High-level Enactive and Embodied Cognition in Expert Sport Performance

Krein, Kevin; Ilundáin-Agurruza, Jesús

doi:10.1080/17511321.2017.1334004

Cited by 16 publications

(6 citation statements)

References 18 publications

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“…Rather, the learner is seen as someone depicted (by the nonenactivists) as “jerking” between a string of “deliberate practices” (Robertson & Hutto, 2022). Anders Ericsson, the originator of the idea of “deliberate practice,” says that Csikszentmihalyi (1990) “flow” (or “mushin,” in Japanese) is “incompatible with deliberate practice” (Ericsson & Ward, 2007, p. 349); it is, however, central to radical enactivist accounts (Ilundáin-Agurruza, 2017; Krein & Ilundáin-Agurruza, 2017). Radical enactivists suggest that context-sensitive habits are the building blocks of skilled performance and that they become part of the flow due to imagination.…”

Section: Applicationsmentioning

confidence: 99%

Radical enactivism: A guide for the perplexed.

Drury¹,

Tudor²

2024

Journal of Theoretical and Philosophical Psychology

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In the last 20 years, cognitive science has been revolutionized by enactive cognition. However, claims by enactivists that enactive cognition reforms much of our thinking about the nature of minds, and our relationships with nature and each other, have not always been easy to follow and hence a certain perplexity which has been further confounded by arguments between various enactivists. This article offers some clarification of some of the central claims of enactivism by drawing on past figures in philosophy and psychology, borrowing and extending already popularized metaphors, elucidating some key concepts, and explicating one of the central arguments within enactivism. Combining relevant inferences and intuitions from the past with recent ones from radical enactivism facilitates the emergence of a more responsible and responsive understanding of human nature: one that allows us to attune to each other and to nature more fully. Public Significance StatementOne of a number of approaches to embodied cognition, radical enactivism emphasizes the fact that our fast, intuitive, animal thinking mostly dominates our slower, social linguistic thinking. Separating and reintegrating the two furthers the pioneering work undertaken by Wittgenstein and holds the promise of rectifying our alienation from each other and from nature. This article discusses this important development in cognitive science.

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Section: Applicationsmentioning

confidence: 99%

Radical enactivism: A guide for the perplexed.

Drury¹,

Tudor²

2024

Journal of Theoretical and Philosophical Psychology

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“…Hence, the enaction paradigm offers the possibility of articulating the different levels and domains of organization involved in sports action. As Krein and Ilundáin-Agurruza (2017) show, sport highlights the value of enactivism and extend its range of application beyond the simple minds that are usually analyzed by researchers.…”

Section: Differences and Similarities Between Approachesmentioning

confidence: 99%

“…In a more sports-related framework, the enactivism of Krein and Ilundáin-Agurruza maintains that high cognitive non-representational states during a high performance (e.g., climbing without ropes) can be possible through flow and mushin (i.e., mindfulness fluid awareness). The athlete is holistically attuned to the environment on multiple levels of engagement: intellectual, emotional, volitional, kinetic, and other capabilities (Krein and Ilundáin-Agurruza, 2017). Climbing is a very comprehensive sport that develops different skills in PE classes.…”

Section: Differences and Similarities Between Approachesmentioning

confidence: 99%

How Enaction and Ecological Approaches Can Contribute to Sports and Skill Learning

et al. 2020

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The purpose of this paper is to explain learning in sports and physical education (PE) from the perspective of enactive and ecological psychology. The learning process is first presented from the enactive perspective, and some relevant notions such as sensemaking and sensorimotor schemes are developed. Then, natural learning environments are described, and their importance in the human development process is explained. This is followed by a section devoted to the learner's experience in which some research methods are explained, such as neurophenomenology, in addition to self-confrontation, interviews aimed at bringing out the meaning, sensations, and emotions that performers experience when they are immersed in their sport or a PE class. The sections on the ecological approach deal with the attunement, calibration, the education of intention, and the importance of representative experimental designs. The last section addresses the main similarities and differences between the two approaches. Finally, we state our theoretical position in favor of a common project that brings together the main elements of both post-cognitive approaches.

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“…The idea of body-mind integration (Brown & Gaynor, 1967;Hristovski et al, 2012;Campos, 2014;Krein & Ilundáin-Agurruza, 2017;Ilundáin-Agurruza, 2017), as opposed to the traditional privileging of the mind, has important implications for the conceptualisation and development of sporting creativity.…”

Section: Sporting Creativity As An Emergencementioning

confidence: 99%

Defining, assessing, and developing creativity in sport: a systematic narrative review

Fardilha

Allen

2019

International Review of Sport and Exercise Psychology

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Research on creativity in sport is gaining momentum, due to a growing interest from coaches and academics in developing strategies to increase unpredictability in individual and collective behaviour which may allow teams to gain an important advantage over their opponents. The purpose of this paper was to conduct the first systematic narrative review of the literature on sporting creativity, critically synthesising 51 years of published research (1967-2018) and proposing avenues for future research. Six databases were used, and 48 documents met search criteria. The findings are organised in four categories: (a) defining creativity, (b) correlates of creativity, (c) assessing creativity and (d) developing creativity. Creativity definitions and assessments have privileged thought processes over the ability to act. A distinction is warranted between creativity about sport and creativity in sport (in action) and aligned assessment methods. The literature does not support a single strategy for the development of sporting creativity but does support its trainability. Evidence of the effectiveness of programmes for the enhancement of sporting creativity is growing but is still limited. Furthermore, while it is recognised that coaches have a pivotal role in the development of sporting creativity, research involving them is still scarce.

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High-level Enactive and Embodied Cognition in Expert Sport Performance

Cited by 16 publications

References 18 publications

Radical enactivism: A guide for the perplexed.

Radical enactivism: A guide for the perplexed.

How Enaction and Ecological Approaches Can Contribute to Sports and Skill Learning

Defining, assessing, and developing creativity in sport: a systematic narrative review

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