Constraints-Led Learning in Practice: Designing effective learning environments
Author(s)
Renshaw, Ian
Headrick, Jonathon
Maloney, Michael
Moy, Brendan
Pinder, Ross
Griffith University Author(s)
Year published
2019
Metadata
Show full item recordAbstract
The constraints-led approach has been proposed as a framework for describing and informing skill acquisition. The approach originated in the work of Newell who proposed that the co-adaptive interactions of three categories of constraints, namely task, environment and individual, enables learners to self-organise in attempts to generate effective movement solutions. Task constraints include such factors as the rules of the game, the equipment used, the current state of a game or specific rules, markings and boundaries, including the design and scaling of equipment along with instructions and feedback. Whilst a primary outcome ...
View more >The constraints-led approach has been proposed as a framework for describing and informing skill acquisition. The approach originated in the work of Newell who proposed that the co-adaptive interactions of three categories of constraints, namely task, environment and individual, enables learners to self-organise in attempts to generate effective movement solutions. Task constraints include such factors as the rules of the game, the equipment used, the current state of a game or specific rules, markings and boundaries, including the design and scaling of equipment along with instructions and feedback. Whilst a primary outcome when designing learning environments in sport is to ensure effective skill learning, a key concern is the psychological impact of what practitioners ask learners to do. Proponents of a constraints-led approach highlight the importance of individual-environment mutuality and propose that skill learning is framed around an enhanced fit between the individual and environment.
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View more >The constraints-led approach has been proposed as a framework for describing and informing skill acquisition. The approach originated in the work of Newell who proposed that the co-adaptive interactions of three categories of constraints, namely task, environment and individual, enables learners to self-organise in attempts to generate effective movement solutions. Task constraints include such factors as the rules of the game, the equipment used, the current state of a game or specific rules, markings and boundaries, including the design and scaling of equipment along with instructions and feedback. Whilst a primary outcome when designing learning environments in sport is to ensure effective skill learning, a key concern is the psychological impact of what practitioners ask learners to do. Proponents of a constraints-led approach highlight the importance of individual-environment mutuality and propose that skill learning is framed around an enhanced fit between the individual and environment.
View less >
Book Title
Skill Acquisition in Sport: Research, Theory and Practice
Subject
Sports science and exercise
Behavioural Sciences
Sports and Leisure