Enactive and ecological dynamics approaches: complementarity and differences for interventions in physical education lessons

Adé, David; Seifert, Ludovic; McGann, Marek; Davids, Keith

doi:10.1080/17408989.2021.1999919

Cited by 5 publications

(3 citation statements)

References 41 publications

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“…Despite some shared interests that have been proposed (e.g. Adé et al, 2022;Bruineberg et al, 2021;Seifert et al, 2016), we have 'red-flagged' several epistemological and methodological issues that limit the potential rapprochement between ecological and enactive frameworks. We conclude by suggesting how an ecological…”

Section: Discussionmentioning

confidence: 98%

“…Despite some shared interests that have been proposed (e.g. Adé et al, 2022; Bruineberg et al, 2021; Seifert et al, 2016), we have ‘red-flagged’ several epistemological and methodological issues that limit the potential rapprochement between ecological and enactive frameworks. We conclude by suggesting how an ecological dynamics perspective could offer pathways for the presented enactive approach to go beyond the course of in-formation, notably in investigating dynamics of action by considering methodologies used to study emergent behaviours in complex dynamical systems.…”

Section: Discussionmentioning

confidence: 99%

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Avoiding organismic asymmetries in ecological cognition: Analysis of agent-environment couplings with eco-physical variables

2022

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The target article promotes an enactive approach to human behaviour, highlighting the phenomenology of agent-environment coupling, and is rooted in the course of experience from pre-reflective self-consciousness. In our comment we debate the idea that experience does equate with subjectivity. Such an equation reflects an organismic asymmetry locating behavioural organisation in the subjective mind, interacting with the objective world. In contrast, an ecological realist perspective considers that human behaviour and experience should be captured at the ecological level of analysis, requiring investigation of eco-physical variables. To achieve this aim, researchers need to avoid organismic asymmetries, and instead study performance variables that underpin the symmetry of the agent-environment system. We also debate the place of language and the fact that verbalisation does not equate with subjective experience. According to James Gibson, language focuses on ‘knowledge about the environment’ and not ‘knowledge of the environment’ needed by any autonomous, self-regulating organism, making their way in the world. Last, the target paper promotes the course of in-formation to complement the course of experience, without fully explaining how to deal with potential incongruence and divergence between findings emerging from verbalisation and behavioural aspects of realizing a given activity (the difference between ‘what we say, what we do’). We conclude by considering how our ecological perspective could offer pathways for the presented enactive approach to go beyond the course of in-formation.

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Section: Discussionmentioning

confidence: 98%

Section: Discussionmentioning

confidence: 99%

Avoiding organismic asymmetries in ecological cognition: Analysis of agent-environment couplings with eco-physical variables

2022

Self Cite

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“…This integrated methodology goes beyond the divisions between the quantitative and qualitative data analysis to retain benefits of different types of evidence, increasing the strength of studies and diminishing the weaknesses of studies from a single perspective (Johnson and Onwuegbuzie, 2004). This methodological approach was initially used by Camerino et al (2019) in a PE teaching context, and then more recently by Adé et al (2022), Girard et al (2022) and Vors and Bourcier (2022). Overall, mixed methods research has five key aims (Greene et al 1989): (a) triangulation of results from different methods, (b) investigating complementarity of findings between different methods, (c) developing use of findings from one method to help inform implementation of another method, (d) stimulating innovations that seek new perspectives of frameworks and (e) seeking to expand the breadth and range of an inquiry by using different methods for different components of the study.…”

Section: Methodsmentioning

confidence: 99%

‘The teacher could correct me without being there’: Adapting distance education approaches to promote physical activity during lockdown

Derigny

Schnitzler

Vors

et al. 2023

European Physical Education Review

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Despite the impossibility of face-to-face teaching during the covid-19 pandemic lockdown, many physical education teachers used remote activity pedagogical monitoring (PM) to keep students engaged in physical activity (PA). The aim of this study was to explore students’ experiences of remote PM practices during lockdown to engage in PA. A sequential explanatory mixed methods design was used, with a qualitative investigation (students’ experience of PM) informed by a quantitative investigation (relationship between PA and PM as a function of diligence). First, 644 French students (16.32 ± 1.01 years) participated in a longitudinal survey to collect retrospective data about their reported PA levels during a typical week before lockdown and four weeks after. A second step consisted of identifying clusters, based on how PA emerged in participants and diligence in PM. Five clusters were identified from which eight paragons accepted to be interviewed. Interviews were conducted with paragons from each cluster to understand their different lived experiences during PM. Results showed a significant decrease in PA during lockdown, with PM serving to limit the drop-out from PA. Positive experiences in PA engagement were associated with: (a) family and video support, (b) variety in the PA program, (c) requests for work, (d) provision of feedback, and (e) use of personalised training. Results are encouraging in terms of developing hybrid pedagogical practice which includes face-to-face activity and use of PM. Further research is needed to ensure these pedagogical principles lead to positive experiences of PA engagement at a distance.

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Towards an integration of physical activity and environmental awareness: analysis of students’ activity in physical education

Mandrillon,

Desplanques,

Gottsmann

2024

Physical Education and Sport Pedagogy

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Enactive and ecological dynamics approaches: complementarity and differences for interventions in physical education lessons

Cited by 5 publications

References 41 publications

Avoiding organismic asymmetries in ecological cognition: Analysis of agent-environment couplings with eco-physical variables

Avoiding organismic asymmetries in ecological cognition: Analysis of agent-environment couplings with eco-physical variables

‘The teacher could correct me without being there’: Adapting distance education approaches to promote physical activity during lockdown

Towards an integration of physical activity and environmental awareness: analysis of students’ activity in physical education

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