Nonlinear Pedagogy Underpins Intrinsic Motivation in Sports Coaching

Renshaw, Ian; Oldham, Anthony R.H.; Bawden, Mark

doi:10.2174/1875399x01205010088

Cited by 50 publications

(66 citation statements)

References 47 publications

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“…As athletes developed, the relationship with the coach became more tightly coupled and tended to increasingly emphasise the acquisition of sport specific knowledge for managing the physical, emotional, and cognitive needs at an individual level (Abernethy, et al, 2002;Côté, et al, 2003). Hence, by designing learning environments that cater for changing emotions, cognitions and actions, performers are more likely to engage with or 'buy into' the rigorous demands of long term development programmes (Renshaw, Chow, Davids, & Hammond, 2010;Renshaw, Oldham, & Bawden, 2012).…”

Section: Time-scales and Affectsmentioning

confidence: 99%

“…Emotion-laden experiences are considered to energise behaviour and facilitate an investment in tasks because emotions add context to actions, rather than an athlete merely 'going through the motions' (Jones, 2003;Renshaw, et al, 2012). Creating individual and/or group engagement in learning experiences through the manipulation of specific performance constraints enhances the representativeness of an experience.…”

Section: Emotions Are Embedded In Situation-specific Constraintsmentioning

confidence: 99%

“…This is so because the inclusion of situation-specific information simulates the demands of a competitive performance environment (Pinder, et al, 2011b;Pinder, et al, in press). Based on this premise, to facilitate the holistic development of expertise, performers should be immersed in learning environments that challenge and stimulate both physically and psychologically to coincide with the constraints of prospective performance environments Renshaw, et al, 2012).…”

Section: Emotions Are Embedded In Situation-specific Constraintsmentioning

confidence: 99%

“…The Battle Zone concept combines a regulation cricket pitch with a downscaled netted field area to increase involvement and intensity for all players, compared with full sized centre wicket practice. Vignette-based tasks such as the Battle Zone maintain the critical performer-environment interactions while also affording coaches the opportunity to manipulate specific performance constraints to physically and psychologically engage batters, bowlers and fielders simultaneously (Renshaw, Chappell, et al, 2010;Renshaw, et al, 2012). Tasks such as the Battle Zone manipulate the space and time demands on players which is captured by the Game Intensity Index (GII) concept (Chow, Davids, Renshaw, & Button, 2013).…”

Section: Emotions Are Embedded In Situation-specific Constraintsmentioning

confidence: 99%

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The dynamics of expertise acquisition in sport: The role of affective learning design

Headrick

Renshaw

Davids

et al. 2015

Psychology of Sport and Exercise

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Phone: +61 7 3138 9673 AFFECTIVE LEARNING DESIGN AND EXPERTISE IN SPORT 2 AbstractObjectives and method: Developing expertise in sport requires the design of learning environments and athlete development programmes that successfully sample and represent conditions of performance contexts during practice. This premise is captured by the concept of representative learning design, founded on an ecological dynamics approach to acquiring skill in sport, and predicated on the mutuality of the individual-environment relationship as the appropriate level of analysis. In this position paper we argue that to effectively develop expertise in sport, the role of affect (emotion) should be considered in the representative design of learning experiences.Results and Conclusions: We discuss how ongoing interactions between affect, cognitions, perceptions and actions, provide a principled basis for affective learning designs in sport.Considering the role of affect in learning environments has clear implications for how sport psychologists, athletes and coaches might collaborate to enhance the acquisition of expertise in sport.

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Section: Time-scales and Affectsmentioning

confidence: 99%

Section: Emotions Are Embedded In Situation-specific Constraintsmentioning

confidence: 99%

Section: Emotions Are Embedded In Situation-specific Constraintsmentioning

confidence: 99%

Section: Emotions Are Embedded In Situation-specific Constraintsmentioning

confidence: 99%

See 2 more Smart Citations

The dynamics of expertise acquisition in sport: The role of affective learning design

Headrick

Renshaw

Davids

et al. 2015

Psychology of Sport and Exercise

Self Cite

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“…Autonomy is a powerful force underpinning effort and engagement and is crucial to developing intrinsic motivation -see Renshaw, Oldham, & Bawden (2012) for a more extensive discussion of how NLP and SelfDetermination Theory (Deci & Ryan, 2000) may be a good fit for meeting basic psychological and skill learning needs-. An additional, positive consequence of the child being in charge is that they will decide if, when, and how to change the difficulty of the task to match their emergent abilities.…”

Section: Learning Design For Intra-individual-environment Coordinationmentioning

confidence: 99%

A Constraint-Led Approach to Coaching and Teaching Games: Can going back to the future solve the «they need the basics before they can play a game» argument?

Renshaw

Moy

2018

AGORA EFyD

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Despite the continued popularity of Games Centred Approaches with tertiary level academics, the take-up by practitioners has been limited. In a recent survey of entry level HPE students undertaken at our university, 95% reported that they had received a predominantly traditional experience in school physical education lessons. This finding is in line with a common response when we engage with practitioners who strongly advocate the need for games players to learn the basics before they can play a game. In this paper we will present concepts and practical exemplars demonstrating a Constraint-Led Approach (CLA) to games teaching and coaching. We will show that adopting a CLA has the potential to provide practitioners with the tools to address this significant barrier and potentially enhance the adoption of games-based approaches. We will argue that the technique-tactics dichotomy is a redundant framework as the intentions and actions of learners is a function of their current action capabilities. However, we will also propose that games-based practitioners need to develop pedagogical practices that initially develop intra-individual-environment co-ordination before moving onto a more traditional focus on inter-individual-environment co-ordination (i.e., how teams organise to solve games-based problems). A key focus will be on the need to consider the mutuality of the individual and the environment and how backyard games allied to CLA methods can help practitioners design better games based programmes that will meet the needs of all games players irrespective of age or ability level.

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