On the Apparent Paradox of Learning and Realism

Jacobs, David M.; Michaels, Claire F.

doi:10.1207/s15326969eco1403_2

Cited by 74 publications

(70 citation statements)

References 25 publications

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“…Less-skilled batsmen displayed stable patterns of movement coordination, exemplified by the maintenance of the backswing and front foot movement coupling in both conditions. It is important at the control stage of learning that batsmen are able to identify the critical information sources and continue the process of perceptual attunement with specifying variables (Jacobs & Michaels, 2002;Dicks et al, 2008). This practice strategy requires specifying variables to be available for pick up by learners at all times.…”

Section: Discussionmentioning

confidence: 99%

“…Since the perception of environmental information is specific and constrained by each individual performance setting, it is important that learners improve their capacity to detect specifying from nonspecifying variables (see Jacobs & Michaels, 2002; see also Dicks, Davids, & Araújo, 2008).…”

Section: Introductionmentioning

confidence: 99%

“…Learners pick up specifying variables to support action in specific performance environments through the education of attention, or perceptual attunement (Jacobs & Michaels, 2002;Fajen, Riley, & Turvey, 2009). Jacobs and Michaels (2002) suggested that 4 the two stages of constructing information-movement couplings are: a) the education of attention to key informational sources, and b) the fine tuning of movements to a "critical information source" (Davids et al, 2005).…”

Section: Introductionmentioning

confidence: 99%

“…Jacobs and Michaels (2002) suggested that 4 the two stages of constructing information-movement couplings are: a) the education of attention to key informational sources, and b) the fine tuning of movements to a "critical information source" (Davids et al, 2005). Clearly, the removal of critical information sources at specific developmental stages could impede learning, resulting in unintended changes to coordination of actions.…”

Section: Introductionmentioning

confidence: 99%

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Information–movement coupling in developing cricketers under changing ecological practice constraints

Pinder

Renshaw

Davids

2009

Human Movement Science

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Information–movement coupling in developing cricketers under changing ecological practice constraints

Pinder

Renshaw

Davids

2009

Human Movement Science

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“…Each environment, education and dance, has particular specifying and non-specifying information. Specifying information is relevant and constrain behaviour; non-specifying information concerns less relevant information (Jacobs & Michaels, 2002).…”

Section: Non-dance Mentorsmentioning

confidence: 99%

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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