Nonlinear Pedagogy and Coaching Practice: Insights from Ecological Psychology and Dynamical Systems Theory

1. 1st Asia Pacific Sport in Education Conference 21 st January 2008 Nonlinear Pedagogy and Coaching Practice:Insights from Ecological Psychology andDynamical Systems Theory Ian Renshaw & Keith Davids

2. Introduction • Has coaching practice based on (a) theory led to concentrating too much on how ‘we’ coach rather than how ‘they’ learn? • Do we need to base practice on theory? • Why the ideas of Ecological Psychology and DST can provide a basis for practice.

3. Traditional Approaches to Learning • Much of practice is based on the computer metaphor of motor learning • The focus was (and is) mostly on the development of • The Motor Programme….TECHNIQUE • Repetition…drills, drills and more drills… • Only through drilling can we make sure they have the skill when they need it… • However: • “Too much drill will kill the young players’ innate potential (Wein, 2001).

4. Other reasons why drills don’t work… • Failure of skill to transfer to game. • Traditional approach disobeys some basic skill acquisition principles. • Empowerment – • Wayne Smith (and AB’s coaching staff) !!!! • Lynn Kidman.

5. Until they have the technique how can they play a game? • Unfortunately: • Techniques seem to break down under pressure • Many of the drills used do not transfer to the real game • Players seem to choose the wrong “technique” at key moments • There are different ways…

6. There is no one perfect TECHNIQUE

7. Do Drills Develop Decision Making Skills? • “We have a generation of rugby players who cannot think for themselves…” • “Coaches do not trust the players to make decisions for themselves…and in the end the coach’s job is on the line • NPC Coach (2004) “Learning takes place the best when the coach is able to transfer decisions to the pupils” (Wein, 2001 p.6).

8. Some Principles of Ecological Psychology that underpin Coaching Practice 1. The mutuality of the performer and the environment. 2. Perception and Action are coupled. 3. Performance emerges as a consequence of the interaction of constraints: Self Organisation under constraints 4. The individual is the focus 5. Promote natural learning (implicit?).

9. 1. The mutuality of the performer and the environment. • The actions of individuals cannot be understood without reference to their specific environments (Gibson, 1986). • Essential to the learning process is the need for athletes to be provided with opportunities to learn to perceive the key specifying informationsources within a performance environment in order that they are able to produce functional movement solutions.

10. 2. Perception and Action are coupled. Perception (what you see) Actions (what you do) Practice needs to be Representative

11. Perception is Coupled to Action Cricket Batting Basketball Shooting Beating a player in Rugby Run-ups in Cricket

12. 3. Performance emerges as a consequence of the interaction of constraints • Behaviour emerges via a process of self organisation as a result of the key constraints that are acting on the system. • Coaches need to identify the key constraints that impinge on the ‘system’ (Newell, 1986).

13. A Constraints-Led Perspective (Newell, 1986)… for Rugby Performance • Perceptual skills of players • Cognition • Skill/Experience • Intention • Body Size • Fitness Level Individual (s) • Game Laws • The turn over law • Ref’s interpretation • E.g., what is “instant”? • Playing Area • e.g., dead ball area length • Game situation: • Score, time in match • Pitch Type • Heavy, Firm • Atmospheric conditions • Wind, Temp, Altitude • Distractions • e.g. Crowd, REF! • Length of grass on pitch Movement Behaviour Environment Task

14. 4. The individual is the focus • In nonlinear pedagogy the aim is to keep the individual at the centre of the learning process. • The coach needs to identify the intrinsic dynamics of the individual learner or of each member of a squad or team. • Intrinsic dynamics refer to “the set of movement capabilities that people bring with them when learning a new skill” (Thelen, 1995). • A person’s intrinsic dynamics are unique and shaped by genetic factors, previous experiences and both physical and cultural environmental influences (Davids, Glazier, Araujo, & Bartlett, 2003).

15. 5. Promote natural learning (implicit?). • A constraints-led perspective leads to a HOLISTIC approach to skill development • All practices should be transferable to the real game • Practice in perceptually realistic environments • Design practice environments that allow decision-making to emerge naturally

16. Summary • Ecological psychology and dynamical systems theory enables the coach to develop programmes that have been predicated on empirical evidence from motor learning studies. • We suggest that basing practice on motor learning theory need not result in highly structured practice based on reductionist perspective of the learner; • Skill development should be based on an integrative, inter-disciplinary approach leading to coaching that is more hands-off than traditional coaching models.

17. Thank you i.renshaw@qut.edu.au