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Nonlinear Pedagogy is a powerful paradigm for understanding human movement and for designing effective teaching, coaching and training programmes in sport, exercise and physical education (PE). It addresses the inherent complexity in learning movement skills, viewing the learner, the learning environment and the teacher or coach as a complex interacting system. The constraints of individual practice tasks provide the platform for functional movement behaviours to emerge during practice and performance. The second edition includes new materials, of practical, theoretical and empirical relevance, to enhance understanding of how to implement a Nonlinear Pedagogy to support learning in sport, PE and physical activity. There is updated, in-depth discussion on the various pedagogical principles that support Nonlinear Pedagogy and how these principles are applicable in learning designs in sports and physical education. There is further emphasis on examining how transfer of learning is implicated in practice, highlighting its relevance on skill adaptation and talent development. The first part of the book updates the general theoretical framework to explain processes of skill acquisition and motor learning. This edition draws clearer links between skill acquisition, expertise and talent development, focusing on how specificity and generality of transfer have a role to play in the development of learners. The book defines Nonlinear Pedagogy and outlines its key principles of practice. It offers a thorough and critical appraisal of the functional use of instructional constraints and practice design. It discusses methods for creating challenging and supportive individualised learning environments at developmental, sub-elite and elite levels of performance. The second part focuses on the application of Nonlinear Pedagogy in sports and PE. There is a greater emphasis on helping applied scientists and practitioners understand the impact of Nonlinear Pedagogy on transfer of learning. Every chapter is updated to provide relevant contemporary cases and examples from sport and exercise contexts, providing guidance on practice activities and lessons. Nonlinear Pedagogy in Skill Acquisition is an essential companion for any degree-level course in skill acquisition, motor learning, sport science, sport pedagogy, sports coaching practice, or pedagogy or curriculum design in physical education.
This book offers an ecological conceptualisation of physical literacy. Re-embracing our ancestry as hunter gatherers we gain a new appreciation and understanding of the importance of play, not only in terms of how children learn, but also in showing us as educators how we can lay the foundations for lifelong physical activity. The concept of physical literacy has been recognised and understood throughout history by different communities across the globe. Today, as governments grapple with the multiple challenges of urban life in the 21st century, we can learn from our forebears how to put play at the centre of children’s learning in order to build a more enduring physically active society. This book examines contemporary pedagogical approaches, such as constraints-led teaching, nonlinear pedagogy and the athletic skills model, which are underpinned by the theoretical framework of Ecological Dynamics. It is suggested that through careful design, these models, aimed at children, as well as young athletes, can (i) encourage play and facilitate physical activity and motor learning in children of different ages, providing them with the foundational skills needed for leading active lives; and (ii), develop young athletes in elite sports programmes in an ethical, enriching and supportive manner. Through this text, scientists, academics and practitioners in the sub-disciplines of motor learning and motor development, physical education, sports pedagogy and physical activity and exercise domains will better understand how to design programmes that encourage play and thereby develop the movement skills, self-regulating capacities, motivation and proficiency of people, so that they can move skilfully, effectively and efficiently while negotiating changes throughout the human lifespan.
Dynamics of Skill Acquisition, Second Edition, provides an analysis of the processes underlying human skill acquisition. It presents the ecological dynamics multidisciplinary framework for designing learning environments that foster skill development.
For the last 25 years, a constraints-based framework has helped to inform the way that many sport scientists seek to understand performance, learning design and the development of expertise and talent in sport. The Constraints-Led Approach: Principles for Sports Coaching and Practice Design provides students and practitioners with the theoretical knowledge required to implement constraints-led approaches in their work. Seeking to bridge the divide between theory and practice, the book sets out an ‘environment design framework’, including practical tools and guidance for the application of the framework in coaching and skill acquisition settings. It includes chapters on constraints-led approaches in golf, athletics and hockey, and provides applied reading for undergraduate and postgraduate students of motor learning, skill acquisition and developing sport expertise. Providing a thorough grounding in the theory behind constraints-led approaches to skill acquisition, and a foundational cornerstone in the Routledge Studies in Constraints-Based Methodologies in Sport series, this is a vital pedagogical resource for students and practising sports coaches, physical education teachers and sport scientists alike.
Research into the development of expertise and skill acquisition in sports performance is a specific area of research within the more general field of motor skills acquisition. This is a fully comprehensive and focused work on the subject.
This is an ideal text for motor behaviour and cognitive psychology courses, as well as a reference for professionals with an interest in motor behaviour and human movement. It explores how focus of attention can affect motor performance, particularly the learning of motor skills.
This book offers an ecological conceptualisation of physical literacy. Re-embracing our ancestry as hunter gatherers we gain a new appreciation and understanding of the importance of play, not only in terms of how children learn, but also in showing us as educators how we can lay the foundations for lifelong physical activity. The concept of physical literacy has been recognised and understood throughout history by different communities across the globe. Today, as governments grapple with the multiple challenges of urban life in the 21st century, we can learn from our forebears how to put play at the centre of children's learning in order to build a more enduring physically active society. This book examines contemporary pedagogical approaches, such as constraints-led teaching, nonlinear pedagogy and the athletic skills model, which are underpinned by the theoretical framework of Ecological Dynamics. It is suggested that through careful design, these models, aimed at children, as well as young athletes, can (i) encourage play and facilitate physical activity and motor learning in children of different ages, providing them with the foundational skills needed for leading active lives; and (ii), develop young athletes in elite sports programmes in an ethical, enriching and supportive manner. Through this text, scientists, academics and practitioners in the sub-disciplines of motor learning and motor development, physical education, sports pedagogy and physical activity and exercise domains will better understand how to design programmes that encourage play and thereby develop the movement skills, self-regulating capacities, motivation and proficiency of people, so that they can move skilfully, effectively and efficiently while negotiating changes throughout the human lifespan.
The authors outline the development of a comprehensive model of motor control that has a multidisciplinary framework to capture the different interlocking scales of analysis involved in producing behaviour.
"This highly informative book provides a comprehensive guide to the teaching of thinking skills in primary and secondary education." Learning and Teaching Update It is now recognised that thinking skills, such as problem-solving, analysis, synthesis, creativity and evaluation, can be nurtured and developed, and education professionals can play a significant role in shaping the way that children learn and think. As a result, schools are being encouraged to make greater use of thinking skills in lessons and the general emphasis on cognition has developed considerably. This book offers a comprehensive introduction to thinking skills in education and provides detailed guidance on how teachers can support cognitive development in their classrooms. Developing Thinking; Developing Learning discusses how thinking programmes, learning activities and teachers’ pedagogy in the classroom can fundamentally affect the nature of pupils’ thinking, and considers the effects of the learning environment created by peers and teachers. It compares the nature, design and outcomes of established thinking programmes used in schools and also offers practical advice for teachers wishing to develop different kinds of thinking capabilities. This is an indispensable guide to thinking skills in schools today, and is key reading for education studies students, teachers and trainee teachers, and educational psychologists.