Nonlinear Pedagogy in Skill Acquisition: An Introduction by Chow Jia Yi & Davids Keith & Button Chris & Renshaw Ian

Author:Chow, Jia Yi & Davids, Keith & Button, Chris & Renshaw, Ian [Chow, Jia Yi]
Language: eng
Format: azw3
ISBN: 9781317800354
Publisher: Taylor and Francis
Published: 2015-12-13T16:00:00+00:00

While more research is needed to respond to each of these questions across multiple sports and activities, hopefully the information in this chapter provides practitioners with a better platform upon which to consider them.

Summary

The provision of augmented information (typically known as feedback) is thought to be generally beneficial for learning, but this may not always be the case. Instead, a better focus for practitioners should be on the quality of information available in learning and how to support learners to find the information that best supports their actions. Augmented information can (de)stabilise perception–action couplings in several ways (i.e. anchoring, perturbing, scaling) and it therefore has the power to assist the learner if manipulated appropriately. Importantly for practitioners, information can provide a shortcut for the learner to begin exploring specific (rather than global) areas of the perceptual-motor landscape available during practice. On the other hand, because information also has the potential to distract and weaken perception–action links, one must use it wisely. For example, it seems that providing additional instructions on how to perform motor skills is often not helpful when task-goal related feedback is already naturally available to constrain the learner’s search activities (Hodges & Franks, 2001). Furthermore, providing learners with both detailed pre-task instructions and concurrent movement-related feedback can often prove to be too much, particularly in complex tasks where spatio-temporal demands are high. Moreover, the effects of providing verbal instructions on every trial are not long-lasting, and less frequent use of performance-related feedback will suffice. In the digital age, there are numerous technologies and devices available that can potentially augment the information learners use to help them acquire skills. The main challenge for practitioners is to understand how, or whether, the augmented information assists the learning process without saturating the learner or performer and causing a form of ‘paralysis by analysis’. The relative skill and experience of the learner are also important considerations when determining how to manipulate information, as are the questions of how to implement and withdraw the technology from practice over time. In this way, one can see that pedagogical input from coaches is decidedly necessary to complement the use of digital technologies in collecting and presenting augmented information to the learner or performer.

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