Nonlinear Pedagogy: Nonlinear Pedagogy: Implications for Verbal Instruction, Implications for Verbal Instruction, Feedback and Practice in TGfUFeedback and Practice in TGfU

Ian Renshaw & Keith DavidsIan Renshaw & Keith Davids

IntroductionIntroduction

Representative design of practice tasksWhy learning could be facilitated by a more “hands-off” approachThe skill Interjection (Bunker & Thorpe, 1982; Thorpe, 2004)

Augmented verbal information as a temporary informational constraint (instructional constraint)

Feedback processesDiscovery learningManipulating constraintsSummary

Representative Tasks…Representative Tasks…

Practice design that is Practice design that is representativerepresentative of of competition demands will lead to competition demands will lead to transfertransfer of skills between practice and performance of skills between practice and performance environments (Brunswick, 1956).environments (Brunswick, 1956).

A strength of the TGfU approach is that it A strength of the TGfU approach is that it enables learners to practise in a managed enables learners to practise in a managed environment with all environment with all key information key information sourcessources present. present.

Practice that lacks representative Practice that lacks representative design can lead to development of design can lead to development of

less functional movements.less functional movements.

% Detection Rate

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Legspin Googly Flipper backspin Topsin

Ball type

% D

etec

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0% 20% 40% 60% 80% 100%

BowlingMachine

Bowler

Bat

Sw

ing

Time of Phase (as a percentage of total movement time)

Bowling machines:

Changes in timing and co-ordination

Limits attunement to key information sources (e.g. the hand and the arm (Muller et al, 2007)).

A more ‘hands-off’ approach to A more ‘hands-off’ approach to learning…learning…

Individuals are unique and need to learn via Individuals are unique and need to learn via explorationexploration to find the best solutions for them. to find the best solutions for them.

A learner-centred approach A learner-centred approach

Natural learning is typically Natural learning is typically implicit (Beek, implicit (Beek, 2000)2000)

Promote Promote independent learningindependent learning through through individual’s individual’s discoverydiscovery and exploitation of and exploitation of constraints.constraints.

Pedagogy needs to Pedagogy needs to facilitatefacilitate this process this process

The Skill Interjection (Bunker & Thorpe, 1982; Thorpe, 2004)

Role of the Teacher:

Instruct? Drill? Show?

or Stimulate & Facilitate?

Key questions: Are the key information sources present? Are individuals able to explore and find their

own optimal solution?

Verbal Instruction is a Temporary Informational Constraint

Directs the learner’s searchCan act positively or negatively

Feedback: It’s all in the big toe

Must help individual in the search for optimal solutions…Develop awareness

Discovery Learning

Every time I had the ball at my feet as a boy I tried to invent new dribbles, new moves," he said. "I always looked to have my own identity in football, that was my dream (Ronaldo)."

EXPLORE!!!!!!!!!!!!!!!

Manipulating Constraints

Teachers can manipulate task constraints Teachers can manipulate task constraints to create learning environments that to create learning environments that facilitate development of intrinsic feedback facilitate development of intrinsic feedback mechanisms with less recourse to verbal mechanisms with less recourse to verbal input. input.

SummarySummary

Representative practice task design that reduces amount of verbal input from the teacher

Make sure the practice task design is representative of games

All key information sources available so learners can become attuned to them

Use questions to develop awareness.

Natural Learning (Wright, 2004)Natural Learning (Wright, 2004)

TV has taken the game to far flung corners of the country [India], where previously it was hardly played at all.

The players now emerging from these regions have learned the game by watching and copying, which in some ways is more preferable to being taught how to play by coaches.

As a result, the likes of Sehwag or Dhoni can come out of nowhere with methods based on instinct and improvisation, and without the fear of failure that can be instilled by over coaching.

i.renshaw@qut.edu.aui.renshaw@qut.edu.au