Constraints-led Pedagogy: An application in Para-sport Ross Pinder, - - PowerPoint PPT Presentation

Constraints-led Pedagogy: An application in Para-sport

Ross Pinder, PhD

Skill Acquisition Specialist

Overview…

• 1. Explore the importance of individuality in learning designs through case-

studies of elite athletes with disabilities

• 2. Outline how a constraints-led approach (CLA), and design thinking can

be used to solve problems and design learning tasks

• 3. Identify some key principles from non-linear pedagogy so you can

consider how these could apply to your context

• manipulation of constraints, information-movement coupling, representative design, task variability

Context…

Skill Acquisition in Para-sport

↑ literature in mainstream sport (e.g., Baker & Farrow, 2015; Davids et al., 2008)

Few learning studies in Paralympic sport (Dehghansai et al., 2017; Oudejans et al., 2012) Reliance on existing theory (Paulson & Goosey-Tolfrey, 2016) Issues and challenges in application… (Pinder et al., 2015) Multi-medal scope & impact…

Baker, J., & Farrow, D. (2015). Routledge handbook of sport expertise. Routledge. Davids, K. W et al. (2008). Dynamics of skill acquisition: A constraints-led approach. Human Kinetics. Dehghansai, N. et al.. (2017). A systematic review of influences on development of athletes with disabilities. Adapted Physical Activity Quarterly, 34(1), 72-90. Oudejans, R.R. et al. (2012). Training visual control in wheelchair basketball shooting. Research Quarterly for Exercise & Sport, 83. 464-469. Paulson, T., & Goosey-Tolfrey, V. (2016). Current perspectives on profiling and enhancing wheelchair court-sport performance. International Journal of Sports Physiology and Performance, 24, 1-32. Pinder, R. et al. (2015). Issues and challenges in developing representative tasks in sport. In Baker, J. & Farrow, D. (Eds.) The Routledge Handbook of Sports Expertise. Routledge, London, pp. 269-281.

Individuality…

Context…

Pinder, R.A. & Renshaw, I. (under review). An application of constraints-led pedagogy in Para-sport. Physical Education & Sport Pedagogy

Sport Impairment types Example practical consideration

Para-athletics HT; At; Ath; IMP; IROM; LD; LLD; SS; VI; II Many individual coach-athlete relationships, or coaches working with athletes with varying impairment types Boccia HT; At; Ath; IMP; IROM; LD Some athletes have limited verbal communication; all have high support needs; usually limited sport experiences Goalball VI Limited role for traditional instruction, demonstration, feedback and video use Para-canoe IMP; IROM; LD Emerging sport with large shifts in classification evidence, performance times, and physical profiles Para-rowing HT; At; Ath; IMP; IROM; LD; VI Mixed crew boats with potential for inclusion of athletes with both physical and vision impairments (LTAMix4+) Para-table tennis HT; At; Ath; IMP; IROM; LD; II Culture and history of blocked practice and prescribed repetitive drills Wheelchair rugby HT; At; Ath; IMP; IROM; LD Small number of players nationally; national team members training across multiple states Wheelchair tennis HT; At; Ath; IMP; IROM; LD; LLD; SS Athletes often have no history of chair use prior to participation (i.e. limited propulsion skills)

Individuality

Take home messages

Individuality is the central tenet for all learning Impairment is simply one individual factor to consider in design of learning environments (e.g., cognition, emotions, maturation, understanding…) Practitioners need to adapt existing models and frameworks to suit their context and needs

Constraint-led framework…

Based on principles of a non-linear pedagogy

(see Chow et al., 2015)

Observation, immersion and context

(Steel et al., 2014)

Empathy and understanding are critical

(Pinder & Renshaw, under review)

Chosen to compliment and supplement current coaching practices

Chow, J. Y., Davids, K., Button, C., & Renshaw, I. (2015). Nonlinear pedagogy in skill acquisition: An introduction. Routledge. Pinder, R.A. & Renshaw, I. (under review). An application of constraints-led pedagogy in Para-sport. Physical Education & Sport Pedagogy Renshaw, I. et al. (2015). Why the Constraints-Led Approach Is Not Teaching Games for Understanding: A Clarification. Physical Education and Sport Pedagogy 21 (5): 459-480. Steel, K. et al., (2014). Coaches, Athletes, Skill Acquisition Specialists: A Case of Misrecognition. International Journal of Sports Science & Coaching 9 (2): 367-378. *For an introduction and overview of the constraints-led approach see: Davids et al., (2008). Dynamics of skill acquisition: A constraints-led approach. Human Kinetics.

“Both TGfU and the CLA have a powerful central focus on the nature of learning activities undertaken by each individual learner.”

(Renshaw et al., 2015)

Constraint-led framework…

Learners generate movement solutions in attempting to satisfy the unique combination of constraints on them

Task, performer and environmental constraints provide the boundaries from which movement skill and decision making emerges Task Environment Individual Goal-directed behaviour

The learning designer…

You are a learning designer Develop the tasks and progressions Shape the environment by what you say and do Manipulate practice constraints to shape movement and understanding Facilitate exploration and discovery learning Simulate key aspects of performance environments Good constraints-led coaching is not “hands-off”, but constant careful and considered manipulation, iteration, and facilitation

Design thinking

https://www.decisionanalyst.com/blog/designthinking/

If you want to optimise learning, you have to put in time to careful design and planning Good practice is putting time into imaginative improvement

Experiential knowledge Constraints Analysis &

• bservation

Impairment

Ideate Trial Test Peer- review Periodisation Iteration (Re)define

Ideate, design & implement Review Empathise, understand & define

Transfer Pinder, R.A. & Renshaw, I. (under review). An application of constraints-led pedagogy in Para-sport. Physical Education & Sport Pedagogy. *Practical methodology designed with Dr Sian Barris, South Australian Sports Institute

‘Learning design thinking’

Experiential knowledge Constraints Analysis &

• bservation

Impairment

Ideate Trial Test Peer- review Periodisation Iteration (Re)define

Ideate, design & implement Review Empathise, understand & define

Transfer Pinder, R.A. & Renshaw, I. (under review). An application of constraints-led pedagogy in Para-sport. Physical Education & Sport Pedagogy. *Practical methodology designed with Dr Sian Barris, South Australian Sports Institute

‘Learning design thinking’

Experiential knowledge Constraints Analysis &

• bservation

Impairment

Ideate Trial Test Peer- review Periodisation Iteration (Re)define

Ideate, design & implement Review Empathise, understand & define

Transfer Pinder, R.A. & Renshaw, I. (under review). An application of constraints-led pedagogy in Para-sport. Physical Education & Sport Pedagogy. *Practical methodology designed with Dr Sian Barris, South Australian Sports Institute

‘Learning design thinking’

Sport: Athletics Event: T36 Long Jump Impairment: Cerebral Palsy Key points: CLA & Task simplification Timescale: Within-season 6-8 week plan Outcome: Gold. PB & PR (5.61m)

CLA & Task simplification…

“Our goal was to work on specific technique...

• use of arms + high knee drive in take-off
• pull through of drive leg in flight
• extension of legs in landing

...with the aid of physical & mental cues.”

• Maintain information-movement coupling
• ↓ feedback and ↑ emphasis on athlete self-correction
• Periodised (and very short term) use of physical

constraints

• Athlete-led cues, consistent between indoor and
• utdoor environments (6x 45-60min sessions)

Take home messages

There are no recipes! Creativity in task design can lead to big shifts in learning and effective/ efficient transfer Task simplification > Task decomposition due to issues of separating perception and action

Sport: Table Tennis Event: Men’s Singles - Class 11 Impairment: Intellectual impairment Key points: CLA & Task variability Timescale: Within-session manipulations (12 months) Outcome: Silver

CLA & Variability…

• ↓ blocked practice and prescription

and ↑ in opportunities for ‘decision- making’

• Structured variability to link technical

and tactical development

• Closing the gap between practice

and match-play

100% FH 80% FH: 20% BH 100% FH w. serve 80% FH w. serve 100% FH w. serve. Open from 3rd ball

Transfer…

“…through increasing the variability of tasks in practice, Sam was able to adapt quicker in matches and also was able to make quicker and more appropriate decisions in the pressure of competition. The reduction of rigidity especially with the first ball in a drill, forced Sam to be active early in the rally; this transferred to better body position in a match as

• well. "

Take home messages

There are no recipes! Creativity in task design can lead to big shifts in learning and effective/ efficient transfer Task simplification > Task decomposition due to issues of separating perception and action

Prescription shapes and limits behaviour

(Beware of the constraint for the sake of constraint!)

Technical components can be developed with relevance to tactical aims Task variability can be harnessed to allow representative task designs

Wheelchair rugby

Sport: Wheelchair Rugby Event: Mixed team Impairment(s): Various Key points: CLA & match simulation Timescale: 3-4 years (Paralympic cycle) Outcome: Gold

CLA & representativeness…

Example manipulations Rules

(e.g., timings)

“Points” on court ‘Scoring’ changes Individual needs Tactical aspects Problem solving

(e.g., blinded rules)

CLA & representativeness…

Game Intensity Index (GII) GII = Court area in m2 / number of players For example, for a game of Wheelchair Rugby on a standard court GII = (28x15m)/8 = 52.5

[High GII = low intensity; Low GII = high intensity]

Format Space Goal GII 4v4 Full-court Competition intensity 52.50 Half-court Increased contact and opportunities for ‘traps’ and ‘holds’ 26.25 3v3 Full-court Screening at high speeds and importance of transitions 70.00 15m x 21m Replication of competition for state training (reduction in athlete numbers) 52.50 Half-court Increase game intensity that can be easily replicated across states (no

• ther equipment needed)

32.50 4v3 8m2 Inbounding and movement out of the area - significant opposition pressure and chair contact (e.g., facing USA in first Qtr) 9.14 10m2 Replicating typical inbounding situations 14.28 Half-court Quick inbounding, transitions and aggressive defence 30.00 15x24.5m Replication of competition intensity with uneven athlete numbers and classifications 52.50

Chow, J. Y., Davids, K., Button, C., & Renshaw, I. (2015). Nonlinear pedagogy in skill acquisition: An introduction. Routledge.

Creativity and iteration…

Take home messages

Operationalizing CLAs in practice is challenging CLAs (and similar approaches) have the potential to create big shifts in learning and understanding The transfer of practice to competition depends on the extent to which practice resembles competition

Thank you…

ross.pinder@paralympic.org.au @rossapinder

No recipes Individualised Representative Relentless iteration