Changing ecological constraints of practice alters coordination of dynamic interceptive actions

By Ian Renshaw, A. Oldham, Keith Davids, Tim Golds. 2007

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The impact of nonlinear pedagogy on physical education teacher education students’ intrinsic motivation (2016, methodology): “This traditional learning design of the decomposed practice of isolated components of the ‘whole’ technique separates the relevant information–movement couplings, leading to the re-organisation of the timing and coordination of a movement pattern (Handford 2006; Renshaw et al. 2007).”
Why the Constraints-Led Approach is not Teaching Games for Understanding: a clarification (2016, background): “…by facing real bowlers in simulated game scenarios, cricket batters can learn to make decisions to solve game-based problems using appropriate information–movement patterns rather than inappropriate ones acquired by playing against ball projection machines (Pinder et al. 2011; Renshaw et al. 2007).”
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): “The importance of identifying ball type has been demonstrated in a study that examined batting technique when facing a bowling machine and a bowler of comparable speed (Renshaw et al. 2007).”