Insights from Ecological Psychology and Dynamical Systems. Theory can underpin a philosophy of coaching.
By Ian Renshaw, Keith Davids, Richard Shuttleworth, Jia Yi Chow. 2009
140 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/45f290e301a0773aae62c1ae8c0af1f107ae7959
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Brendan Moy
- Ian Renshaw
- Jia Yi Chow
- Keith Davids
- Chris Button
- J. Hammond
- Duarte Araújo
- Vanda Correia
Citations in the corpus
- A constraints-led perspective to understanding skill acquisition and game play: a basis for integration of motor learning theory and physical education praxis? (2010, background): “…coupling of perception and action, and the nonlinear nature of systems that are made up of many interacting component parts that move between phases of stability and instability via processes of self organisation under constraints (see Renshaw et al. 2009 for a detailed discussion of these ideas).”
- The dynamics of expertise acquisition in sport : the role of affective learning design (2015, unknown): “As a result, the performer will be forced to explore performance environments simulated during learning to harness new functional states of stable system organisation, or at least experience situations with different task demands (Chow et al., 2011; Renshaw et al., 2009).”
- Why the Constraints-Led Approach is not Teaching Games for Understanding: a clarification (2016, background): “…provides a theoretical model of the learner and the processes of learning, based on the empirically verified ideas and concepts of ecological psychology and dynamical systems theory (Chow et al. 2007b, 2009, 2011; Davids, Chow, and Shuttleworth 2005; Renshaw et al. 2009; Renshaw et al. 2010a).”
- The impact of nonlinear pedagogy on physical education teacher education students’ intrinsic motivation (2016, methodology): “…psychology and dynamical systems theory, see Chow et al. 2009), such as environment–individual mutuality, affordances, self-organisation under constraints, perception– action coupling, co-adaptability, stability and instability and that learning is a nonlinear process (Renshaw et al. 2009).”