1. Dynamical Systems Theory
1.1. Newell's Theory of Constraints
1.1.1. Organismic Constraints
1.1.1.1. Height, weight, etc.
1.1.2. Task Constraints
1.1.2.1. Field size, rules, number of players, etc.
1.1.3. Environmental Constraints
1.1.3.1. Playing surface, weather, etc.
2. Nonlinear Pedagogy
2.1. Representativeness
2.1.1. learning experiences that closely mirror the specific conditions, demands, and context in which the acquired skills will be applied.
2.1.1.1. Action Fidelity
2.1.1.1.1. The precise replication of a specific movement, considering both the spatial and temporal aspects of the action.
2.1.1.2. Representative Design
2.1.1.2.1. Experimental conditions or situations that closely resemble the ecological validity of the phenomena being studied
2.1.1.3. Ecological Validity
2.1.1.3.1. Extent to which the findings of a research study accurately represent the phenomena being studied in real-world settings or ecologically relevant conditions.
2.1.1.4. Task Specificity
2.1.1.4.1. Understanding how individuals acquire and transfer skills to tasks that are directly relevant to their goals and activities.
2.1.1.5. Transferability
2.1.1.5.1. Extent to which contextualized settings can be applied beyond the conditions of the study
2.2. Task Simplifcation
2.2.1. the modification of tasks to meet the learners needs without sacrificing information-movement couplings
2.2.1.1. Differential Learning
2.2.1.1.1. Expose learners to a range of situations, contexts, and movement patterns related to the skill they are trying to acquire
2.2.1.2. Individualized Learning
2.2.1.2.1. Provide a personalized educational experience that addresses the diverse learning styles and preferences of students, allowing them to progress at their own pace and achieve proficiency
2.2.1.3. Developmentally Appropriate
2.2.1.3.1. An 75-80% success rate on the task goal
2.2.1.4. Students with disabilities
2.2.1.4.1. Around 15% of students have a documented disability in the United States
2.3. Functional Variability
2.3.1. Exposing individuals to a range of movement solutions
2.3.1.1. Context-Specific Variability
2.3.1.2. Degeneracy
2.3.1.2.1. availability of an abundance of motor system degrees of freedom
2.3.1.2.2. students achieve the same functional performance outcomes
2.3.2. Attractors
2.3.2.1. Continuous formation of stable behavioural patterns
2.3.2.1.1. Nonlinear transitions from one attractor to the next
2.3.3. Self-Organization
2.3.3.1. spontaneously organize and adapt to the demands of a task or environment
2.4. Constraints-Led Approach
2.4.1. Content Knowledge
2.4.1.1. Critical variable in fidelity of the constraints-led approach
2.4.1.2. An in-depth knowledge of the subject matter being taught
2.5. Attentional Focus
2.5.1. External Focus
2.5.1.1. When a learner directs their attention to the effects or outcomes of their movements in the external environment
2.5.1.1.1. Concentrating on the rim when shooting a basketball free throw
2.5.1.2. Automaticity
2.5.1.2.1. performing a skill or movement without conscious and deliberate thought
2.5.2. Task dependant factors
2.5.3. Internal Focus
2.5.3.1. When a learn directs their attention to their own body movements or specific body parts while performing a motor skill
2.5.3.1.1. B.E.E.F. technique when shooting a basketball free throw
2.6. Constraints Manipulation
3. Ecological Psychology
3.1. Affordances
3.1.1. Opportunities for action
3.2. Direct Perception
3.3. Perception Action Coupling
3.3.1. We must perceive in order to move, but we must also move in order to perceive
3.3.1.1. Knowledge of the environment
3.3.1.1.1. skilful perception and action that enables an intended outcome
4. Environmental relationship for action
4.1. organismic asymmetry
5. Student-Centered Pedagogy
5.1. Departure from teacher-centered
5.1.1. Teacher-centered pedagogy, teachers are prescriptors of movement and GPS navigators
5.2. Student choice and autonomy
5.2.1. Representative co-design
5.2.1.1. Continuous and diverse teacher student interactions
5.2.1.1.1. Students are challenged to think more deeply about critical features of their learning environment that support self-regulated perceptions, cognitions and autonomous actions in performance (Woods et al., 2021).
5.3. Inclusive practices
5.3.1. Recognizes and values the diverse abilities, interests, and backgrounds of students.
5.3.1.1. Adapts activities to accommodate different skill levels and provides an environment where all students feel welcome and supported.
5.4. Teacher is a landscape designer
5.4.1. Ask questions for the (re) organization of actions (synergy re-formation)
5.4.1.1. Do not tell students what to see, show them where to look
5.5. Student is wayfinder
5.5.1. Active self-regulation (search-discover-explore)
5.5.1.1. Affordances for action (Perceive-Utilize-Exploit)
6. Teaching Styles and Strategies
6.1. A continuous chain of decisions that are being made by the student and teacher
6.2. The Axiom
6.2.1. Teaching is a chain of decision making
6.3. Anatomy of styles
6.3.1. Pre-Impact-Post Impact
6.4. Who makes the decisions?
6.4.1. When most or all the decisions in a category are the responsibility of one decision maker
6.5. Developmental Effects
6.5.1. the universal paths along which we grow
6.5.1.1. Each style contributes differently to the learner’s development on cognitive, social, emotional, physical, ethical, and mindful development (Mosston & Ashworth, 2014).
6.6. Divergent Discovery Style-H aligns with ecological dynamics/nonlinear pedagogy
6.6.1. discover and produce multiple responses or solutions to a question or problem
6.6.2. Experience divergent production in specific cognitive operations
6.6.3. the ability to verify solutions and organize them for specific purposes
7. Motivational Factors
7.1. SDT
7.1.1. Autonomy
7.1.1.1. The need to experience a sense of choice in one's behavior
7.1.1.1.1. Choice of equipment for a game
7.1.2. Competence
7.1.2.1. Involves the need to feel effective and capable in one's interactions with the environment.
7.1.2.1.1. Creating an attainable goal within a task for a learner
7.1.3. Relatedness
7.1.3.1. The need to establish meaningful connections with others and experience a sense of belongingness
7.1.3.1.1. Using peers to meet a task goal
7.1.4. Amotivation
7.1.4.1. A lack of motivation or a sense of indifference towards an activity
7.1.4.1.1. I do not like PE so therefore I will not participate
7.1.5. Extrinsic motivation
7.1.5.1. Involves engaging in an activity as a means to attain external rewards or avoid punishment
7.1.5.1.1. Participate in PE class so I do not get a 0
7.1.6. Intrinsic motivation
7.1.6.1. Engaging in an activity for the inherent enjoyment, interest, or satisfaction it provides. Individuals who are intrinsically motivated find the activity itself to be rewarding and fulfilling
7.1.6.1.1. Particip[ate in PE class because I love to be physically active
7.2. Differential conceptions of motivation
7.2.1. Rudd et al. (2021) view motivation as residing beyond the boundaries of the human body in that outward-facing intentionality, as a perception of surrounding information, is direct and an external focus of attention is key to achieving the intended task goals, harnessing embedded, self-organized, highly interconnected, co-dependent, behavioral sub-systems.
7.2.1.1. Attractors providing value and meaning as an affordance
7.2.1.1.1. Postbox exmaple
7.2.1.1.2. Gymnastics example