Nonlinear Pedagogy and Coaching Practice: Insights from Ecological Psychology and Dynamical Systems Theory

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first Asia Pacific Sport in Education Conference 21 st January 2008 Nonlinear Pedagogy and Coaching Practice: Insights from Ecological Psychology and Dynamical Systems Theory Ian Renshaw & Keith Davids

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Introduction Has training rehearse in light of (a) hypothesis prompted to focusing a lot on how "we" mentor as opposed to how "they" learn? Do we have to construct rehearse with respect to hypothesis? Why the thoughts of Ecological Psychology and DST can give a premise to rehearse.

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Traditional Approaches to Learning Much of practice depends on the PC similitude of engine taking in The concentration was ( and is) generally on the improvement of The Motor Program… .TECHNIQUE Repetition… drills, drills and more penetrates… Only through boring would we be able to ensure they have the expertise when they require it… However: "A lot of bore will slaughter the youthful players' natural potential (Wein, 2001).

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Other reasons why drills don't work… Failure of aptitude to exchange to diversion. Conventional approach resists some essential aptitude obtaining standards. Strengthening – Wayne Smith (and AB's instructing staff) !!!! Lynn Kidman.

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Until they have the strategy how might they play a diversion? Tragically: Techniques appear to separate under weight Many of the drills utilized don't exchange to the genuine amusement Players appear to pick the wrong "procedure" at key minutes There are distinctive routes…

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There is nobody culminate TECHNIQUE

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Do Drills Develop Decision Making Skills? "We have an era of rugby players who can't have an independent mind… " "Mentors don't confide in the players to settle on choices for themselves… and at last the mentor's employment is hanging in the balance NPC Coach (2004) "Learning happens the best when the mentor can exchange choices to the students" (Wein, 2001 p.6).

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Some Principles of Ecological Psychology that support Coaching Practice 1. The commonality of the entertainer and the earth. 2. Recognition and Action are coupled. 3. Execution develops as an outcome of the collaboration of imperatives: Self Organization under limitations 4. The individual is the concentration 5. Advance regular learning (verifiable?).

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1. The commonality of the entertainer and the earth. The activities of people can't be comprehended without reference to their particular surroundings (Gibson, 1986). Fundamental to the learning procedure is the requirement for competitors to be furnished with chances to figure out how to see the key indicating data sources inside an execution domain all together that they can deliver practical development arrangements.

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2. Recognition and Action are coupled. Observation (what you see) Actions (what you do) Practice should be Representative

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Perception is Coupled to Action Cricket Batting Basketball Shooting Beating a player in Rugby Run-ups in Cricket

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3. Execution develops as an outcome of the communication of requirements Behavior rises by means of a procedure of self association accordingly of the key imperatives that are following up on the framework. Mentors need to recognize the key imperatives that encroach on the "framework" (Newell, 1986).

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A Constraints-Led Perspective (Newell, 1986)… for Rugby Performance Perceptual aptitudes of players Cognition Skill/Experience Intention Body Size Fitness Level Individual (s) Game Laws The turn over law Ref's understanding E.g., what is "moment"? Playing Area e.g., dead ball zone length Game circumstance: Score, time in match Pitch Type Heavy, Firm Atmospheric conditions Wind, Temp, Altitude Distractions e.g. Swarm, REF! Length of grass on pitch Movement Behavior Environment Task

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4. The individual is the concentration In nonlinear instructional method the point is to keep the person at the focal point of the learning procedure. The mentor needs to distinguish the inborn elements of the individual learner or of every individual from a squad or group. Characteristic progression allude to "the arrangement of development abilities that individuals carry with them when taking in another aptitude" (Thelen, 1995). A man's natural flow are special and molded by hereditary components, past encounters and both physical and social ecological impacts (Davids, Glazier, Araujo, & Bartlett, 2003).

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5. Advance characteristic learning (understood?). A limitations drove point of view prompts to a HOLISTIC way to deal with aptitude improvement All practices ought to be transferable to the genuine amusement Practice in perceptually sensible conditions Design hone situations that permit basic leadership to rise actually

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Summary Ecological brain science and dynamical frameworks hypothesis empowers the mentor to create programs that have been predicated on observational confirmation from engine learning contemplates. We recommend that constructing hone with respect to engine learning hypothesis require not bring about exceptionally organized practice in light of reductionist point of view of the learner; Skill improvement ought to be founded on an integrative, between disciplinary approach prompting to training that is a bigger number of hands-off than conventional guiding models.

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Thank you i.renshaw@qut.edu.au

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