Motor learning in practice : a constraints-led approach

By Ian Renshaw, Keith Davids, G. Savelsbergh. 2010

102 citations recorded by the source corpus.

How researchers see this paper

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The Enactive Roots of STEM: Rethinking Educational Design in Mathematics (2015, methodology): “The videography documents the birth of this Bsteering wheel^ (Kostrubiec et al. 2012; Newell and Ranganathan 2010) as evident in the child’s actions and multimodal utterance.”
Why the Constraints-Led Approach is not Teaching Games for Understanding: a clarification (2016, background): “…and PE has always been perceived as a neglected concern for contemporary pedagogists and didacticists (Abernethy 1999; Newell and Rovegno 1990; Renshaw et al. 2010) and highlights the complementary nature of experiential and empirical knowledge in sport pedagogy and PE (Greenwood et al. 2013).”
Key Properties of Expert Movement Systems in Sport (2013, background): “Movement system variability can be functional when athletes need to respond to changes in dynamic performance constraints [18, 19, 27, 62, 79].”
The impact of nonlinear pedagogy on physical education teacher education students’ intrinsic motivation (2016, methodology): “…extensive empirical and theoretical research evidence to demonstrate that adopting these principles in practice meets the skill acquisition needs of the individual performer, while at the same time explaining why traditional approaches are failing students (Chow et al. 2007; Renshaw et al. 2010).”