relation to dance teachers' pedagogical development. First, the literature suggested that a dancer's transition to teacher was traditionally based on replication of previous teachers' behaviours.Second, the literature additionally identified that there appears to be a tendency within the dance field to accept as dance teachers those who have rich and varied experiences as expert dance performers; although they may have little pedagogical knowledge and experience. Thirdly, there is not a unified theoretical consensus on how to analyse the acquisition of pedagogical expertise in dance teachers.The majority of theoretical approaches to dance pedagogy have been based on traditional information processing theory and within the theoretical framework of cognitive psychology. This latter approach can be viewed as limited because of its exclusive focus on the individual and neglect of important ecology influencing an individual's behaviour. Some promising research in the dance and sport literature has theorised individuals as dynamical systems performing in their ecologies. The ecological dynamics theoretical approach is multidisciplinary in nature and allows theorisation of a range of factors in human performance systems, such as those found in dance. Within this approach, the constraints-led theoretical framework allows analysis of environmental, task, and individual factors. Given the lack of prior research in the field and the variety of dance experience to be studied, it was concluded that combining the constraints-led theoretical framework with a qualitative approach would be appropriate to undertake a retrospective investigation of the potential constraints influencing the acquisition of pedagogical expertise. The following research questions (RQs) guided the general enquiry. This research project included an initial data-driven thematic analysis followed by a theory-driven thematic analysis. In other words, both inductive and deductive thematic analyses were conducted and, after extensive analysis and refinement, the interpretation of rich data concerning participants' life experiences, allowed for the identification of five major themes that influenced their acquisition of pedagogical expertise. These themes were then mapped into the constraints-led theoretical framework as environmental constraints (mentors, role models, and students); task constraints (rules); and individual constraints (needs). These environmental constraints were then explored with reference to previous research related to each specific theme (i.e., mentors, role models, students, rules, and needs) as well as with reference to empirical research and the theoretical principles of the constraints-led theoretical framework.The results of this research study provide theoretical as well as potential practical contributions to the fields of e...

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Section: The Constraints-led Approachmentioning

confidence: 99%

Section: Individual Constraintsmentioning

confidence: 99%

Section: Teaching Technique As Subject Mattermentioning

confidence: 99%

Section: Theoretical Perspective and Research Questionsmentioning

confidence: 99%

Section: Being Selected By the Mentormentioning

confidence: 99%

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The acquisition of pedagogical expertise in dance : a constraints-led approach

Rodrigues¹

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Creativity

Richard¹,

Runco²

2020

Handbook of Sport Psychology

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The Exploration of the Holistic and Complex Impacts of Creative Dance on Creative Potential Enhancement

Richard,

Brown,

Garcías

et al. 2024

Journal of Creative Behavior

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Interest in nurturing individuals' creative potential is rising. Yet, the potential benefits of incorporating creative embodied activities have been neglected in both applied and research settings. To address this gap, this study examined the effects of a Creative Dance program on university students' creative self‐efficacy, emotional creativity, tolerance to ambiguity, and ideation behaviors. A total of 143 undergraduate students participated, either in the Creative Dance intervention or a sport‐based control group for 15 weeks. A mixed‐method approach using questionnaires and focus groups was adopted. Linear mixed effects models showed that engaging in Creative Dance had a significant effect on ideational behaviors and tolerance to ambiguity. Specifically, students in the intervention condition improved their ideational behaviors and remained stable in their tolerance to ambiguity compared to student in the control condition who remained stable and regressed on those variables respectively. Focus group results highlighted the social effects of the intervention, which help to contextualize the quantitative findings. This study underscores the importance of integrating creative embodied activities to foster individuals' creative potential while highlighting the need to develop comprehensive assessment tools to capture the dynamic interplay between individuals and their environment throughout this process.

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Nonlinear pedagogy: Learning design for self-organizing neurobiological systems

Cited by 192 publications

References 42 publications

The acquisition of pedagogical expertise in dance : a constraints-led approach

The acquisition of pedagogical expertise in dance : a constraints-led approach

Creativity

The Exploration of the Holistic and Complex Impacts of Creative Dance on Creative Potential Enhancement

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