Affordances as constraints on the control of stance

Riccio, Gary E.; Stoffregen, Thomas A.

doi:10.1016/0167-9457(88)90014-0

Cited by 258 publications

(220 citation statements)

References 12 publications

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“…Several previous investigations of the relationship between muscle activity and body movement are largely based on theoretical presumptions (Riccio and Stoffregen, 1988;Soechting and Flanders, 1991;St-Onge and Feldman, 2004) or based on studies of arm movements (Darling and Cooke, 1987a, b;Gabriel, 2002). Furthermore, although a strong link between a single muscle and a single joint may be established for some tasks, this is most probably not the case for multi-joint tasks.…”

Section: Muscle Activity and Movementmentioning

confidence: 99%

Adaptation and vision change the relationship between muscle activity of the lower limbs and body movement during human balance perturbations

Patel

Gomez

Lush

et al. 2009

Clinical Neurophysiology

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Section: Muscle Activity and Movementmentioning

confidence: 99%

Adaptation and vision change the relationship between muscle activity of the lower limbs and body movement during human balance perturbations

Patel

Gomez

Lush

et al. 2009

Clinical Neurophysiology

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“…Research within ecological psychology is useful for understanding how goals guide the choice of pedagogical means and the links between goals, behaviour, and experts' information selection. From an ecological perspective, goals influence control of action because they determine the affordances (i.e., opportunities for action (Gibson, 1986)) for controlling strategies for perception and action (Riccio & Stoffregen, 1988). …”

Section: Goalsmentioning

confidence: 99%

“…This indicates that the acquisition of sport expertise is dependent on the attunement to affordances which supports goalachievement. Hence, the research by Davids and colleagues (2015), Riccio and Stoffregen (1988), and Seifert and colleagues (2013) suggests that replicating previous dance teachers' behaviours without knowledge of what those teachers' goals were, might present difficulties for dance teachers trying to exhibit effective pedagogical behaviours. This is due to dance teachers' potential lack of understanding regarding which information they need to become attuned to, and which pedagogical action might be appropriate for guiding individuals towards the attainment of specific learning goals.…”

Section: Goalsmentioning

confidence: 99%

“…For example, one of the guidelines provided was "Ritualizing Respect: Foster an environment of mutual, reciprocal and self-respect in and out of the classroom" and it was emphasised that "concentration and mutual respect, rather than autocratic rules and good behaviour" should be optimized (Mainwaring & Krasnow, 2010, p. 15). However, the implementation of "concentration" might be dependent on the type of learners as well as on the learning goals because, as previously explained, goals set behaviours (Riccio & Stoffregen, 1988).…”

Section: Dance Teachers' Pedagogical Developmentmentioning

confidence: 99%

“…Ragins and McFarlin (1990) stated that role modelling appears to be a critical function of the mentoring relationship for female protégés because the observations of female mentors may facilitate learning about coping with potential conflict between work and family, and gender-related obstacles for development. Veronica's case suggests that individual constraints, such as the need for pedagogical knowledge, influenced goal-directed actions involving searching for specific mentors in order to acquire specific knowledge (Lockwood, et al, 2007) Within ecological psychology, an important feature influencing behaviour is goal-setting because goals influence control of action (Riccio & Stoffregen, 1988). Riccio and Stofreguen (1988) argued that goals impose important constraints on behaviour because they set the criteria for evaluating the interaction between the individual and the environment; furthermore, they showed that individuals adopt particular behaviours because those behaviours are key to goal achievement.…”

Section: The Need For Pedagogical Knowledgementioning

confidence: 99%

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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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