A constraints-led perspective to understanding skill acquisition and game play: a basis for integration of motor learning theory and physical education praxis?

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Variability of practice as an interface between motor and cognitive development (2016, methodology): “Applying the principle of repetition-without-repetition generates a circular relationship between stability and flexibility (Bjerke & Vereijken, 2007; Renshaw et al., 2010).”
The Enactive Roots of STEM: Rethinking Educational Design in Mathematics (2015, background): “374 Educ Psychol Rev (2015) 27:371–389 environments for such skill acquisition (Davids 2012; Davids et al. 2013; Renshaw et al. 2010).”
‘How does TGfU work?’: examining the relationship between learning design in TGfU and a nonlinear pedagogy (2012, background): “Ecological dynamics has provided relevant insights and understanding of learning processes in sport and physical education (e.g., see Chow et al. 2007; Renshaw et al. 2010; Rink 2001; Rovegno, Nevett, and Babiarz 2001; Chow et al. 2011).”
Principles of nonlinear pedagogy in sport practice (2018, positive): “Both planning and its evaluation benefit from having prior experience and knowledge and being framed by scientific evidence (Renshaw et al. 2010).”
The impact of nonlinear pedagogy on physical education teacher education students’ intrinsic motivation (2016, methodology): “7 optimal technique, usually modelled on the ‘adult’ version of skill performance, is an unrealistic expectation for many students that can undermine their perception of competence (Bartholomew et al. 2011; Renshaw et al. 2010).”