Nonlinear Pedagogy in Skill Acquisition

Chow, Jia Yi; Davids, Keith; Button, Chris; Renshaw, Ian

doi:10.4324/9781315813042

Cited by 146 publications

(231 citation statements)

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“…This approach, (i.e., the Feldenkrais method® (Feldenkrais, 1972)) was centred on the learner; therefore, it moved away from the traditional ballet teaching approach, with its focus on the teacher. A learner centred approach is in line with an ecological dynamics, constraints-led approach perspective of skill acquisition and with key ideas from nonlinear pedagogy (Chow, et al, 2015;Chow, et al, 2011). In nonlinear pedagogy, the role of the teacher is to understand how to manipulate task constraints, and to identify vital individual constraints that might facilitate learning and self-discovery (Chow et al, 2007;Davids, Chow, et al, 2005).…”

Section: Teaching Strategiesmentioning

confidence: 96%

Section: The Influence Of Dance Teachers' Previous Experiences As Expmentioning

confidence: 97%

“…As a result, teachers should be aware of the effect of their verbalisations on learners (Chow, et al, 2015). This research suggests, therefore, that it is important to understand how informational constraints might link the environment with the individual (Chow, et al, 2015;Davids, et al, 2008). In dance, Torrents and colleagues used the constraints-led approach to study creativity, choreography, and teacher instructions (Torrents & Castañer, 2009;Torrents, Castaner, Dinušová, & Anguera, 2008;Torrents, Castañer, Dinušová, & Anguera, 2013;Torrents, Ric, & Hristovski, 2015); however, no studies could be identified that attempted to investigate the pedagogical development of expert teachers from a constraints-led approach.…”

Section: The Influence Of Dance Teachers' Previous Experiences As Expmentioning

confidence: 97%

“…In reference to teaching, task specific sources of information that influence learners' performance are, for example, instruction and feedback because verbal information provided by a teacher can improve or detract learner's performance, depending on how it is utilised (Chow, Davids, Button, & Renshaw, 2015). As a result, teachers should be aware of the effect of their verbalisations on learners (Chow, et al, 2015).…”

Section: The Influence Of Dance Teachers' Previous Experiences As Expmentioning

confidence: 99%

“…In nonlinear pedagogy, the role of the teacher is to understand how to manipulate task constraints, and to identify vital individual constraints that might facilitate learning and self-discovery (Chow et al, 2007;Davids, Chow, et al, 2005). As a result, individuals learn how to regulate their performance in specific environments and become independent because they are capable of adapting their action continuously, and they can establish connections across different disciplines and content knowledge (Chow, et al, 2015).…”

Section: Teaching Strategiesmentioning

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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Section: Teaching Strategiesmentioning

confidence: 96%

Section: The Influence Of Dance Teachers' Previous Experiences As Expmentioning

confidence: 97%