nonlinear pedagogy and coaching practice: insights from ecological psychology and dynamical systems...
TRANSCRIPT
Nonlinear Pedagogy and Coaching Nonlinear Pedagogy and Coaching Practice:Practice:
Insights from Ecological Psychology andInsights from Ecological Psychology andDynamical Systems TheoryDynamical Systems Theory
Ian Renshaw & Keith DavidsIan Renshaw & Keith Davids
1st Asia Pacific Sport in Education Conference21 st January 2008
IntroductionIntroduction
Has coaching practice based on Has coaching practice based on (a)(a) theory theory led to concentrating too much on how ‘we’ led to concentrating too much on how ‘we’ coach rather than how ‘they’ learn?coach rather than how ‘they’ learn?
Do we need to base practice on theory?Do we need to base practice on theory?
Why the ideas of Ecological Psychology Why the ideas of Ecological Psychology and DST can provide a basis for practice.and DST can provide a basis for practice.
Traditional Approaches to LearningTraditional Approaches to Learning
Much of practice is based on the computer Much of practice is based on the computer metaphor of motor learningmetaphor of motor learningThe focus was (The focus was (and is)and is) mostly on the mostly on the development ofdevelopment of The Motor Programme….TECHNIQUEThe Motor Programme….TECHNIQUE Repetition…drills, drills and more drills…Repetition…drills, drills and more drills… Only through drilling can we make sure they have the Only through drilling can we make sure they have the
skill when they need it…skill when they need it…
However: However: ““Too much drill will kill the young players’ innate Too much drill will kill the young players’ innate
potential (Wein, 2001).potential (Wein, 2001).
Other reasons why drills don’t Other reasons why drills don’t work…work…
Failure of skill to transfer to game. Failure of skill to transfer to game. Traditional approach disobeys some basic Traditional approach disobeys some basic skill acquisition principles.skill acquisition principles.
Empowerment – Empowerment – Wayne Smith (and AB’s coaching staff) !!!!Wayne Smith (and AB’s coaching staff) !!!! Lynn Kidman.Lynn Kidman.
Until they have the technique how Until they have the technique how can they play a game?can they play a game?
Unfortunately:Unfortunately: Techniques seem to Techniques seem to
break down under break down under pressurepressure
Many of the drills used Many of the drills used do not transfer to the do not transfer to the real gamereal game
Players seem to Players seem to choose the wrong choose the wrong “technique” at key “technique” at key momentsmoments
There are different There are different ways…ways…
There is no one perfect There is no one perfect TECHNIQUETECHNIQUE
Do Drills Develop Decision Making Do Drills Develop Decision Making Skills?Skills?
““We have a generation of We have a generation of rugby players who cannot rugby players who cannot think for themselves…”think for themselves…”
““Coaches do not trust the Coaches do not trust the players to make decisions players to make decisions for themselves…and in for themselves…and in the end the coach’s job is the end the coach’s job is on the lineon the line
NPC Coach (2004)NPC Coach (2004)
““Learning takes place the best when the coach is able to Learning takes place the best when the coach is able to transfer decisions to the pupils” (Wein, 2001 p.6).transfer decisions to the pupils” (Wein, 2001 p.6).
Some Principles of Ecological Some Principles of Ecological Psychology that underpin Psychology that underpin
Coaching PracticeCoaching Practice
1. The mutuality of the performer and the environment.
2. Perception and Action are coupled.3. Performance emerges as a consequence of the
interaction of constraints: Self Organisation under constraints
4. The individual is the focus5. Promote natural learning (implicit?).
1. The mutuality of the performer 1. The mutuality of the performer and the environment.and the environment.
The actions of individuals cannot be understood The actions of individuals cannot be understood without reference to their specific environments without reference to their specific environments (Gibson, 1986). (Gibson, 1986).
Essential to the learning process is the need for Essential to the learning process is the need for athletes to be provided with athletes to be provided with opportunitiesopportunities to to learn to perceivelearn to perceive the the key specifying informationkey specifying information sources sources within a performance environment in within a performance environment in order that they are able to produce functional order that they are able to produce functional movement solutions. movement solutions.
2. Perception and Action are 2. Perception and Action are coupled.coupled.
Perception Perception (what you see)(what you see)
Actions Actions (what you do)(what you do)
Practice needs to be Practice needs to be RepresentativeRepresentative
Perception is Coupled to ActionPerception is Coupled to Action
Cricket Batting Basketball Shooting
Beating a player in Rugby Run-ups in Cricket
3. Performance emerges as a 3. Performance emerges as a consequence of the interaction of consequence of the interaction of
constraintsconstraints
Behaviour emerges via a process of Behaviour emerges via a process of self self organisationorganisation as a result of the as a result of the key key constraintsconstraints that are acting on the system. that are acting on the system.
Coaches need to identify the key Coaches need to identify the key constraints that impinge on the ‘system’ constraints that impinge on the ‘system’ (Newell, 1986). (Newell, 1986).
• Game Laws•The turn over law•Ref’s interpretation
•E.g., what is “instant”?
•Playing Area•e.g., dead ball area length
•Game situation:•Score, time in match
Movement Behaviour
Individual (s)
Task Environment
A Constraints-Led Perspective (Newell, 1986)… for Rugby Performance • Perceptual skills of
players•Cognition
• Skill/Experience• Intention
• Body Size• Fitness Level
• Pitch Type•Heavy, Firm
•Atmospheric conditions
•Wind, Temp, Altitude
•Distractions• e.g. Crowd, REF!
•Length of grass on pitch
4. The individual is the focus4. The individual is the focus
In nonlinear pedagogy the aim is to keep the individual at the centre In nonlinear pedagogy the aim is to keep the individual at the centre of the learning process.of the learning process.
The coach needs to identify the intrinsic dynamics of the The coach needs to identify the intrinsic dynamics of the individual learner or of each member of a squad or team.individual learner or of each member of a squad or team.
Intrinsic dynamics refer to “the set of movement Intrinsic dynamics refer to “the set of movement capabilities that people bring with them when learning a capabilities that people bring with them when learning a new skill” (Thelen, 1995). new skill” (Thelen, 1995).
A person’s intrinsic dynamics are unique and shaped by A person’s intrinsic dynamics are unique and shaped by genetic factors, previous experiences and both physical genetic factors, previous experiences and both physical and cultural environmental influences (Davids, Glazier, and cultural environmental influences (Davids, Glazier, Araujo, & Bartlett, 2003).Araujo, & Bartlett, 2003).
5. Promote natural learning 5. Promote natural learning (implicit?).(implicit?).
A constraints-led perspective leads to a A constraints-led perspective leads to a HOLISTICHOLISTIC approach to skill development approach to skill development
All practices should be All practices should be transferabletransferable to the to the real gamereal game
Practice in perceptually realistic Practice in perceptually realistic environmentsenvironments
Design practice environments that allow Design practice environments that allow decision-making to decision-making to emergeemerge naturally naturally
SummarySummary
Ecological psychology and dynamical systems theory Ecological psychology and dynamical systems theory enables the coach to develop programmes that have enables the coach to develop programmes that have been predicated on empirical evidence from motor been predicated on empirical evidence from motor learning studies. learning studies.
We suggest that basing practice on motor learning We suggest that basing practice on motor learning theory need not result in highly structured practice based theory need not result in highly structured practice based on reductionist perspective of the learner; on reductionist perspective of the learner;
Skill development should be based on an integrative, Skill development should be based on an integrative, inter-disciplinary approach leading to coaching that is inter-disciplinary approach leading to coaching that is more hands-off than traditional coaching models.more hands-off than traditional coaching models.
