C2.1.2 (2) Non-linear pedagogy approaches to motor learning

The ecological dynamics model, where learning occurs through adapting to the environment.

What is non‑linear pedagogy based on?

By constantly adjusting movements based on perceptual information from the environment.

How do athletes learn in the ecological model?

A direct link between what an athlete perceives and how they move, without needing conscious processing.

What is perception‑action coupling?

Opportunities for action provided by the environment, based on individual abilities and constraints.

What are affordances?

By designing training that mimics competitive environments and encourages problem‑solving and decision‑making.

How should coaches use affordances?

Manipulated elements such as rules, equipment, or playing area that guide athletes toward useful movement solutions.

What are task constraints?

Finding efficient movement patterns by organising the many possible movement options available in the body.

What does it mean to manage degrees of freedom?

Athletes develop adaptable skills that work across multiple sports and environments.

How does non‑linear learning support skill transfer?

Continuously reorganised in response to environmental and situational changes.

How is movement described in ecological dynamics?

Ongoing reorganisation of movement to adjust to changing situations, stimuli, or environmental factors.

What is adaptation?

The interaction between individual constraints, task constraints, and environmental constraints.

What influences an athlete’s ability to use affordances?

To help athletes quickly identify relevant information and respond without conscious thought.

What is the purpose of perception‑action coupling in sport?

By training athletes in realistic, game‑like environments.

How can coaches develop perception‑action skills?

Training that develops new techniques while suppressing ineffective ones.

What is required for learning to transfer to performance?

It enhances adaptability, creativity, and perception‑action skills.

Why do younger or newer athletes need structured and unstructured play?

A theory explaining how complex systems self‑organise without simple, direct commands.

What is dynamical systems theory?

Individual components (muscles, joints, senses) that can act independently in different ways.

What are degrees of freedom in movement?

Automatic coordination of movement without conscious control.

What is self‑organisation in movement?

Individual factors like body shape, physical abilities, and functional capacity.

What are personal constraints?

Rules, equipment, playing area, or goals of the activity.

What are task constraints?

External factors such as lighting, temperature, wind, altitude, or cultural expectations.

What are environmental constraints?