Combining Theory and Practice in the Gymnasium “Constraints” within an Ecological Perspective

Abstract

LlNDA CACEN NANCY CETCHELLUnderstanding how a variety of constraints influence movement will allow movement educators to plan lessons that have a greater chance for success. F or motor development teachers, the study of theories is critical to the understanding of developmental change. The paradigm shift during the past 20 years, from a maturational perspective to an ecological perspective, is an exciting challenge for teachers, but not necessarily for students. To students, theory is boring at best, and at worst it can make them feel inept; in terms of usefulness, it falls under the category of "remember for final exam" rather than "apply to real life." Herein lies the dilemma for educators: how do they make a theoretical perspective easier to understand and relevant enough to apply to everyday activities in the gymnasium?Because it is important for theory and practice to go hand in hand, this article will provide simple, practical ideas for the gymnasium that stem directly from the ecological perspective. Those studying within the ecological perspective can assert that complexities exist that do not lend themselves to a simple jump from the laboratory to the gym. Fortunately, there is at least one concept within the ecological perspective that is both easy to understand and that has many useful implications for the gymnasium: the notion of constraints. Constraints either encourage or discourage movements and have various degrees of importance (Newell, 1984). Both theoretically and practically, different constraints influence the form that movement takes. In that sense, constraints can have both positive effects (promoting proficient movements) and negative effects (promoting ineffective movements or inhibiting any movement). With this in mind, movement educators must determine which constraints most affect movement in order to provide the best possible practices for students to develop motor skills. At the same time, movement educators must analyze constraints in order avoid practices that might actually hinder the development and achievement of desired movements.

Gender Differences in Throwing Form of Children Ages 6–8 Years During a Throwing Game

“…Individual constraints include factors such as body size, length of arm segments, and neuromuscular coordination. Environmental constraints are external to the individual and are characteristics of the physical or sociocultural environment (Gagen & Getchell, 2004). Examples of physical environmental constraints might include gravity and the floor surface.…”

Using ‘Constraints’ to Design Developmentally Appropriate Movement Activities for Early Childhood Education

“…As with our previous article (Gagen & Getchell, 2004), we approach this foray into theory only in the most basic way, to provide the basic flavor of the theory so that the concept of constraints is easier to understand and implement. In short, to understand the development and acquisition of motor skills throughout childhood, one must keep in mind that all characteristics, from the inner workings of the body to the play area in which the body moves, have the potential to influence movement outcomes (everything matters).…”

The role of dynamic systems theory in motor development research: how does theory inform practice and what are the potential implications for autism spectrum disorder?

“…By adjusting the viewpoint of disability, building motor skills becomes less about overcoming barriers and more on adapting constraints to encourage more efficient movement patterns. In understanding that one constraint influences another to allow for movement to emerge, by adjusting or modifying tasks or the environment, a practitioner or researcher can create a situation for a more appropriate motor movement to occur [28].…”