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For the last 25 years, a constraints-based framework has helped to
inform the way that many sport scientists seek to understand
performance, learning design and the development of expertise and
talent in sport. The Constraints-Led Approach: Principles for
Sports Coaching and Practice Design provides students and
practitioners with the theoretical knowledge required to implement
constraints-led approaches in their work. Seeking to bridge the
divide between theory and practice, the book sets out an
'environment design framework', including practical tools and
guidance for the application of the framework in coaching and skill
acquisition settings. It includes chapters on constraints-led
approaches in golf, athletics and hockey, and provides applied
reading for undergraduate and postgraduate students of motor
learning, skill acquisition and developing sport expertise.
Providing a thorough grounding in the theory behind constraints-led
approaches to skill acquisition, and a foundational cornerstone in
the Routledge Studies in Constraints-Based Methodologies in Sport
series, this is a vital pedagogical resource for students and
practising sports coaches, physical education teachers and sport
scientists alike.
This book offers an ecological conceptualisation of physical
literacy. Re-embracing our ancestry as hunter gatherers we gain a
new appreciation and understanding of the importance of play, not
only in terms of how children learn, but also in showing us as
educators how we can lay the foundations for lifelong physical
activity. The concept of physical literacy has been recognised and
understood throughout history by different communities across the
globe. Today, as governments grapple with the multiple challenges
of urban life in the 21st century, we can learn from our forebears
how to put play at the centre of children's learning in order to
build a more enduring physically active society. This book examines
contemporary pedagogical approaches, such as constraints-led
teaching, nonlinear pedagogy and the athletic skills model, which
are underpinned by the theoretical framework of Ecological
Dynamics. It is suggested that through careful design, these
models, aimed at children, as well as young athletes, can (i)
encourage play and facilitate physical activity and motor learning
in children of different ages, providing them with the foundational
skills needed for leading active lives; and (ii), develop young
athletes in elite sports programmes in an ethical, enriching and
supportive manner. Through this text, scientists, academics and
practitioners in the sub-disciplines of motor learning and motor
development, physical education, sports pedagogy and physical
activity and exercise domains will better understand how to design
programmes that encourage play and thereby develop the movement
skills, self-regulating capacities, motivation and proficiency of
people, so that they can move skilfully, effectively and
efficiently while negotiating changes throughout the human
lifespan.
For the last 25 years, a constraints-based framework has helped to
inform the way that many sport scientists seek to understand
performance, learning design and the development of expertise and
talent in sport. The Constraints-Led Approach: Principles for
Sports Coaching and Practice Design provides students and
practitioners with the theoretical knowledge required to implement
constraints-led approaches in their work. Seeking to bridge the
divide between theory and practice, the book sets out an
'environment design framework', including practical tools and
guidance for the application of the framework in coaching and skill
acquisition settings. It includes chapters on constraints-led
approaches in golf, athletics and hockey, and provides applied
reading for undergraduate and postgraduate students of motor
learning, skill acquisition and developing sport expertise.
Providing a thorough grounding in the theory behind constraints-led
approaches to skill acquisition, and a foundational cornerstone in
the Routledge Studies in Constraints-Based Methodologies in Sport
series, this is a vital pedagogical resource for students and
practising sports coaches, physical education teachers and sport
scientists alike.
This book offers an ecological conceptualisation of physical
literacy. Re-embracing our ancestry as hunter gatherers we gain a
new appreciation and understanding of the importance of play, not
only in terms of how children learn, but also in showing us as
educators how we can lay the foundations for lifelong physical
activity. The concept of physical literacy has been recognised and
understood throughout history by different communities across the
globe. Today, as governments grapple with the multiple challenges
of urban life in the 21st century, we can learn from our forebears
how to put play at the centre of children's learning in order to
build a more enduring physically active society. This book examines
contemporary pedagogical approaches, such as constraints-led
teaching, nonlinear pedagogy and the athletic skills model, which
are underpinned by the theoretical framework of Ecological
Dynamics. It is suggested that through careful design, these
models, aimed at children, as well as young athletes, can (i)
encourage play and facilitate physical activity and motor learning
in children of different ages, providing them with the foundational
skills needed for leading active lives; and (ii), develop young
athletes in elite sports programmes in an ethical, enriching and
supportive manner. Through this text, scientists, academics and
practitioners in the sub-disciplines of motor learning and motor
development, physical education, sports pedagogy and physical
activity and exercise domains will better understand how to design
programmes that encourage play and thereby develop the movement
skills, self-regulating capacities, motivation and proficiency of
people, so that they can move skilfully, effectively and
efficiently while negotiating changes throughout the human
lifespan.
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