Application of a Constraints-Led Approach to pedagogy in schools: embarking on a journey to nurture Physical Literacy in primary physical education

Roberts, Will; Newcombe, Daniel; Davids, Keith

doi:10.1080/17408989.2018.1552675

Cited by 48 publications

(41 citation statements)

References 48 publications

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“…Researchers appear to have responded and have launched a number of research initiatives in the area of movement capability (e.g. Renshaw and Chow 2019;Roberts, Newcombe, and Davids 2019). Our own research has contributed to this growing understanding of movement capability.…”

Section: Introductionmentioning

confidence: 95%

Learning in the educational landscapes of juggling, unicycling, and dancing

Nyberg

Barker

Larsson

2021

Physical Education and Sport Pedagogy

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Background: Movement learning has been thoroughly investigated in the area of motor learning research. Although existing studies have contributed to a substantial understanding of motor learning, many have been criticized for their reliance on experimental designs where learning is decontextualized, simplified, and investigated in laboratory settings. Researchers have claimed that motor learning theories emanating from such studies are grounded on a dualistic approach to learning and that the theories are often difficult to apply in educational settings. More pedagogically-inspired studies of movement education have investigated movement learning, but the majority of this research has focused on teaching. This focus has left the process of learning somewhat unexplored. There is thus a need for empirical studies that investigate students' learning processes in educational contexts. Purpose: The aim of this study is to explore, analyze, and understand how learners develop their movement capability when they are provided opportunities to choose different ways of learning activities. Theory and method: We combine Ryle's and Polanyi's ideas concerning practical knowledge with Hirst's and Carlgren's idea of knowing as familiarity with a landscape. Ryle's notion of 'intelligent practice' is used in thinking of the kinds of actions individuals might engage in. Characterizing features of intelligent practice includes being sensitive to one's own actions, changing one's behavior as the result of mistakes, and profiting from the examples of others. We understand the development of movement capability as continuously expanding one's ability to discern nuances and their relationships. This perspective fits well with Polanyi's notion of focal and subsidiary awareness. Taken together Ryle's, Polanyi's, Hirst's, and Carlgren's notions related to knowing and learning inform our perspective on learning in movement education. Based on this perspective on knowing and learning, an action-oriented study was conducted. The researchers created pedagogical modules and collaborated with teachers and university educators to develop learning sequences in line with the needs of their respective groups. With each group, we produced data based on video and field notes. Three successful learners were chosen and followed indepth with regard to their learning actions. Findings: The findings show the learners' varying ways of exploring a movement landscape as playing around in the terrain; checking the map; investigating one chosen path; occupying the vantage point; ARTICLE HISTORY

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Section: Introductionmentioning

confidence: 95%

Learning in the educational landscapes of juggling, unicycling, and dancing

Nyberg

Barker

Larsson

2021

Physical Education and Sport Pedagogy

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“…While the potential holistic benefits of Non-linear Pedagogy for primary school PE have been argued (Renshaw et al, 2010;Chow and Atencio, 2014) and discussed with reference to physical literacy (Roberts et al, 2019a) to date there is limited evidence of the utilization of Non-linear Pedagogy in primary PE and little empirical evidence in support of these claims (Tompsett et al, 2017). Some PE interventions with characteristics of Non-linear Pedagogy have targeted and demonstrated improvements in movement competence among primary school children, relative to control conditions following usual PE practice (Miller et al, 2016;Pesce et al, 2016a).…”

Section: Non-linear Pedagogymentioning

confidence: 99%

Skill Acquisition Methods Fostering Physical Literacy in Early-Physical Education (SAMPLE-PE): Rationale and Study Protocol for a Cluster Randomized Controlled Trial in 5–6-Year-Old Children From Deprived Areas of North West England

et al. 2020

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Background: There is a need for interdisciplinary research to better understand how pedagogical approaches in primary physical education (PE) can support the linked development of physical, cognitive and affective aspects of physical literacy and physical activity behaviors in young children living in deprived areas. The Skill Acquisition Methods fostering Physical Literacy in Early-Physical Education (SAMPLE-PE) study aims to examine the efficacy of two different pedagogies for PE, underpinned by theories of motor learning, to foster physical literacy. Methods: SAMPLE-PE will be evaluated through a cluster-randomized controlled trial targeting 5-6 year old children from schools located in areas of high deprivation in Merseyside, NorthWest England. Schools will be randomly allocated to one of three conditions: Linear Pedagogy, Non-linear Pedagogy, or Control. Non-linear and Linear Pedagogy intervention primary schools will receive a PE curriculum delivered by trained coaches over 15 weeks, while control schools will follow their usual practice. Data will be collected at baseline (T0), immediately post-intervention (T1), and 6 months after the intervention has finished (T2). Children's movement competence is the primary outcome in this trial. Secondary outcomes include physical activity, perceived competence, motivation, executive functions, and self-regulation. An extensive process evaluation will

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“…The plea for adaptivity of self-defense coaches can also be substantiated considering key ideas of ecological dynamics (Roberts et al 2019). Ecological dynamics supposes (a) a mutuality of individual and environment, meaning that individuals perceive the environment and create the environment at the same time (Gibson 1979), and (b) the paramount role of individual, task, and environmental constraints (Newell 1986), delivering individuals opportunities for action and allowing them to attune to information, which guide their behavior (Koerner and Staller 2020;Renshaw et al 2010;Renshaw and Chow 2019).…”

Section: A Conceptual Framework For Self-defense Coachesmentioning

confidence: 99%

Coaching self-defense under COVID-19: challenges and solutions in the police and civilian domain

Körner

Staller²

2020

Secur J

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The spread of SARS-CoV-2 has led to a general shutdown of police and civilian self-defense training. While means of distance learning such as online teaching appear to be feasible for theory dominant subjects addressing cognitive resources of the learner, combat-related practices like self-defense trainings don´t seem to fit into the realm of virtual learning due to their bodily foundation. This is made clear by the collective perplexity of police and civilian coaches, gyms and organizations, on how to proceed with training during the lockdown in general, while approaches of distance learning (e.g., online learning) have rarely been considered. In the following article, we tackle the situation of police and civilian self-defense coaches in times of Corona. In a first step, contextual changes and challenges of coaching self-defense are identified through the lenses of a professional coaching model. In line with basic assumptions of ecological dynamics, adaptability seems to be the decisive resource for the coaching and training of self-defense in times of Corona. As an example for such an adaptation in training practice, a conceptual framework for distance-based self-defense training in the civilian and police domain is presented. This framework is adjusted to the respective requirements of physical distancing and adopted to novel security matters within the public sphere caused by the current regulations. In sum, the article attempts to provide ideas and orientation for police and civilian self-defense coaches as well as for their own development possibilities.

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Application of a Constraints-Led Approach to pedagogy in schools: embarking on a journey to nurture Physical Literacy in primary physical education

Abstract: Application of a constraints-led approach to pedagogy in schools: embarking on a journey to nurture physical literacy in primary physical education. Physical education and sport pedagogy, 24 (2), 162-175.

Cited by 48 publications

References 48 publications

Learning in the educational landscapes of juggling, unicycling, and dancing

Learning in the educational landscapes of juggling, unicycling, and dancing

Skill Acquisition Methods Fostering Physical Literacy in Early-Physical Education (SAMPLE-PE): Rationale and Study Protocol for a Cluster Randomized Controlled Trial in 5–6-Year-Old Children From Deprived Areas of North West England

Coaching self-defense under COVID-19: challenges and solutions in the police and civilian domain

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